[High School & Junior High School] Challenges and Approaches to Inquiry-Based Learning in English! 5 Concrete Solutions to Ensure Learning Doesn't End with Just Research
As "integrated inquiry time" is fully implemented, there are many cases where the teaching system at the school cannot keep up with the pursuit of ideal inquiry activities, or where students' activities end up being merely superficial research.
As a company that supports many schools on a daily basis, we often have the opportunity to hear these kinds of concerns directly from teachers.
This article focuses on five practical challenges that emerged from our conversations with many teachers, and organizes them, including examples from our company, ranging from simple improvements that can be made in the current environment to more in-depth strategies for deepening inquiry.
[Challenge 1]
It becomes an activity separate from exams and regular classes.
〇worries:
There are concerns that it may not be directly relevant to the entrance exams, and that students should focus on grammar study and reading comprehension practice within the limited time available.
Furthermore, creating special inquiry-based activities from scratch, separate from regular lessons, can be burdensome in terms of preparation and instruction.
〇Solution:
One way to incorporate inquiry-based learning into regular lessons (the flow from input to output) is to avoid making it a special event.
For example, by slightly changing the daily teaching style, such as having students explain grammar in pairs or incorporating the jigsaw method (a method where students read and teach each other in groups) into reading comprehension exercises, it is possible to engage in activities that cultivate students' critical thinking and communication skills.
💡The following article clearly explains how to introduce the jigsaw method into English inquiry classes, creating a system where all students become active participants and begin to drive the learning process themselves. It also contains plenty of hints on evaluation methods, so please refer to it as well.
[Related Article] How to Utilize the Jigsaw Method in English Classes | How to Create Inquiry-Based Learning Where Everyone is the Star
https://withtheworld.co/english-jigsaw/
Tips for taking it a step further:
If the school has an environment where online international exchange is possible, one way to connect speaking activities in each unit with international exchange is to turn regular lessons directly into practical learning opportunities.
For example, by applying themes from textbooks, such as "Introduction to Japanese Culture" or "International Issues like the SDGs," to activities involving presentations and discussions with international students, lessons can be conducted without separating daily learning from inquiry-based learning. Furthermore, by keeping the slides and results created at this time as a portfolio, it can be directly linked to exam preparation.
[Challenge 2]
The problem of my own questions being overshadowed by prioritizing the group, and the imbalance in workload.
Problem:
In group activities, the overall decision takes precedence, which can easily lead to decreased individual motivation and superficial activities driven by concern for evaluation.
Furthermore, differences in enthusiasm among students can lead to uneven distribution of work.
〇Solution:
Instead of everyone vaguely working on the same theme, clearly dividing the tasks and assigning different roles and research areas to each person allows for a balance between collaboration and initiative while leaving room for individual interests to be explored.
When evaluating performance, we can assess both the overall group results and individual contributions.
Tips for taking it a step further:
If you want to deepen individual students' "questions" or emphasize each student's theme, it is effective to conduct inquiry-based learning as individual work.
On the other hand, if you want to move away from the typical research-based learning that is often used as a group theme, it is recommended to incorporate project-based learning.
For example, by having everyone discuss and brainstorm solutions to specific social issues such as the SDGs, it can be elevated into collaborative learning where diverse perspectives are combined.
[Challenge 3]
The limitations of the activity space and the problems of superficial research.
Problem:
While fieldwork in urban areas or overseas training would be ideal, the reality is that it's difficult due to safety concerns, budget constraints, and time limitations. Therefore, it often ends up being just a typical research project.
〇Solution:
We connect things and events within a "5-meter radius" of the students to cultural comparisons and international issues.
For example, by starting with everyday questions such as school lunches (food waste) or the raw materials for school uniforms (environmental and fair trade issues), it is possible to conduct in-depth research even with zero budget and confined to the school.
Tips for taking it a step further:
When brainstorming ideas for problem-solving as part of project-based learning, it's helpful to start with issues that students feel they "want to change in their immediate surroundings."
Furthermore, if overseas training or international exchange programs can be introduced, students can gain a more realistic understanding of the local situation. By creating opportunities for students to hear stories such as "There are areas in the Philippines overflowing with garbage" or "Power outages are common in India," they can more easily develop an awareness of these issues as real social problems, and it becomes easier for them to delve deeper into questions and engage in discussions to think about concrete solutions.
[Challenge 4]
Limitations of teaching capacity
Problem:
One teacher cannot keep track of and follow up on the situation of all the groups.
Furthermore, as the topics diversify to match students' interests, it becomes difficult for teachers to provide expert advice on all areas.
〇Solution:
We will prepare a shared document where each group can record their progress, and share it with the teacher. This will make it easier to keep track of the situation of each group than simply walking around the classroom, and will also make it easier to identify which groups may need help.
Furthermore, it's important to deliberately shift to a "non-teaching" approach. By focusing on providing advice on research methods and asking questions that encourage thinking, you can not only prevent reaching the limits of your teaching capacity, but also foster students' initiative and independence.
Tips for taking it a step further:
When utilizing private services, it is also effective to divide participants into groups based on their themes or English proficiency levels, and assign facilitators and assistants to each group.
For example, depending on the purpose of the activity, the following organizational structures can be adopted:
– Activities focused on cultural exchange: Implement an "assistant-based" approach to encourage student participation and discussion.
– For inquiry-based learning requiring more comprehensive support: Implement a "resident assistant" system to provide support tailored to the specific situation.
By using chat to discreetly give hints to students who struggle with English, ask questions that encourage deeper thinking, and offer assistance to students who get stuck for words, teachers can provide detailed support that they wouldn't be able to handle on their own.
[Challenge 5]
The accumulation of effort leaves no tangible trace.
Problem:
After a presentation, people often feel satisfied and neglect to reflect on it afterward. This can lead to problems when trying to review one's activities for entrance exams, such as those requiring recommendations, because there's often no material left to prove what was learned.
〇Solution:
Beyond simply creating deliverables, you can visualize your growth by taking notes in a shared document during activities, or by summarizing "what you learned today" and "what you need to do next" in a few lines at the end of each session.
Tips for taking it a step further:
For long-term projects spanning several months, we create presentation materials and other final deliverables to clearly visualize what we've learned so far.
Furthermore, after the activity is over, by setting aside time to objectively reflect on "what skills I developed through this project" and "what areas for improvement" using reflection sheets, it can be ensured that it doesn't end as a "one-off event" but leads to continuous growth afterward.
[Summary]
Inquiry-based learning can be improved in quality and methodology by incorporating small daily adjustments and revisions, such as those listed below.
- An extension of the class
- Use different group formations and role assignments depending on the purpose and theme.
- Start with a question that's right in front of you.
- Teachers are shifting to a teaching style that doesn't involve "teaching."
- Visualize results with small, hourly records.
These perspectives and operational innovations not only deepen students' learning but also offer hints for making on-site instructional systems more sustainable. Why not start by taking small steps within your current environment and incorporating them into your lessons?
To teachers who are wondering, "Is it possible to implement English inquiry-based learning in our school's environment?"
We can offer customized proposals tailored to the specific needs of each school, including curriculum design and the introduction of external programs.
If you'd like to learn about examples from other schools or get an idea of the costs involved, please feel free to contact us.
Our staff, who are well-versed in the school environment, will propose a support plan to reduce the burden on teachers.
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