175 - 238 CCNA 2: Routers and Routing Basics v3.1 Instructor Guide – Appendix B Copyright © 2004, Cisco Systems, Inc.
B.1.7 Inquiry-based learning
Figure 1: Inquiry Based Learning
When people uncover uncertain, curious, or interesting phenomena in life, questions naturally
arise that encourage quests for answers. Inquiry is a natural process that begins as soon as a
child starts to experiment with language. As questions are asked, the answers often lead to
more questions. This begins a cycle of inquiry for learning. In education, instructors refer to
this process as "inquiry-based learning" or "problem-based learning". The basic requirements
of either practice are strong reading skills and good scientific observation techniques. One
methodology for inquiry-based learning is called KWHLAQ. The following questions
breakdown the KWHLAQ method:
• What do learners think they Know about the subject?
• What do learners Want to find out about the subject?
• How are learners going to go about finding the answers?
• What do learners anticipate Learning? What have they learned?
• Can learners Apply their learning to other subjects or projects?
• What new Questions have surfaced throughout the time of inquiry?
Within any inquiry-based learning activity or project, the range of control must remain flexible.
There will be times when the instructor takes control of the learning environment, times when
the students exercise more independence, and times when the instructor and students share
control of the direction for learning. The instructor is always a role model for lifelong learning.
Teachers show students that even instructors address problems on a daily basis in and out of
school. They also model the fact that sometimes problems are solved successfully and other
times they are not. Students begin to realize that they will often require a team approach to
find the solution to essential questions. In inquiry-based learning, this team consists of the
students and the instructor.