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Engaging Inquiry-Based Learning Activities for Effective Teaching and Leadership Qualities

Explore dynamic inquiry-based learning sequences designed to enhance discussions on the qualities of effective teachers, leaders, and even energy-efficient engines. These structured activities guide students through reflecting on their views, voting on key qualities, discussing expert opinions, and engaging in personal reflections. The sequences cater to various educational settings, whether face-to-face or online. Additionally, role-play scenarios promote critical thinking and collaboration among students by simulating real-world discussions on pertinent topics.

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Engaging Inquiry-Based Learning Activities for Effective Teaching and Leadership Qualities

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  1. Re-using Learning Sequences

  2. Example 1: Inquiry Based Learning “What are the qualities of an effective teacher?” Step 1: Answer question, then reflect on others’ answers Step 2: Vote on a list of qualities, consider collated votes Step 3: Discuss responses to Steps 1 & 2 (Stop) Step 4: Read an expert’s view on the topic Step 5: Discuss expert’s view compared to class view (Stop) Step 6: Personal reflection (or essay if assessment) on initial question, based on initial views, class discussion & expert view Can be run face to face with no technology, or fully online, or a mix

  3. LAMS V2: “Qualities of an Effective Teacher”

  4. LAMS – Student view Step 1a (Q&A) of “Qualities of an Effective Teacher”

  5. LAMS – Student view Step 1b (Q&A) of “Qualities of an Effective Teacher”

  6. Example 1a: Inquiry Based Learning “What are the qualities of a great leader?” Step 1: Answer question, then reflect on others’ answers Step 2: Vote on a list of qualities, consider collated votes Step 3: Discuss responses to Steps 1 & 2 (Stop) Step 4: Read an expert’s view on the topic Step 5: Discuss expert’s view compared to class view (Stop) Step 6: Personal reflection (or essay if assessment) on initial question, based on initial views, class discussion & expert view

  7. Example 1a: The overall Learning Design remain the same, but…

  8. Example 1b: Inquiry Based Learning “What are the qualities of energy efficient engines?” Step 1: Answer question, then reflect on others’ answers Step 2: Vote on a list of qualities, consider collated votes Step 3: Discuss responses to Steps 1 & 2 (Stop) Step 4: Read an expert’s view on the topic Step 5: Discuss expert’s view compared to class view (Stop) Step 6: Personal reflection (or essay if assessment) on initial question, based on initial views, class discussion & expert view

  9. Example 1c: Inquiry Based Learning “What are the qualities of an effective e-learning system?” Step 1: Answer question, then reflect on others’ answers Step 2: Vote on a list of qualities, consider collated votes Step 3: Discuss responses to Steps 1 & 2 (Stop) Step 4: Read an expert’s view on the topic Step 5: Discuss expert’s view compared to class view (Stop) Step 6: Personal reflection (or essay if assessment) on initial question, based on initial views, class discussion & expert view

  10. Example 2: Role Play “Should a K-12 school roll out interactive whiteboards?” Step 1-4: Introduce role play; scenario; tasks; roles Step 5: Break students into role groups (pro teachers, con teachers, school management, students) Step 6: Reflect on own role in private journal Step 7: Shared Q&A about ideas within role group Step 8: Forum about ideas within role group (Stop) Step 9: Main role play (all roles together in Forum to discuss) (Stop) Step 10: Vote on whether roll out should proceed or not Step 11-13: Reflect on role play experience & strengths/weaknesses

  11. Example 2: Role Play - Adoption of Interactive Whiteboards

  12. Example 2a: Role Play “Should the US Federal Reserve cut interest rates to 1%?” Step 1-4: Introduce role play; scenario; tasks; roles Step 5: Break students into role groups (Federal Reserve Chair; US President; Mortgage Insurer; Investment Bank) Step 6: Reflect on own role in private journal Step 7: Shared Q&A about ideas within role group Step 8: Forum about ideas within role group (Stop) Step 9: Main role play (all roles together in Forum to discuss) (Stop) Step 10: Vote on whether to cut interest rates or not Step 11-13: Reflect on role play experience & strengths/weaknesses

  13. Example 2b: Role Play “How could peace be achieved after WW2?” Step 1-4: Introduce role play; scenario; tasks; roles Step 5: Break students into role groups (US, Russia, Germany, France) Step 6: Reflect on own role in private journal Step 7: Shared Q&A about ideas within role group Step 8: Forum about ideas within role group (Stop) Step 9: Main role play (all roles together in Forum to discuss) (Stop) Step 10: Vote on whether to accept peace proposal or not Step 11-13: Reflect on role play experience & strengths/weaknesses

  14. LAMS Community • The LAMS Community provides forums for discussion and a repository of community-shared sequenceshttp://www.lamscommunity.org/ • Almost 300 shared sequences now available across many topics and levels of education (K-12/uni/training)

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