PBL and Inquiry
How Do We Bring Inquiry into the Classroom?

This episode centers on the crucial role of inquiry in project-based learning (PBL) and provides practical strategies for fostering a culture of inquiry in the classroom.
Ryan emphasizes that true inquiry occurs when learners actively engage in questioning and seeking answers, moving beyond superficial engagement to a deeper level of intellectual curiosity.
The episode focuses on "Knows and Need to Knows," a core PBL practice that empowers students to identify their existing knowledge and pinpoint the areas where they need further learning.

Bringing True Inquiry to Life

Ryan differentiates between surface-level inquiry (like asking an engaging bell-ringer question) and true inquiry where learners actively raise questions driven by genuine curiosity.
An example is given of students questioning the feasibility of obtaining $500 for a project, signifying their investment in the problem.
"Need to Knows" serve as a catalyst for true inquiry by encouraging students to articulate their learning needs.

The Power of "Need to Knows"

"Need to Knows" are central to effective PBL implementation. They ensure that instruction meets learners where they are, personalizing the learning experience.
Ryan uses the example of teaching compound sentences. Through pre-assessment or "need to know quizzes," teachers can gauge students' existing understanding.
This allows for tailored instruction: a full workshop for those needing a refresher, and alternative activities for those who've already mastered the concept.
This approach avoids unnecessary repetition for students who have already mastered the content, respecting their time and abilities.

Types of "Need to Knows" and Their Applications

Ryan highlights two main categories of "Need to Knows":

Database Need to Knows: These address specific content knowledge and skills. Pre-assessments help determine which workshops or lessons are needed.


Resources
PBL Simplified on YouTube
Magnify Learning - www.magnifypbl.com

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