ing environment with individual accountability; and assessments often are performance based (e.g., project, demonstration, lab) rather than traditional paper and pencil formats.
Inquiry-based learning is the broadest of the three strategies and frequently incorporates the other two strategies. Inquiry learning is predicated on the idea that students must explore major concepts before formal explanations occur. Inquiry should be seen residing on a continuum that ranges from no inquiry -->prescriptive inquiry -->guided inquiry -->open inquiry, where guided inquiry is the target for most classroom experiences. When led effectively, guided inquiry-based instruction provides commonly shared, often concrete, experiences for all students to explore before the formal sense-making (explanation) portion of learning occurs. Though all subject areas can benefit from inquiry learning, "Succeeding with Inquiry in Science and Mathematics Classrooms" provides detailed examples, guidance in planning inquiry lesson, rubrics for evaluating instructional effectiveness, and management techniques for all science and mathematics classrooms.
Problem-based learning typically is guided by a simulation or case study in an effort to motivate students and provide a specific context for learning. Simulations real or fictitious can be used to provide a more realistic learning experience for studying a major historical event or the factors that drive the economy. Case studies can be used, for instance, for preparing future doctors or studying environmental issues.
Project-based learning is typically framed by a more global open-ended question that will be answered over time through a project, presentation, or performance. Before the culminating project can be demonstrated, students must learn the critical concepts, ideas, and practices that will help to support their final product. For instance, how can our school (community or home) reduce our environmental impact?
The excitement and motivation provided through inquiry-based, project-based, and problem-based learning becomes about creating an environment where the learner (student) needs to know as opposed to something you are going to tell them and then hope to show purpose and value later. All three learning strategies provide a rich, dynamic, and engaging means to provide context and motivation to students who would otherwise be apathetic to learning and school in general.
Response From Nancy Sulla
Dr. Nancy Sulla is the president of IDE Corp., designer of the Learner-Active, Technology-Infused Classroom, and author of Students Taking Charge and the upcoming book, It's Not What You Teach, But How: 7 Insights For CCSS Success:
Taking the meaning of the terms literally, the definitions create a subset situation. "Inquiry" is an investigation, an act of questioning. A project is a planned and designed activity to achieve a particular goal. A problem is a dilemma that needs to be resolved. As such, inquiry-based learning is the broadest term, with project-based learning being a specific kind of inquiry, one that ends with a tangible product. Problem-based learning is a further subset, with an open-ended situation to be resolved.
With problem-based learning, students tackle an open-ended problem for which they must propose a solution. Students might write a letter to a favorite author convincing the author to write a future book about their town. Students might design a unique polyhedra-based lighting fixture for an eccentric mathematician. The key is to have students grapple with content.
Projects may be open- or closed-ended. Using project-based learning, students work to achieve a goal: create a set of book reviews; build a set of polyhedra figures.
Inquiry-based learning can be broad, such as asking students to investigate what fictional books have in common or what role polyhedra play in the world. In K-12 schools, however, it is more typically closed ended, having students discover known concepts, for example, conducting experiments to see the conditions under which seedlings will grow.
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