Inquiring through Dialogue in English Language Classrooms (Primary and Secondary)

Overview

Inquiry-based Learning (IBL) enables students to become inquirers who explore, discover, make real-world connections, and problem-solve in EL classrooms. In the SFEd courses on IBL, you will:

• actively inquire into:
  − your enactment of IBL which incorporates the practice of Inquiry through Dialogue (ItD) in the teaching, learning and assessment of EL, or
  −your practice of leading others in their learning about IBL and the practice of ItD; and

• apply your learning and reflect on your practice, which includes the use of EdTech, to promote active student learning in participatory, connected and reflective classrooms.

You can take this course at an appropriate Level of Practice:

To decide on the most appropriate Level of Practice to meet your learning needs, please refer to the information for each of the three Levels of Practice below.

Levels of Practice and Learning Goals

Proficient Level of Practice: Does independently

Select this course at the Proficient Level of Practice if you:

• wish to have fundamental understanding of the practice of IBL including ItD, and would like to become skilful and independent in your practice of IBL in EL classrooms;

• would like to be able to, on an ongoing basis, reflect on your practice of IBL including ItD to improve student learning of EL; and

• plan to apply your learning as you participate in the course.

Learning Goals

By the end of this course, you will be able to:

• demonstrate understanding of IBL including ItD and its rationale in the teaching, learning and assessment of EL;

• apply the principles of EL teaching and learning (CLLIPS) and EL teaching processes (ACoLADE) to support the practice of IBL including ItD; and

• make appropriate choices, including the use of EdTech, to support the practice of IBL including ItD, based on knowledge of learners, the EL Syllabus 2020 and the EL curriculum. 

Accomplished Level of Practice: Adapts skilfully

Select this course at the Accomplished Level of Practice if you:

• are skilful and independent in your practice of IBL including ItD in the teaching, learning and assessment of EL;

• would like to become adaptive in your practice of IBL including ItD, by being able to customise learning for your students as you enact your EL lessons; and

• plan to apply and, on an ongoing basis, reflect on your learning as you participate in the course, which involves reviewing a lesson for adaptive practice of IBL including ItD in EL classrooms.

Learning Goals

By the end of this course, you will be able to:

• customise EL lessons, incorporating the use of EdTech, that support the practice of IBL including ItD based on:
  − principles of EL teaching and learning (CLLIPS) and teaching processes (ACoLADE), and
  − knowledge of learners, acquired through sound use of assessment information on students’ learning readiness, interests and learning profiles, collected before, during and after instruction; and

• demonstrate adaptiveness in enacting IBL including ItD through prompting, posing questions, and supporting the collaborative process by which students learn the skills and learner strategies in the areas of language learning.

Leading Level of Practice: Leads others effectively

Select this course at the Leading Level of Practice if you:

• are skilful, independent and adaptive in your practice of IBL including ItD in EL classrooms;

• would like to be able to lead effectively and mentor others in their professional learning and practice of IBL including ItD; and

• plan to apply and, on an ongoing basis, reflect on your learning as you participate in the course, which involves planning a professional learning session to lead and guide peers/teachers in their practice of IBL including ItD in EL classrooms.

Learning Goals

By the end of this course, you will be able to:​

• customise EL lessons, incorporating the use of EdTech, that support the practice of IBL including ItD based on:​

  • the principles of EL teaching and learning (CLLIPS) and teaching processes (ACoLADE), and​

  • knowledge of learners, acquired through sound use of assessment information on students’ learning readiness, interests and learning profiles, collected before, during and after instruction; and​

• demonstrate adaptiveness in enacting IBL including ItD through prompting, posing questions, and supporting the collaborative process by which students learn the skills and learner strategies in the areas of language learning.

Target Participants

EL KP, TLs and Teachers

For enquiries, please contact:

Mdm Nithiyah Subramaniam (Senior Academy Officer/Pedagogy) at nithiyah_subramaniam@moe.gov.sg.