Dr. Rachel Schechter’s Post

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Founder of Learning Experience Design (LXD) Research

“A smart combination of direct instruction and inquiry is often the most effective.” Give students enough information to engage in conversation and explore with each other. That is what will prepare them best for future work! #instruction #k12education #edtech can help

Let's talk evidence – The case for combining inquiry-based and direct instruction

Let's talk evidence – The case for combining inquiry-based and direct instruction

sciencedirect.com

Sreeja Iyer

CEO & Founder @ Sparkling Mindz

11mo

Thanks for sharing this article. I completely see this in action at Sparkling Mindz Global. We have been using a combination of inquiry-based and direct instruction for our science learning area. Using a child-led approach to arriving at the inquiry really personalizes it and reveals prior knowledge while building upon the conceptual knowledge in a much better way compared to only direct instruction. It's personal, it's deep, it's wonder-led and it's experiential. From there expanding knowledge discovery through direct instruction adds the layer of width

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Julie Miles, PhD

Measurement & Analytics Executive with Deep EdTech Expertise | Creating & Scaling Optimized, Focused Solutions to Maximize Outcomes | Building High-Performance, Innovative, Engaged Teams

11mo

Great article. I was just talking about inquiry-based learning yesterday. Check out LEGO Education products - they have some great products (their science curricula really excited me.)

Sejal Shah

Multi-Domain Product Leader | Scaled to $100M+ ARR | Global Expansion & 0-1 Initiatives Expert | M.Ed Student | Mom 5x powered by ☕

11mo

💯 agree! One of my favorite aspects of early education is how quickly a child's mind is sparked and how much is absorbed. Dr. Maria Montessori's pedagogy is a great example of how this is applied in the classroom. I believe as product leaders as we design digital learning experiences this will be key to driving engagement and critical thinking..

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