What is IBL? – The Academy of Inquiry Based Learning

E. Lee May, Salisbury State University, defines IBL : Inquiry-based learning (IBL) is a method of instruction that places the student, the subject, and their interaction at the center of the learning experience. At the same time, it transforms the role of the teacher from that of dispensing knowledge to one of facilitating learning. It repositions him or her, physically, from the front and center of the classroom to someplace in the middle or back of it, as it subtly yet significantly increases his or her involvement in the thought-processes of the students.

 Modified Moore Method

 Other forms of IBL are also recognized, which employ different course structures, including some group work, projects, and courses that are not theorem-proof based

Students are given tasks requiring them to:

Solve Problems
Rather than showing facts, or a clear smooth path to a solution, the instructor
IBL engages students in sense-making activities
Key Components
guides and mentors
students via well-crafted problems through an adventure in
mathematical discovery.
 deep engagement in rich mathematical activities
opportunities to collaborate with peers
Academy of Inquiry Based Learning
 A typical day in an IBL math course is hard to define, due to the variance across the environments and needs at institutions across the nation and world. Below is a sample model of a typical day in an IBL math course. class starts instructor passes out sign up sheet and solutions/proofs to problems who have students been previously selected write proofs/solutions on the board and
 students present one by one
present to class a sample model
presenters are selected via the “reverse seniority” process  the class
peer-reviews questions and either dealt with, or the presenter can opt to return with a fix at next class period
the proofs/solutions are asked class approves solution as correct and moves to next presenter, continuing cycle through all presenters ORclass and instructor devise a plan to settle issues.instructor learns what works best for his or her students and teaching environment.  New problems and subproblems; small group work in class; students work on problems outside of class
teaching choices include