Why We Use Inquiry-Based Learning at The Global Classroom Project

At The Global Classroom Project, inquiry isn’t just one of the methods we use, it’s the heart of our educational philosophy. Everything we do, from field experiences to academic projects, is built around scaffolded inquiry-based learning (IBL), a model grounded in decades of international research and my own academic study into student engagement and agency.

What Is Inquiry-Based Learning?

Inquiry-based learning invites students to take ownership of their learning. Rather than being passive receivers of knowledge, learners are encouraged to ask meaningful questions, explore ideas, and construct understanding through guided discovery.

This doesn’t mean the teacher “steps back” and leaves students to figure everything out. In fact, good inquiry requires more structure, not less. As research shows, the most effective inquiry classrooms are those that are carefully scaffolded, with guidance, feedback, and a clear framework that allows curiosity to flourish without confusion.

As Polman & Scornavacco (University of Colorado, 2022) put it, “Teachers are not just setting students free to do inquiry; they are providing structures and coaching supports for students learning to do effective inquiry.”

That’s exactly what we do at The Global Classroom Project.

How Scaffolding Works

Inquiry unfolds in phases. Drawing on the international “5E” and “Pedaste” inquiry models and my own classroom research, we use a five-stage scaffold:

1. Orientation – We begin with a provocation or question that sparks curiosity. This could be a field visit, an ethical dilemma, or a story that prompts deep wondering.

2. Conceptualization – Learners define their own questions within the theme and begin gathering resources. Here, facilitators model how to ask strong questions and how to plan meaningful inquiry.

3. Investigation – Students dive into research, fieldwork, or creative experimentation. Teachers step in with “teaching at the point of need”, guiding individuals or groups when specific skills or concepts arise.

4. Conclusion – Learners synthesize what they’ve found, reflect on their process, and connect their discoveries to larger ideas or real-world issues.

5. Reflection & Sharing – Finally, they present their learning through portfolios, exhibitions, or community projects, reflecting on how their thinking has evolved.

   
   

This structure keeps inquiry rigorous, supported, and intentional, not just open-ended exploration.

Why Parents Sometimes Worry — and Why They Don’t Need To

Some parents initially feel that inquiry learning looks less like “teaching.” There are fewer lectures, fewer worksheets, and more dialogue, reflection, and exploration.

But behind every moment of “freedom” lies careful planning and scaffolding.

The Global Classroom Project:

• Designs clear inquiry frameworks aligned with IB standards.

• Guides learners through feedback, peer review, and reflection cycles.

• Ensures core content and skills (from math modeling to essay writing) are built into the process.

  
  

It’s not that students are taught less, it’s that they’re taught how to learn, which is far more powerful and lasting.

The Evidence Behind the Practice

My research into scaffolding techniques within IBL showed measurable benefits:

• Improved student engagement and focus

• Stronger independent thinking and ownership of work

• A gradual rise in academic performance across projects

• Greater confidence and curiosity among learners

The findings echo global studies: when inquiry is scaffolded well, learners develop not just knowledge, but agency, the ability to direct their own growth.

Why This Matters for Global Classroom Learners

The world our young people are growing into doesn’t reward rote memorization (just exam boads). It rewards curiosity, adaptability, and critical thought, the very capacities inquiry develops.

When parents see learners discussing, questioning, or revising their own projects, what they’re witnessing isn’t a lack of instruction, it’s the process of deep learning in action.

At The Global Classroom Project, we believe that education should prepare children not just to know, but to think, question, and care. Inquiry gives them the tools to do all three.