1. Module 7 Journal Entry 1 Questions
Chantelle Eikelboom

2. Term
Definition
Inquiry and problem-based
learning
Approach that provides
students with realistic
problems that don’t
necessarily have ‘right’
answers
Cooperation
Activity that focuses on group
members working towards
shared goals
Collaboration
Activity that involves group
members in
discussion, sharing different
points of
view, debate, constructive
feedback and reaching
consensus on issues

3. Describe the major elements of inquiry and problem-based
learning. Describe how you could implement these ideas in
planning a lesson in your subject area. How could you know that
your efforts were successful?
Problem based learning attempts to help students develop knowledge so they can
understand complex concepts that can then be applied in many different situations. Other
goals include enhancing problem solving skills, collaboration, evidence-based analysis and
decision making (Hmelo-Silver, 2004, as cited in Educational Psychology, 2013, page 329).
Students learn to work together with a problem as they find a solution. Students will
analyse the problem, discuss it together, research for information and eventually come to a
solution. Teachers are not only the source of knowledge, but now a guide for the students.
They must assist students in their thinking and provide the needed scaffolding required for
students to solve problems. Problem-based learning allows students to think for
themselves and gives the opportunity for personal development and independent thinking.
If I were a teacher, I would include this problem-based learning in my lessons. I
would attempt to use problems that are real and that may directly effect the students, as
well as problems that are interesting and informative. For example, if I were teaching
children in Year 3, I might get my students to investigate weather patterns. They could
research the different weather conditions and what causes these conditions. I would get
them to work in small groups so they get the opportunity to share ideas and
responsibilities. I can’t be 100% sure my efforts would be successful, but I am quite sure this
would be an educational project for the children.

4. What is the role of teachers today in teaching thinking skills? Discuss your
opinion with reference to the specific areas of creating a "culture of thinking"
in classrooms and teaching critical thinking skills
It may not be that difficult to teach children their times tables, but teaching students how to
think may be a little more challenging. Woolfolk and Margetts (2013) claimed that the main
characteristics of good thinkers include:
Perseverance
Achievement
Flexibility
Metacognition
Creativity
Responsibility
Interdependence
Communication
Teachers must help students develop these characteristics and also develop thinking skills.
Regarding ‘culture of thinking’, teachers must ensure that students not only possess the
necessary thinking skills, but that they also know how use these abilities. Teachers must also
make students thinking visible by asking questions and documentation. This way, teachers are
able to help students by correcting their way of thinking if it is necessary.

5. What are some of the disadvantages
of group learning?
Group learning can be very beneficial as it teaches children to
cooperate, work together and also teaches students about
responsibility. However, it does have its disadvantages. Students
may end up with different work loads. This happens if there are
some lazy people in the group who don’t do their share. This
results in some group members doing more work than others.
Socialisation can also impact group learning. If a group contains
several friends, there may be more socialising occurring rather
than learning. For this reason, I think I would try avoid grouping
friends if I were a teacher. However, I would still make sure each
person would enjoy who they work with.

6. References
Ritchhart, R., & Perkins, D (2005). Six Key
Principles of the Cultures of Thinking Project.
Retrieved from
http://www.ronritchhart.com/COT_Resour
ces_files/6Principles%20of%20COT_V2.pdf
Woolfolk , A., & Margetts, K. (2013). Educational
Psychology. NSW, Australia: Pearson