Reflection: The Inquiry Training Model

• Syntax:
The Inquiry Training Model as shaped by Joyce and Weil has a definite syntax. There are five phases in an inquiry activity.
Phase I: Encounter with the Problem.
Teacher explains the inquiry procedures and rules in brief and presents the discrepant event. The following rules have been formulated by Weil and Joyce (1978);
a. Questions which are asked to verify the data should be framed in such a way that they can elicit 'Yes' or 'No' answer from teacher.
b. Questions should be specific and to the point. There should be no double baralled questions. Only one question should be asked at a time.
c. To test a guess or hypothesis experimentation questions which elicit 'Yes' or 'No' answers should be used.
d. Questions which theories

When students have noted the discrepancy in the puzzling event they proceed to ask questions keeping the rules of the game in mind. This is the second phase of the model -the data gathering -verification. Verification is the process whereby students gather information about an event they see or experience. Verification questions are those which verify the facts related to the situation -the nature and identity of the subject, the events and conditions surrounding the puzzling event, the property of the object etc. These questions attempt to verify 'what

There are two stages in this phase that are recapitulation of the steps of the model and analysis of the strategies of inquiry respectively.
Recapitulation of the steps is necessary in the first few lessons for the pupils to learn and remember the procedure. When pupils are familiar with the steps of the inquiry, this stage may be omitted.
• Principles of Reaction
The Inquiry Training Model is unique in the sense that the principles of reaction in this model are quite different from those in other Models of Teaching. The most important reactions of the teacher take place during the second and third phase. The teacher has to help the students to inquire, but not do the inquiry for them. The teacher can if necessary keep the inquiry moving by making new information available to the group and by focusing on particular problem events or by raising questions. During the last phase the teacher's task is to keep the inquiry directed towards the process of investigation itself.
The following points should be kept in mind while guiding pupils to inquire.
1. Ensure that the questions are phrased in such a way so as to elicit Yes/No