Inquiry-Based Learning Cycle And Tuckman's Team Development Model

To be able to achieve my intended goals for this reflective report, I have selected to use the reflective writing model by (Gibbs 1988), the Inquiry Based Learning Cycle, Kolb’s Experiential Learning Cycle and Tuckman’s Team Development Model (1965). According to (Nevárez-Latorre 2010), Inquiry-based learning (IBL) involves acquiring of knowledge according to individual’s methods of understanding. This method of inquiry is born out of a constructivist instructive idea that is preoccupied with elements such as investigation and finding, realistic inquiries employing contextualized knowledge attainment and research-based approach. Agreeing with (Nevárez-Latorre 2010), (Blessinger and Carfora 2014) attempted to elaborate on the three elements which Nevárez-Latorre suggested. Blessinger and Carfora asserted that, such prospects entail problem based learning, they involve field studies and experiments and research based learning. However, the two authors may have concentrated mostly on the fundamentals of the learner, but they may have overlooked some domains where knowledge can be difficult for a learner to attain due to conceptual and practical complexities.

They will have to be continuously learning and accepting responsibilities even when things are not going according to plan, this was the case with our constancy group at the beginning of the academic year. It was a turbulent experience, with all strong personalities in our group, almost everyone assumed the leading position. At this point, this adversely hampered on the progress of the project because there were so many conflicting suggestions and it appeared nobody was willing to concede theirs. This is where the inquiry based learning can be most useful, according to (Nevárez-Latorre 2010) and (Blessinger and Carfora