Inquiry-Based Learning (IBL) is an approach to teaching and learning that involves investigating and solving a real-world question, problem, or scenario. Projects are not simply summative, end-of-unit activities. Outcomes are targeted and are formatively (and summatively) assessed throughout the learning process. While there is generally a final activity, it is often more of a celebration and a chance for the students to show off what they have learned. It is an opportunity for the students to teach their audience about possible solutions to real-life issues. The teacher is more of a guide or facilitator than a dispenser of knowledge.


There are many benefits of IBL, some of which are:

-       Increased motivation and engagement

-       Research is seen as meaningful, and research skills are developed

-       It deepens understanding and goes beyond facts and content

-       Enables students to take ownership of their learning

-       Enables students to become active citizens in school, local, and global communities


The terms Project-Based Learning (PBL) and Inquiry-Based Learning (IBL) are interchangeable, with PBL sometimes considered a ‘form’ of IBL. Both terms represent the belief that learning through inquiry is the desired outcome, rather than the project itself.


IBL is being implemented to address our division’s Strategic Priority #3: Engagement and Deep Learning, by providing experiential, relevant, and deeper learning experiences for our students.