Indirect Instruction
(student-centred learning)
| Inquiry | Case Studies | Reflective Discussion |
Inquiry is not just a matter of asking questions but is a process of conducting a thorough investigation. The inquiry process can be practised and learned in a systematic way. If students have had limited experience with inquiry, the teacher may wish to ease students into its use. The purpose of inquiry is to experience the process rather than to memorize the process or product.
The teacher has an option of allowing the students to experience guided or unguided inquiry. In guided inquiry the teacher asks the question but does not answer the question. In several places throughout the curriculum guide, questions that may be asked are included. The questions could be used for guided inquiry. Unguided, inductive inquiry sees the teacher again asking but not answering questions, prompting students, structuring materials and simulations, and in general organizing the learning. The teacher's role becomes minimized as the student takes more responsibility for examining problems, opportunities, and ideas.
The student may select the direction for learning in the unguided method.
Indirect instruction is often a slower way of exposing students to the material than direct instruction but students often achieve a better understanding of the material and ideas under investigation. Learning in Entrepreneurship is process oriented rather than just getting the "right answer". Students need to experience rather than hear about it.
| Inquiry | Case Studies | Reflective Discussion |
Using case studies of entrepreneurs is an important instructional method in the entrepreneurship classroom. Case studies refer to assigned scenarios based on real-life entrepreneurial situations that students would observe, analyze, record, implement, or upon which they would form conclusions, provide summaries, and make recommendations.
Case studies should be used extensively throughout Entrepreneurship. Many resources use case studies as examples to illustrate how entrepreneurial activity can take place or has taken place. Case studies can be used to have students identify entrepreneurial characteristics and skills. As well, students and the teacher can accumulate actual case study situations from the local community for discussion and examination. The teacher may best use these resources to suit the needs of the classroom. Students may discuss results in small and large groups.
The use of case studies as an instructional method may assist students to explore their entrepreneurial potentials, and to begin planning for future success.
| Inquiry | Case Studies | Reflective Discussion |
A lecture may be followed by a reflective discussion. The reflective discussion involves students individually or as a group thinking more deeply about a topic through discussion, and coming to some conclusion. The conclusions may be similar to those suggested under questioning.