Have I used inquiry-based learning as a teacher?

In order for students, who are learning Chinese as a second language, to be able to survive in a situation, they have to learn “how did they know” and less on “what did they know”. 

In my early teaching, I focused on fun, interesting learning, and the hope that students would maintain their life-long learning.  Nevertheless, I found that they did not learn as much as I expected.  It clearly demonstrated that without decent assessments, we cannot measure results.  On the other hand, should we be concerned more with in-school success, or with equally important life-long learning?  In other words, without testing, I don’t really know if students learned or if they just mimicked me.  Therefore, this year, I give the same interesting activities with comprehensive formats to test, to check, to provide help and to adjust the teaching path. 

In the 21^st century, technology empowers the connection between local and world communities.  I use facebook, twitter and moodle to facilitate network by which teachers and students write to each other.  Now, I am learning that blogging and websites induct the learners to a real world in which second languages are spoken.  How cool it is!

After this reading, I will provide paintings or photos for students to ask and post questions and comments, so that others solve the problem by thinking critically. 

I should also guide or nurture students into modern life and to new ethical and practical issues.  Teaching a relevant context leads to broader understanding.

I have used inquiry-based learning for all levels in my Chinese classrooms.  When appropriate, I have used dialogues, music, TPR, games, drama, drawing, and role play. I have also created skits or situations for students to get around in real life.

I have not used historical thinking at this moment, because students’ Chinese  competency level is not high enough.