Many teachers say that they would like to use IBL approaches but that it is too difficult for a number of reasons. For example, they say that:
- IBL takes too long;
- IBL does not address the mathematics or science content their students should cover;
- Other teachers in their school do not use or may not agree with IBL approaches;
- Students are resistant to IBL, preferring instruction to exploring, questioning and thinking for themselves.
There are two tools for this professional question:
These tools will help the group identify some of the barriers to using IBL and provides an opportunity for teachers to consider the extent to which these perceived barriers actually are barriers.