WHAT DOES INQUIRY

LOOK LIKE/SOUND LIKE/FEEL LIKE?

Excellent resources for Inquiry-based/related teaching and learning:

https://www.accessola.org/web/studentinquiry

http://www.visiblethinkingpz.org/VisibleThinking_html_files/03_ThinkingRoutines/03c_CoreRoutines.html

https://www.cultofpedagogy.com/speaking-listening-techniques/

http://inspiringed.com:8082/rid=1P0DHJNBM-2JC325-BJZ/Barry%20Bennett%20-%20Beyond%20Monet.pdf

https://www.facinghistory.org/resource-library/teaching-strategies

Aspects of inquiry What might the student be doing/saying? What might teachers be asking?

1. Framing Sharing with the teacher and others their views on what the ● What do these students want and need to learn and
inquiry should require and entail. do?
What is the context?
● What are the students revealing to me in these initial
We think we should learn more about...
What are some compelling questions? conversations?
We would like to...not like to... ● What is important to learn about this?
What are the links with the curriculum (horizontal and ● What are the big ideas?
vertical planning)? We are interested in... ● Why is this worth doing?
What are the understandings we want to establish? How about we... ● Is this worth doing?
● How can we connect this with our lives?
What are some key skills and understandings that ● What do we know/think/believe about this?
students might develop?
What might be the indicators of understanding?
 WHAT DOES INQUIRY
LOOK LIKE/SOUND LIKE/FEEL LIKE?
2. Tuning in Right now I’m thinking. . . ● What are you wondering?
● When you see this (image/object/word/question) what
What do students know about this concept? This reminds me of...
does it make you think about?
What connections do students have with key I think it works like this... ● What does this remind you of in your own life?
concept and related concepts? ● What connections can you make?
My theory is... ● I wonder what you are thinking about this?
What is the big picture purpose and connection ● What do we already think/feel/know/believe about this?
I would never answer the question this way...
to context? ● What do we need to know or think more about?
I’m wondering... ● Let’s figure out what we already think about this...
What is motivating, engaging?
I’m learning about this because... ● Let’s see what we can work out first...
● What is interesting about this?
● What do we need to get better at doing as learners?

3. Finding out I think we could/should... ● What would be the best way to find out more?
● Who could we ask?
● Gathering some new information addressing the Maybe we should search for...
● What could we do?
initial unit factual inquiry question that opens access
How about we ask... ● What would be the best way to remember what we find
to the learning for all students
out?
I found out... ● What is this telling us?
● Developing research skills that allow multiple access
points to different sources Oh, now I know... ● How is this connecting to what we already know?
● How do we know whether this is a reliable
● Learning how to organize and manage the process of This makes me wonder about... source/information?
finding out ● How can we check this?
Students are involved in searching for new information.
● Having some shared experiences that will allow us to What they do depends on the manner in which they will be ● Where has this information come from?
talk and share our thinking with others finding out— experimenting, surveying, searching the web, ● What skills will we need to use?
watching video clips, emailing, Skyping, hanging out, ● How is this making us feel/think?
● Stimulating curiosity through new experiences and
exploring sources/experts, asking parents or other adults,
information
viewing images, reading texts, making phone calls, listening
● Learning how to record information gathered in to podcasts, stories, speakers, examining artworks, working
efficient ways through a ‘trial and error’ process.
They are also recording what they are finding so that they
can refer back to it when they take their thinking deeper.
They may also add wonderings or further questions.

4. Sorting out I used to think...but now I think... ● How is our thinking changing?
● What patterns do I see in the learning?
 WHAT DOES INQUIRY
LOOK LIKE/SOUND LIKE/FEEL LIKE?
● What does this mean?
● Comprehending – making meaning of the information I can answer some of my questions...
● What questions do I ask?
gathered
I wasn’t expecting to find that out... ● What do I notice?
● Revealing new thinking and deeper understanding ● What questions have been answered?
I can connect with this... ● Now what?
● Answering questions ● What is the best way to explain this to others?
I have learned that...
● Reviewing/revising early thinking, synthesizing new ● What connections are we making?
This means... ● How is this making a difference to us?
information
I think this means... ● How are we using what we are learning?
● Interpreting the information and communicating with ● What does it mean to use our new understanding in
others This tells me that... responsible, caring, principled ways?
Now I am wondering...
I am learning how to...
Students are sharing their discoveries and insights. They
are using different ways to communicate the learning and
process the ideas and information. They are revealing new
and deeper understanding about the concept. New
questions may emerge as a result of this processing
information.

5. Going further I want to find out more about... ● What are you most interested in finding out about now?
● How could you take this further?
● Pursuing questions and interests arising from the Why/who/what/where/when/how...
● How might you go about this investigation?
journey so far
Can we... ● What new questions do you have?
● Working independently to develop and answer further ● Is there something you think you could do with this
I think I should/could... information?
inquiry questions
I’m confused about... ● How can you achieve that?
● What personal learning goals can you set during this
I still need to know/do task?
Typically students are working on projects/investigations These can be used on a one-to-one basis or with the whole
that are more independent. Here is where the inquiry class.
questions can be further developed.

6. Reflecting and acting I used to think… but now I think... ● So what?

● What can we say now that we couldn’t say then?
I can use this when...
● Helping students apply their learning in other ● What do we think is the most important thing we have
contexts, to put the learning to use learned about/to do?
 WHAT DOES INQUIRY
LOOK LIKE/SOUND LIKE/FEEL LIKE?
● Enabling students to reflect on what and how they ● What have you noticed about our thinking along the
I/we should...
have learned and set goals for the future way?
● Assessing final understanding and growth in skills I/we have learned that... ● What is in our tool kit as a result of this investigation?
● Considering what students can do in the world with ● What should we share with others? How?
what they have learned I have learned to... ● How has this changed us?
Next time I need to... ● Now what?
● What questions are we left with?
I wish I had...could do... ● What have we learned about ourselves? About
I am better at... and now I need to… learning?

Next time we should...

Typically students are engaged in tasks that put their
learning into action in some way (Kathryn Berger Kaye).
This might be individual or collaborative. It might be at the
end of the inquiry or during it. Students are also reviewing,
revising and reflecting both on what and how they have
learned. They are involved in tasks that provide a closure to
the inquiry but are also mindful that new questions have
arisen and further investigation is possible.
Students are reflecting on the ATL skills that they have been
developing — HOW they are ‘learning how to learn’ as they
explore the statement of inquiry and inquiry questions.