# data[].attributes.body
Students as Designers

# data[].attributes.body
Teachers providing inbuilt moments throughout Inquiry enables students the opportunity to ask 'what thinking is required here?'. This needs to be explicitly taught and embedded throughout the learning cycle.

# data[].attributes.body
Think Alouds model metacognition for students

# data[].attributes.body
I love this idea to extend student learning and their understanding of how we can become better learners progressively in life. As teachers I believe that we instinctively hold these thoughts as we learn, develop and grow- our extension to students is our 'think alouds'. In planner our section for student wonderings and learning to learn phase- holds a great space for us to model the 7 questions. Additionally, when we embed and promote students as 'designers' throughout units of work. We also promote students to take the autonomy and lead within their learning to the next level. Our Inquiry planners then becoming working documents, whereby we should be adjusting and evolving with out students over the course of the term. Could our planners have a space for 'big ideas' or 'shared goals' that students would like to collectively work towards?

# data[].attributes.body
Assessments: Providing the opportunity for students to take ownership of how they will be able to demonstrate their understanding. How can I show my teacher what I have learnt? This is both advocacy and metacognition

Wonderings: What does this make me think about? What questions do I have? Metacognition

Planning: having the students guide our unit based on what they would like to learn about the topic. What do I already kow about this topic? What do I want to learn about this?

# data[].attributes.body
I think gathering students' wonderings and interests before we plan the units is a great step in allowing for more student voice in their inquiry learning. This should provide a greater chance for students to be active in their learning and thinking about where to next.

As Tracey said, allowing student voice in how they present their learning is also an important step.

# data[].attributes.body
I love the 7 questions promoting metacognition. They could very easily be printed and displayed in our classrooms (maybe alongside the other 5 questions) and built into our planning/lessons to be used as talking prompts for students to explain their thinking in any of the stages of learning.

We could unpack these in our learning to learn sessions.

# data[].attributes.body
Collecting students wonderings before planning to help lead the term in the direction that students want us to take. Display these wonderings on the Third teacher and tick/cross them off as we learn about it.

Students being able to present their assessments or learning in a way that they would like and giving them the choice to choose what format works for them.

# data[].attributes.body
I think it is paramount that we plan learning experiences and lessons around student interests. Providing students with choice and autonomy over their generates interest. I also feel is important to check back in on these driving questions and wonderings at the conclusion of the unit to ensure we have hit the mark of what the students wanted to learn. Allowing student voice = boosted engagement and motivation for learning.

# data[].attributes.body
I feel that collecting students wonderings will allow the students to feel that their voice is heard but will also offer, hopefully, great enthusiasm and involvement in their learning and a great sense of pride when they achieve success.

# data[].attributes.body
Student voice v student agency:

While student voice is about dialogue and opinion, student agency requires students to action their voices to create positive change. Student participation is not just about being present while information is presented, but rather being active and engaged in the task at hand. Last night's Bizarre Bazaar is a wonderful example of student agency.

# data[].attributes.body
Firstly, it is important to teach the students why using metacognitive strategies is of benefit to them and their learning. Metacognitive strategies need to be taught explicitly, modelled, embedded in the lesson structure, and linked to the content being taught. We can engage students in tasks that will allow them to reliably monitor their own learning such as goal setting, checklists, self-questioning, student-teacher conferences and self-assessment.

# data[].attributes.body
Student voice needs to be present throughout the planning of inquiry where students can share wonderings/interests in the beginning and then continue to help navigate where the inquiry unit goes. I think it's important for teachers to model, metacognition by explicitly discussing and reflecting on their thinking processes and strategies throughout the unit. This will allow our students to enhance their awareness of learning processes, empower them to reflect on how they learn and foster better problem solving skills and critical thinking.

# data[].attributes.body
Metacognition - being aware of your own thought process. The 7 questions provide a guideline that let's students not just understand but be able to apply what they have learnt. Highly relevant to recalling strategies.

Perhaps teachers can even use this before/after their own lessons to better shape themselves.

Lots of places to put in Inquiry curriculum, most evident in the 'wonderings' section as what students wonder can then be used beside the 7 questions.

# data[].attributes.body
I definitely think could be a good shift to fostering student empowerment. It leans more toward being inclusive and letting students be active contributors to their own learning journey. When we actively involve students in the learning process, I notice they become more excited and find a purpose to their own learning. We can tailor our lessons to align with their interests, making the learning experience more engaging and relevant. The 7 questions will be good to unpack and how we can incorporate this in planning/lessons.

# data[].attributes.body
For student voice to be authentic throughout the inquiry process, we not only need to take the time to find out what the student want to know (wonderings) but ensure that wonderings are incorporated into the unit of learning. This may mean that we need to gather student wonderings before an end of term planning day so that the unit is not planned before the students get the opportunity for voice. It also highlights the importance of not planning a term long unit on our planning days, but perhaps planning only a few weeks of learning to allow for the flexibility of student voice to guide the direction of the unit.

One wondering I had was, what might a unit look like if different classes were interested in investigating different ideas/topics?

# data[].attributes.body
Our planner has the questions built into it (Tuning In, Finding Out, Sorting Out etc.), but could we have the horizons of hope docuemnt questions built in as well? In using these as a guide we can easily use this structure to increase student agency. It is a change of thinking to put the student first rather than having a set plan which is comfortable for us, it feels like it is about taking the plunge and offering these questions at the beginning and then going about planning only weeks in advance.

Would it be possible to put student names on the responses to the questions that they ask during the unit, that way you can directly answer questions by saying, "Robert, you were wondering if..." Or we could place the questions from the beginning up on the wall and the students could move their faces to the questions they would like to know the answers to. Creating a rubric in the middle of the unit which asks, "How would I see this learning successfully shown?" is key to helping students explore the ways in which they can express their knowledge. But again... This all takes time and we need to change the focus to being planning for these moments, not just content delivery.

Would it be possbile to assess the unit in terms of metacognition rather than just recall of information or synthesis of information?

# data[].attributes.body
I believe having an area in the planner dedicated to record student’s prior wonderings really allows the planning and instruction to be catered to the students needs and curiosities, and encourages them to have advocacy in their own learning. The act of stopping to think what their curiosities are also fosters that metacognition.

I really like the metacognition questions, especially “Can I apply this in different contexts?” providing students with opportunities to apply their learning across different areas of learning can allow them to make more connections, and deepen their understanding of the concept. I also believe encouraging students to wonder “Why did I get the answer wrong?” is so important in itself. When students look for where they went wrong when they make a mistake, it can create better memory connected to the correct response and allow them to look at their learning from a new angle, as to find where they went wrong. Love Katelyn’s idea about having these questions displayed.

# data[].attributes.body
Through providing students with the opportunity to become architects in their own learning journey, they will become more engaged, inspired and motivated. Learning to Learn through InquiRE enables students to learn the strategies required to adapt their approach to suit whatever future learning challenges that they may face.

# data[].attributes.body
I agree with Matts comments about not planning a whole unit on planning day. As it does not allow for the direction the unit takes on . If the different classes have different ideas then teachers will need to discuss how they can incorporate as much as they can so the unit works for all of them.

Also more discussion is needed between teachers as the unit progresses decisions made jointly rather than one person who is developing the unit.