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What would sustained inquiry look like in a 5th grade math class?

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Are there any free databases out there to help students find information that is unbiased and not just some website (or Google)? They struggle with finding research that is from reliable sources.

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What would sustained inquiry look like for a first grade class?

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How might I turn hands-on activities into a PBL that would require sustained inquiry over a longer period of time than just the day of the activity?

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Where can I find resources that have more real-world projects for my math classes?

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What kind of public products are there for MS & HS math classes that are possible in a small school district?

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Where can I find resources for my students age group to help with the projects?

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How do I help my students create a sense of ownership in their projects?

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I have first graders is that too young to have them do reflections? What might that look like at this age group?

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Windy Fry How can I incorporate PBL in my current 5th grade math curriculum and still have time to fit in content?  Our math classes are short (40 - 45 minutes). There is very little time for content, let alone anything else. 

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Windy Fry How can I incorporate PBL in my current 5th grade math curriculum and still have time to fit in content?  Our math classes are short (40 - 45 minutes). There is very little time for content, let alone anything else. 

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What are some of the best ways to create a public product for secondary ELA while still hitting all of the required standards?

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How do you create engaging sustained inquiry in the ELA classroom?

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I already try to incorporate this into my classroom, but are there certain systems that work the best? I'd love to improve upon what I already do!

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How does one write/create reflections/reflection questions that provoke students to write more than the bare minimum? I know to avoid "yes" and "no" questions; you want open-ended questions. I still get bare-minimum answers though...

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Kids don't think that there is any reason to critique and revise their work. They are content to hammer it out, not check the squiggly lines beneath their errors, and just turn it in. How does one show the importance and gain buy-in from students as to why there is a need to critique and revise? My marks on their papers don't even help, and I don't have time to go through all of their essays twice...

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What sorts of challenging problems or questions are best for the ELA classroom? Our textbook has questions like "What is the best way to find the truth?" as the Big Question for the unit. Are these the same?

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What teaching practices best encourage students to give their all and help them buy into what they're learning in class? I've noticed a lot of complacency these last three years (since I started teaching).

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How do I use PBL with math? Where do I find examples/resources?

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Kate B - Top Three Burning Questions about Teaching Practices

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Kate B - Top Three Burning Questions about Teaching Practices

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1. How do I link together several math standards in a PBL to make sure I am teaching the content that I need to?
2. How do I manage the activities in my math classroom and break them into chunks that fit a 50 min. class period?
3. What do I do as a teacher to support students when they get bogged down and want to quit or just do enough to be done?

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How can write a PBL plan for students with so many unknowns? How can I predict what they will choose to do and how do I plan ahead accordingly?

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What is hardest part of setting up sustained inquiry for the students and the teacher

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What is sustained inquiry and how can I do it in my ELA classroom?

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How do I come up with the challenging problem or questions?

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Do we allow students to pick their own projects (formats?)

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Who does this initial critique? How do we get the students to buy-in to the need to make corrections?

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How do we assess the students' work, including time and effort done during class?

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I think this is a great resource thank you!

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What are the parameters of a “good” challenging question? An effective one.

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What are some authentic resources you are using to give to students to help them find their information for their PBL? 

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What are some authentic resources you are using to give to students to help them find their information for their PBL? 

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Hope Smith 4th grade

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I find this the most difficult. It may be more classroom management than anything else. The 4th grade continuously ask questions until they get the answer. I struggle with teaching them how to have voice and choice.

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What is sustained inquiry?

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When we are talking about public product, do we create something that actually makes it out of the classroom, or just theoretically could?

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What are some methods I can use to help my students critique in a constructive way? How do I guide them through this? Can I utilize technology for this? What scaffolds will/won't my students need to be successful at this?

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I often use peer review on projects. Some of the students are great at this, but many try to be "too nice". How do you help students see that an accurate critique is actually beneficial to classmates and to themselves?

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I often use peer review on projects. Some of the students are great at this, but many try to be "too nice". How do you help students see that an accurate critique is actually beneficial to classmates and to themselves?

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Does the Driving Question always have to be decided by the teacher?

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How do I introduce young learners to sustained inquiry? How do I encourage their natural curiosity?

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What does authenticity look like for students that are still emergent readers? Where do I find resources for this? How can I adapt these resources to fit young learners?

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How do I give my students voice and choice without overwhelming them? How much direction and guidance do they really need from me?

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What are some creative ways that my students can reflect? Does it have to be written? Could we utilize technology?

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How can I get my school's community and families invested in these public products?

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How do I come up with questions that are challenging but not too vague for young learners?

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How do I incorporate PBL into what I already know is best practice for literacy development? I want my students to use PBLs, but learning to read is a very key skill for first grade that takes up a lot of time.

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1. Managing the time it takes to complete unexpected issues or find solutions in the individualized projects.                                         2.Getting buy in to take ownership of work.                                  3.Sustainable work ethic to challenge themselves to full potential.      

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1. Managing the time it takes to complete unexpected issues or find solutions in the individualized projects.                                         2.Getting buy in to take ownership of work.                                  3.Sustainable work ethic to challenge themselves to full potential.      

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I as a teacher can support students in high quality work by providing feedback as often as needed. Be available for any issues that might arrive. Make sure I ask leading questions that make the student arrive at a solution. 

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I as a teacher can support students in high quality work by providing feedback as often as needed. Be available for any issues that might arrive. Make sure I ask leading questions that make the student arrive at a solution. 

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How do I teach a new concept in a new way (debate) so that it can go smoothly through the actual PBL?

What can i use throughout to assess students learning without causing defeat or emotions?

What can I do to entice questions from the student instead of teacher questioning all the time?

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What is sustained inquiry?

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What are some authentic resources that enhance sustained Inquiry?

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How do you plan a quality PBL around testable 6th grade language standards while still ensuring mastery of skills for all students?

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How can individual authenticity be measured through group projects?

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What does reflection look like in a HS Shop Class? Is it done at the end of a project or can it be done through certain times of problem solving during the process of completion.

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How is Public Product done in the days of Covid?

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What are some funding options for bigger community driven projects?

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What the signs sustained inquiry has gone too long and students have lost interest? Is there a possibility for them to change their problem or question at this time?

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I found a digital Tubric that works off the BEI's tubric tool.  Here is the link. http://bionicteaching.com/fortunesticks/tubric.php

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4 column css demo - equal height columns with cross-browser css

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4 Column CSS Demo - Equal Height Columns with Cross-Browser CSS

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How can we get high-school students to engage/buy-in with PBL beyond just "it's required" within the confines of state ELA standards?

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What is Sustained Inquiry? I am assuming that inquiry deals with questions. Possibly a question that you are trying to solve, but what makes it sustained?

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Does the teacher have some control over this or are all of your students going to have projects that are headed in different directions.

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My question is similar to Autumn's. However, I am making the assumption that public means that it can make it out of the classroom. How public is public? Does this mean that it can be shared within the class? Within the school? or does this mean that it has to be shared with the community or on the internet?

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I've seen lots of examples of challenging problems or questions that I would love to tackle. It piques my interest so I can imagine that students might also find it interesting. My problem is that they don't necessarily or I am not seeing how they address the standards that I am supposed to be teaching. Is there a way to search by standard?

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I that many of the project examples I viewed for middle schoolers asked the students to create projects such as podcasts, TED videos, tick tock video. I am not sure what these are let alone how to use them. I know that students would find these choices appealing, but how can I incorporate them into a lesson plan when I am far from proficient? Is it okay to have a student demonstrate this process to the class or have them design a demonstration for younger students. So that I could learn the basics??? is this ethical? a waste of class time??

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How does the driving question differ from writing student objectives? Are they related?

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Are there experts in PBL who are willing to come to the classroom to help struggling teachers implement PBL. For teachers who have taught the traditional way for so many years this is a lot to bite off. We might do this for the student- teacher what about the seasoned teacher?

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What is a sustained inquiry?

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How would sustained inquiry work in an ELA class?

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What does authenticity mean in this context?

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I often worry that students will simply choose "whatever is the easiest" option. How do I offer a variety of options for the variety of learners in my classroom while also ensuring that students are being adequately challenged?

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Is reflection done only at the end of a project or should it be done throughout?

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When I have done a peer editing version of critique and revision there seem to be two outcomes: student's don't have much to say other than it looks great and no revision is needed, or the student receiving the critique doesn't agree and so doesn't make any changes. How is this remedied? Anonymous critique is the only thing I can think of.

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What does public product mean? Is it always being able to produce something that can be shared to the public or is it only in theory, as in the product could be shared if the student wanted to?

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Is the challenging problem or questions simply the main idea or objective for the lesson or project?

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Will doing PBLs in the classroom completely change the teaching practices that I have put in place over the last few years?

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How do I help teachers understand the difference between sustained inquiry and simple research.

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How can I motivate teachers in my school to think differently about the content they are currently teaching and reframe the lessons in authentic ways?

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What is the "sweet spot" for the amount of voice and choice that students get within a PBL unit. How much choice is too much? How do you decide what to allow choices on?

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We know it is meaningful for students to reflect upon their own work- what are some strategies to implement  healthy group reflection and reflection of other's work?

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Looking at this from a coach point of view- teachers often skip this step. How do we help teachers and students to understand the importance of critique and revision?

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How can I utilize innovative technology to create a public product?

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Through the lens of leadership- I find this to be one of the hardest changes to implement with staff. This requires teachers to look at their content differently and allow students to find answers for themselves rather than receive them through direct instruction. How can I assist in this change?

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How can I help teachers implement PBL in their classrooms while maintaining the quality practices they have already put in place.

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Our primary curriculum (PK program) incorporates "review" as part of their learning process -- while we are still getting used to this component, it seems that it fits right in with the Reflection element of PBL.

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Sustained Inquiry for PK might require some pictionary skills or some other unique way of communicating thoughts from, and to, non-readers concretely.

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This is something I already do in the classroom as it fosters independent thinking and problem-solving; now to adapt the process within the context of a PBL design.

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This element makes me think of the SAMR model in using technology to take learning outside the 4 walls of the school building; this is probably one of the easier elements to include in PK, even if the product is a group/class effort as opposed to an individual one.

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Is sustained inquiry like sustained engagement or attention?

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Is reflection like review in the High Scope curriculum or is it more in the moment of the activity?

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What kind of Public Product might three year olds create? Within the school? Outside of school?

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How do I encourage preschoolers to critique and revise work when their work is continuing exploration to improve their skills?

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What is the difference and/or similarity between IDM (inquiry design model) and PBL?

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What does student voice and choice look like in Kindergarten? Do you give them a couple options to begin?

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What area in our curriculum is best to start PBL, social studies or science?

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What is the public product? How public will it become? Is it the final result or project created through the process?

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How do you ensure that students find credible sources during sustained inquiry?

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Does every student choose something they are interested in or do groups of students choose from similar interests?

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Does the public product need to be something elaborate and created to reach out beyond the classroom/school?

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Would it still be considered sustained inquiry if a teacher created a list of resources for students to use? I teach 5th grade and have had trouble with students selecting suitable sources.

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I know very little about this. My interpretation is that students get to choose the project to demonstrate knowledge. But, does this apply to the topic/question itself? I envision giving a topic of study and even a project (for example, re-create a covered wagon like pioneers would have traveled in), but they choose HOW the wagon is built. (i.e. what materials are used, physical, digital, etc.)

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I know very little about this. My interpretation is that students get to choose the project to demonstrate knowledge. But, does this apply to the topic/question itself? I envision giving a topic of study and even a project (for example, re-create a covered wagon like pioneers would have traveled in), but they choose HOW the wagon is built. (i.e. what materials are used, physical, digital, etc.)

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I want to learn how to guide kids to give critiques in meaningful, constructive ways.

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I want to learn how to guide kids to give critiques in meaningful, constructive ways.

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What are the parts of or steps to creating a challenging question?

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What are the parts of or steps to creating a challenging question?

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With the driving question needing to be so broad, how do you make sure students are focusing their efforts on the correct topics? For example, if you are working on Early European Explorers and the question is "How can one person make a difference?", what will ensure that students do not go off on a wild goose chase?

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Working with 2nd graders. How do I plan the amount of time necessary for PBL projects? Is it just a start and see what happens sort of situation?