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"In ELA, inquiry-based strategies look like ____, sound like ____, and feel like _____. They matter because _____________."

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Looks like: trying to find answers to a problem- experiments, research, innovation, creating a product.

Sounds like: discussing possible solutions, debating/analyzing data, comparing findings and results.

Feels like: hands-on, engaging, active, productive struggle.

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Looks like: students in teams or table groups not rows, each students is participating in finding the answer, students wearing safety equipment, using science materials.

Sounds like: conversations about the topic, clarifying or asking questions, reading the steps to do next, collecting data together.

Feels like: working as a lab team, respectful and safe, challenged, everyone has a purpose.

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In math, "challenge" looks like multiple steps and structured choices for a variety of skill levels. Engaging sounds like students asking questions, using vocab, and conversations that include respectful disagreements. Challenge and student engagement feels like productive struggle and feeling safe to take risks. Challenge and student engagement matter because they increase student learning outcome and retention of understanding.

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Looks like: Using new science tools/equipment, might need to be done again/multiple trials, no one is just sitting around, everyone hands-on participating.

Sounds like: Questioning each other, on-task conversations, evidence-based reasoning, debating logical answers.

Feels like: can be a struggle, but team work and strategies and critical thinking make it possible. Aha moment, achievement, overcoming obstacles.

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In math, increasingly complex levels of understanding looks like differentiated 1) resources, 2) teaching modalities, and 3) tiered assignments. It sounds like student wonderment and probing questions. It feels like building grit. Increasingly complex levels of understanding matters because it produces Ah-ha moments for students.

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Looks like: cross-curricular activities, project-based learning, application to new situations or classes, connecting to prior knowledge.

Sounds like: multiple groups collaborating, teams sharing ideas, asking higher level questions, using WICOR.

Feels like: true understanding, student-led rather teacher-led, real life connections make more sense.

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In math, inquiry-based strategies look like (student) discovery after activating prior knowledge, sound like relevant conversation (and questioning), and feel like exploring before teaching explaining. They matter because they build problem solving skills and builds curiosity.

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In math, collaborative strategies look like kids working together in structured roles, sound like all students speaking (in turns), and feel like controlled chaos. They matter because it fosters 100% engagement and participation.