# data[].attributes.body
Welcome! Here are my answers to the three questions with a background cameo from my son 😃

# data[].attributes.body
(1) I am a Latin teacher for grades 9-12
(2) During remote learning, I have been able to maintain an environment of mutual respect and inclusion - maybe not to the same degree, as it's impossible to find time to connect virtually with every student on a regular basis. I have been able to communicate high expectations consistently, and a growth mindset (important esp. for a language). At times I have been able to allow for student choice in activities in order to meet a learning goal, but this is something I was already struggling to find time to do before distance learning began. It's not that I think I cannot; it's more that I cannot imagine how to find the time to do this regularly -- planning it all, and grading the wider variety of activities it would entail.
(3) As far as inquiry-based learning, I try to include some essential questions in my weekly schedule (or at least in the beginning of a unit), and it has mostly been structured inquiry, as it's been a whole-class discussion. I can see myself using controlled inquiry as well, as part of a project, but I cannot yet imagine how to properly use guided inquiry (let alone free inquiry): if we're talking about letting students find their own resources to answer a question or problem, I find it hard to believe we're doing the students any good by letting them loose to find resources on the internet (because that's where they'll inevitably go). Even when I curate resources for them to use, they end up Googling the topic and clicking on the first things they find, not thinking at all about how to discern if the sources is reliable. Part of that training falls to the teacher, but how much time am I expected to spend either teaching my students how to tell which web resources are high-quality, or forcing them into the media center to consult books? (There happen not to be much of any books in the school library on Latin, or ROman history and culture - not the variety that would allow for interesting inquiry, at least). This doesn't sound optimistic, but I have consistently found it challenging to apply many of the same approaches or resources to my class as others apply to theirs (whether it be science, math, English, or even your basic modern languages).

# data[].attributes.body
Here are my answers to the first 3 questions!

# data[].attributes.body
One resource I think could be useful from the class showcase (posted by Katherine) was the IBL on maps and globes (http://www.c3teachers.org/inquiries/maps-and-globes/). Although the level was kindergarten, I can envision setting up an IBL for my HS students on the ways people would have gotten around in the ancient world: the various maps and tools available to them, their benefits or drawbacks, and how your social standing might influence what tools you use.
** 2 things I took away from this class were: (1) the importance of scaffolding student inquiry-based lessons. My brief experience so far backs up the logic of this, and I will be sure to model structured, then controlled and guided inquiry.
(2) the way in which IBL can increase student motivation through presenting challenging learning that connects to students' own values, perspectives,and worldviews; being able t offer them choices of assessment that speak to their own background and strengths ensures engagement and fair assessment.

# data[].attributes.body
1. I am Kerry MacDonald and I teach 5th grade Literacy and Social Studies.
2. I have found that I have been providing f
feedback for my students in a much different way during Remote Learning than I did in the classroom. With the use of Google Classroom, students are asking questions and getting consistent and frequent feedback from me.  In the classroom, I feel that students might get stuck on something at home and then often forget to ask when they return to class the next day. This is especially true with my writing class, as my students have been working on a long term writing assignment. As they work, I am able to check in on their writing and offer guidance and encouragement. Students can ask for clarification or can find out if they are on the right track, and we can go back and forth several times if needed until they feel they have the confidence to move forward on their own. I feel like I am able to give more of my students one on one support since we are not in the whole class environment right now.
3. I love the idea of having students create their own questions for an inquiry project, but can clearly see why this is a skill that needs to be taught in order for kids to have success.  The pool analogy is great, as it give a clear visual for how students can move into "deeper water" with their inquiry readiness. I also love how it clearly illustrates that some students might be ready for that deeper water before others, and that letting them move forward if they are able is a great way to help each student learn at their own pace.

# data[].attributes.body
1. Hello!  I am Joseph McLean and I am a Technology Education/Industrial Tech Teacher at HMS.

2. To keep my kids involved i have been trying very hard to keep them intrugued and challenged by having them design and draw a real-world product.  They are designing an addition to a cabin that will be built next spring.

3. I am able to use three of the four types of Inquiry consistently. The one that I fail at currently is the concept of relatedness. It is rather difficult to have the kids relating to one another in the current environment. :-(