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Similarities:

Students are given structured projects where they are asked to research, process the information, and produce a final result based on what the topic they chose. There is a heavy emphasis on the learning cycle where students produce something, critique it, and improve it/learn from it. At the heart of this is understanding that it is ok to be wrong and learning is a continual process. This is seen in humanities, science, performing arts, VAD, and some of the earlier mileposts.

All of this leads to learners further taking ownership of their learning.

I didn't see too many differing ideas between the topics, but these were just the similarities that were fairly consistent through out.

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From reading through all the phase and department feedback, it is clear to see that there are common themes throughout when considering what we would see and hear in a classroom / learning space where inquiry based learning is taking place.
There is a constant reference of minimal formal input from the teacher, perhaps a few guiding questions or stimuli and that the students will be researching into the topic.  The amount of structure and guidance given would be determined by the age of the students and the stage of the inquiry.
The students could be working individually or in pairs / groups, but the outcomes will not necessarily be the same.  This process is more fluid than a more traditional task and the students will be developing their soft skills as much as their understanding of the topic in question.
There is also frequent mentions of the choices that students can make in their approach to the task and the methods that they can demonstrate their learning.

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Milepost 3 ideas and development - Aidan

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Milepost 3 ideas and development - Aidan

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I think the key thing here is that there is a joint effort to solve an overall question.
Question does not have a specific (google...able) answer and therefore is broken down into further questions which are driven by the students.
From this, they are building links between subjects and seeing the purpose for learning in each subject in order to answer the question. The teacher directs the questions to tasks and further learning, exploration, whilst also planning in key curriculum links that are progressive and building on prior learning.
Regardless of 'ability' students are able to access the question and feel they are achieving and solving/finding solutions to an answer that will contribute to the class in solving/answering the question.

For the record team, I have not joined yet in person, but this is certainly how I have approached this, and is what I am seeing and hearing from working with staff at the moment. Subject links can be specific, whilst maintaining and underlying theme of (this is going to help answer our question)

English, Maths, Science, IPC are all made reference too and explicit links made so that "The work we are doing today is going to help us answer the question"
Inquiry approach includes all subjects.
Just my thoughts team. Happy to discuss as doing this with my virtual group at the moment too... or trying at least. Aidan

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I think that there are probably ways that the questions we can ask can be divided into categories and subcategories that could be applied across milestones and subjects:

Questions we ask that illicit:

- the 'how' (verb) the student is inquiring
- How did you get here? What did you do before?
- What did you think before, what do you think now?
- How did you approach this learning and
- Why did you decide to use this source of information to research this further?
- Are your ideas solving the problem?
- Do you trust your data and sources? Is it accurate, how do you know?
- What are your next steps in the process of inquiry?
- What opportunities for reflection have you used during the process and what did you decide?
- How could you extend this inquiry from the point that you are at?
-What can we do differently, how can we do it in a different way?

- the 'what' (noun) of the student's inquiry

- What are you investigating/what problem are you solving?
- How are you going to present your inquiry?
- Has this investigation led to other questions or other areas of research?
- How did you settle on this inquiry?

- the 'why' (relevance) the student is following a path of inquiry

- Why did you choose this investigation?
- How can you use this learning in the real world?
- Now that you have learned this what, what actions could you take with this new skill/knowledge?
- Does this always work?
- What skills has this inquiry helped you to develop?
- How is this inquiry relevant to your learning?