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It is amazing how our students are curious about their world around them.  They  love to explore and ask question that help them to understand better what it happens.  We have to be those facilitators that build and develop their full potential and students are those active learners

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It is amazing how a simple daily event can expand into a huge inquiry activity. Oftentimes when we have opportunities for meaningful moments of inquiry we feel the need to redirect students to be back on task with our pre-scripted lesson plan. We have a wonder walls and we write questions as they emerge, however we do not always take a moment to research these inquiries during class time.

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It is very powerful when students are given the opportunity to wonder.  Giving students the time and a safe environment to do it only adds to their learning.  The quote by Eisentein, "The important thing is not to stop questioning. Curiosity has its own reason for existing," allows us to see curiosity as a way of being. I have used a wonder wall in my classroom for the past 3 years and it was a favorite for my students. They enjoyed writing questions, but also researching and answering each other's questions. I loved listening to them as they analyzed the question, took time to understand it and find resources where they could find the answer to the question.

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I love that I have experienced the car rides' questions with my own children and the questions through activities with my students. We need to provide many opportunities to continue the questions and curiosity coming

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I love the excitement and level of engagement you witness in a classroom where students are encouraged to ask questions and given opportunities to explore the answers which often lead to more questions. I observe lots of curiosity and wonderings in primary grades but in intermediate students tend to become more focused on the "right" answers than on questioning. It makes me wonder how we can model and continue to nurture curiosity in the upper elementary grades.

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I loved how she opened with the car example. I could really relate to what she was talking about. I think sometimes I can get caught up in trying to get the whole lesson in and forget to let scholar inquiry move the conversation in the classroom. This was a great reminder. 

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I loved how she opened with the car example. I could really relate to what she was talking about. I think sometimes I can get caught up in trying to get the whole lesson in and forget to let scholar inquiry move the conversation in the classroom. This was a great reminder. 

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Sometimes when children are silent, they ARE thinking and they ARE wondering. Must we always force students to "turn and talk?"
Classrooms can be very poor habitats for WONDER.
What if classrooms were a place where students felt that their questions would be heard?

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It's not the answer that enlightens, but the question. I really liked this quote. Through our questions we can learn more about ourselves, our knowledge, etc. Through our students' questions we will learn what they already know, what they want to know, their curiosities, etc.
It also made me remember a study or article or something I had seen somewhere about how the number of questions that children ask decrease as they get older - get into school and go through school. As teachers we need to make sure we are not stifling the questions but encouraging them.

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Katy's initial statement, "Use children's questions as a gateway to learning," is powerful. I agree that classrooms should be that habitat where wonder thrives; where teachers instill wonder and listen to questions; where wondering lead to researchers researching; where questions lead to BIG ideas; where children's questions lead to celebrations.

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I like the way she described questions as "something we invite in." I am in year 2 of a unique role and want to be more purposeful in my future planning where I am opening the floor for inquiry. The most basic part I've implemented in year one was adding time for reflection.

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I like how she says" what if it is more exciting to not know something?" In my classroom we have a wonder wall. For every lesson, the students list their wondering about what will be discovered. I also have a wonder jar. The students are allowed to put all wondering in the jar and twice a day I pull out a question and we research the answers. My students love it! All questions are important. Their curiosity is most definitely used. Inquirers they are!

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I liked the quote... "It's not the answer that enlightens, it's the question." I believe this to be so true. I started my teaching career back when our day was our day. We were given a set of standards to accomplish but it was really up to us how we delivered that instruction. We could plan a lesson around a standard but we had the freedom to go where the children took us. It makes my heart happy that my school is bringing back good practice that will "allow" the children to be curious. I'll end with the other powerful quote: "Wonder is the beginning of wisdom" Socrates

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A particular quote stood out to me in the video- "questions leave us open and vulnerable". This quote stood out to me and made me think about implications for classroom culture. We often think about inquiry as core component of our curriculum that should be present down to our lesson plans, but it's actually much bigger than that. Inquiry must be a driving element of our classroom cultures so that scholars feel safe to share and ask questions. This sort of leads to Kath's point about placing more value on the asking of questions rather than the answering of them.

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In the video I really enjoyed how Kath talked about the questions that students have are the same questions as adults. I find that some of the teachers I work with are worried that if the classroom is truly inquiry based, then the student questions will lead the discussion down a road that had nothing to do with the curriculum. I felt that this video showed us that if given the opportunity students will ask relevant questions and with guidance can have impact on the Unit of Inquiry.

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In the video, Kath stated that students should be more excited to not know than know. This stood out to me and is important to remember the minute they first walk into the classroom. Celebrating, nurturing, and inviting questions from the very beginning will help set the tone for an environment of inquiry and will likely help them be comfortable with uncertainty. As I reflect on my own classroom, I realize that this is an area in need of improvement.

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Working with the lower grades sometimes we can get overwhelmed when students are constantly moving around and talking. We forget this is what they need! They are very curious and they need that chance to be able to explore their curiosity. Letting students just be able to explore with a set of objects on their table and ask them, “what do you notice?”  You will see them cooperation and come up with their own answers and it is neither right nor wrong. They are in charge of their own learning.

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There were many points in the video that made me think and reflect on how I invite wondering in my classroom and how to help students to feel comfortable with the uncertainty of not knowing. In a world where information is readily available, it is important for us as educators to nurture a sense of curiosity rather than teach facts. It starts with being comfortable with the process, even though it might be unknown and time consuming. I loved the quote that the teacher told her students- "you know what to do when you don't know." Validating student questions and helping develop skills to research and explore their wonderings will further allow students' curiosity and wonder to grow. This video made me reflect on ways to build a classroom environment that allows wonder to thrive- starting with the culture and through my instruction.

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What stands out to me is what Kath says " Classrooms can be very poor habitats for wonder". The IB program had helped me to improve myself as teacher and to provide time for those wondering moments which happen mostly when we introduce a new unit of inquiry but also students refer back in each opportunity that they can connect and reflect during the lessons and through their research to find answers to their questions. I will continue improving good provocations
to make this connections meaningful for the students.

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I loved the statement "Inquiry classrooms don't just teach things that will soon be forgotten  but they instill a hunger to nurture the curiosity that children are born with."  I have had a similar incident with an animal (like the one of the praying mantis except it was a lizard) and finding the lizard in the auditorium on the wall by my chair provoked all kinds of wonderings about how it got there, what kind it was, how come I didn't see it, what would I have done if I saw it, etc.  Also, the statement that "Authentic questions reflect things that relate to self," and that "Our classrooms are a habitat in which wondering thrives."  It is much clearer to me after seeing the video and listening to good examples of wonderings that I will now approach the use of my classroom wonderwall with a different perspective.

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I loved the quote she provided at the end by Einstein, "The important thing is not to stop questioning. Curiosity has its own reason for existing." Throughout each Unit of Inquiry I have my students reflect on the Central Idea by tying it to something they are interested in (could be something outside of school, hobby etc. as long as they can relate it back to the Central Idea). They then research an article and document their inquiries and connections using a T-chart. This is a wonderful way for each child to note their ideas which they tack onto our UOI board. Throughout the unit, the children refer back to their inquiries and work towards obtaining the answers to those questions. This makes the entire unit meaningful to them as an individual.

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I love how providing wait time to students to think about their wondering gives students opportunities to wonder about the world. This connects to my reading novel studies, where students as we read write about their wondering on sticky notes, then after a chapter or so, we discuss to find out.

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What stands out to you from this video?  How does this connect to what you are already doing in your reading and writing instruction?