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Supports student inquiry
- guiding not providing the learning
- purposeful and effective questioning
- learning along side
- supported by group - community partners, other schools, etc.
- clear expectations and goals (criteria around how to be successful)
- Teachers have a pedagogical understanding of inquiry and how to scaffold the students steps to a free inquiry

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Where students are engaged and driving their own learning. (InquiryThey are questioning themselves instead of teacher directed. Students aren't afraid of sharing their own thoughts. Safe, caring atmosphere.

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engagement. If they aren't engaged they can't think about it.

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- lots of student conversations happening
- facilitated by the teacher for effectiveness

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Asking deep questions about the content that their learning

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Asking deep questions about the content that their learning

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Teacher as role models - what is thinking?

Opportunities to foster the thinking that student's may have.

Classroom set-up - opportunity for collaboration in and as a group.

Bringing in 21st Century Learning.

Providing engaging - what we are teaching is important.

Positive Feedback - praise students for their willingness to take risks

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students are having conversations with each other.

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students are having conversations with each other.

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Students feel safe to share their thinking
educators are responsive.

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students have to see the connection between the task and a real world application

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exploring concepts through inquiry rather than prescribed expectations or "textbook" work. 

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exploring concepts through inquiry rather than prescribed expectations or "textbook" work. 

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Fitting the inquiry into the curriculum.

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students are doing the talking-student-centred classroom

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students are doing the talking-student-centred classroom

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- students are reasoning and thinking critically  and are challenged

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inquiry based classroom-students are leading the way

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inquiry based classroom-students are leading the way

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instructor is asking strategic questions.

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instructor is asking strategic questions.

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we would see student generated anchor charts, success criteria, purposeful items on the walls.

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purposeful support to move thinking forward

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- be open minded and understand the underlying conditions that have to exit
- do they understand the purpose of taking risks?

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For the students to take risks. To collaborate with other students. To question each other. To feel safe sharing their ideas in the classroom. To agree and disagree respectively with each other. It's ok to fail and know that this is a learning experience.

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Challenge each other
Support their thinking

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commitment to participating and justifying their answers by making connections, and bringing in more than one idea

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Guiding
Facilitating
Assessment weaving it in throughout
accessing student thinking throughout in a variety of ways as your assessment as and of
purposeful varied assessment
teaching what our thinking looks like
self assessing
including students in the co creation of the environment
student interest

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creating critical challenge opportunities that facilitate an interest and desire to learn

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creating critical challenge opportunities that facilitate an interest and desire to learn

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assess strengths/needs for each learner around their thinking

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achieving higher levels of engagement through questioning and development of critical challenges

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Guide and allow the students to communicate with each other. More S-S communication, less teacher directed. Show the students that we all make mistakes and that it's ok. Invite and sustain the learning. Create an engaging classroom that are rich, challenging and open entry points for all learners in the class. Gradual release of responsibility. Be a thinker/learner alongside your students.

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to facilitate but allow students to drive

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to facilitate but allow students to drive

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- be a respectful critical thinker (challenge each other's thinking)
- ask questions

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- understand themselves as a learner and independently be able to voice this to others and teachers

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- understand themselves as a learner and independently be able to voice this to others and teachers

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Students need to see themselves as learner

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Students need to see themselves as learner

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They need to be risk takers
be comfortable in the environment
they need to feel ownership over their learning, have a voice in the classroom
they need to be part of that classroom community

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- help kids to recognize who they are as learners and provide them with the tools to support their learning
- teach them to think about thinking (metacognition) and critical thinking
- build a trusting relationship with students

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a discovery classroom

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students are eager to ask questions (take risks and "get caught up") and explore things around them

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Having challenging activities and robust questions. Idea of teacher being "Choreographer" knowing where you want to take students but allowing student voice to guide how they get there.