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I am always amazed when I take children outside to enjoy and explore the neighbourhood and land near school. They are curious and filled with amazing questions!

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This example is probably indicative of what Spencer describes as orientation or conceptualization. It would also be a combination of open inquiry and guided inquiry. As the teacher, I did not determine what the students needed to explore or be curious about - so in that way it was very student-centred. However, I often guided how they took that curiosity and turned it into a question they (or we, as a class) could explore.

This experience connects with the Serebrin and Wigglesworth in that they describe how they had "Wednesday walks". This is what I also did with my classes and I was amazed as I read the article how the conversations between the students mirrored my own students' conversations and wonderings. It makes for such rich learning!

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When I think of inquiry, I think of the journey from curiosity to discovery. It begins with questions, followed by exploration and critical thinking, and ends with those 'aha!' moments that spark excitement and deeper understanding.

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When I think of inquiry, I think about asking questions and wondering. Using your understanding to question and expand your curiosity. Inquiry can lead to great ideas and knowledge. Using your thinking cap to take information and ask questions that lead you to new ideas.

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When Inquiry comes to mind I think of multiple pathways to success, taking a journey through knowledge to achieve success. Learning to be creative and explore while also going through a process to achieve the inquiry.

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DALL·E 2025-01-13 14.47.44 - A vivid and abstract representation of inquiry_ a human silhouette standing at the edge of a glowing labyrinth made of light, with pathways leading to

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When I think about the word “inquiry” I instantly think about curiosity and the desire to seek knowledge/ understanding. It is associated with asking questions to investigate a topic and expand one’s mindsets. Inquiry involves a sense of exploration, where individuals do their own research to gather evidence and form their own opinions. At its core, inquiry embodies open-mindedness, encouraging individuals to consider new ideas and perspectives while actively engaging in discovery and problem-solving.

This reminds me of an experience that i had in placement where a student was very curious about a certain spider, so he started to do his own research by diving into books and website to gather information and solve his own curiosity.

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When I think of inquiry I think of the different types of inquiry that students engage with within the classroom. As students learn about the process of inquiry they move through the different types highlighted above as they become more confident in the process. As teachers, it is important that we start by modelling what inquiry looks like for students to ensure that they are able to engage with the process in a meaningful way when they are given more freedom of choice in their inquiry work. 

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The word inquiry makes me think of students being active participants in their learning. This included various steps such as demonstrating curiosity, exploring questions, investigating problems, reflecting on and sharing their findings. Inquiry can be done in various ways in different subjects and with different age-groups. Regardless of the age or subject, the process of inquiry empowers students to take ownership of their learning, fostering a deeper understanding and level of engagement.

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This inquiry cycle helps me understand the process of looking for new information and finding opportunities to keep learning. It is something that is continuous to me and it continues to grow. It is really interesting seeing students take these steps when learning new information and trying to decode the meaning. Students are really exploring using different methods which is interesting to see how these methods change from grade to grade.

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This image represents inquiry to me. I think inquiry is the process of being curious or unsure about something and taking the next step to try to find the answers you are looking for. The magnifying glass in the picture symbolizes looking into things / taking a closer look, rather than accepting things as they are. The confused look on the child's face could be interpreted as the look he had prior to using the magnifying glass to explore, or even the look he had after exploring. Sometimes, when we look for answers, we run into more questions.

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When I hear the word "inquiry" I always think of a detective. To me, we are coming up with questions and searching out the answers to come to a conclusion based on what we are observing. To me this is similar to what a detective does.

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When I think of the inquiry process, I think of an image like this. To me, inquiry is the key to endless possibilities and greater knowledge. Similarly to grand conversations, the inquiry process allows critical thinking, different perspectives being represented, and limitless learning outcomes to present themselves. Some literacy skills, especially reading comprehension and writing, manifests a variety of possible answers depending on the learners positionality and experiences. When we provide the answer for them, or foster a black and white way of interpreting literacy, we shut down opportunties for students to reflect and share their perspective.

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The word inquiry makes me think about students taking ownership of their learning. This photo depicts how students take charge of their own learning by asking questions, drawing conclusions, making inferences, and making connections. Inquiry allows students to be engaged, encouraging them to be the leader to initiate further learning.

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When I hear the word "inquiry," I think of a process of exploration and discovery that encourages curiosity and critical thinking. It's about asking questions, seeking answers, and being open to new ideas and perspectives. Inquiry isn't just about finding the right answer; it's about the journey of learning—challenging assumptions, making connections, and deepening understanding. It’s a student-centered approach that fosters active engagement, where learners take ownership of their learning by exploring topics in depth, investigating real-world problems, and reflecting on their findings. In an inquiry-based environment, learning is dynamic and interactive, and students are empowered to become lifelong learners.

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Inquiry to me means leaning into our curiosities and following them to better understand the world around us. As kids we ask SO many questions because we want to learn about everything we are experiencing. I think inquiry is just a more orderly explanation of what we did as kids, as it depicts a guideline of an effective order of steps we can take to turn our curiosities into meaningful learning.

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When I think of the word "Inquiry", I think of it as a process of exploration, where questions are at the heart of learning. To inquire about something demonstrates a level of curiosity to learn. I look at it as the thought that the questions you ask, as well as the exploring and reflecting, are just as significant as the knowledge obtained. I think this picture captivates my thoughts, as it shows a curious mind that is constantly thinking and asking questions.

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When I think of inquiry, this photo resonates with my understanding of it. I think about the importance of asking questions and wondering. When a student asks questions and wonders, it can lead to a "light bulb" moment when they begin to understand the topic and the deeper meaning of it.

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This is an image that I feel represents inquiry, because it demonstrates students eagerness to ask questions and learn. Throughout my teaching experiences I have always found that no matter what, a student always has their hand in the air. Questions are constantly coming to students minds even with the most mundane tasks. As a future educator I want to ensure that I am always leaving space for students questions, and am leaning into their interests to build engaging lessons around their inquiry.

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When I think of inquiry, I think of students being curious, raising their hands, and communicating ideas with classmates. Inquiry encourages students to ask thoughtful questions, explore different perspectives, and engage in meaningful discussions. It promotes critical thinking as students investigate topics, analyze information, and make connections to their own experiences.

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When I consider inquiry, I think of a classroom environment where students actively seek answers, ask questions, and engage with their learning. Inquiry encourages exploration and discovery, allowing students to connect with what they learn to their own experiences and interests. Additionally, I think inquiry empowers students to take ownership of their own learning as it promotes skills like problem-solving, collaboration, and adaptability.

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When I think of the word inquiry, I think of going beyond the text or information being delivered. Inquiry is about looking beyond information received, what are you observing around you? How are you reflecting on what you are learning? How does it relate to already existing schemas and how can you go beyond your thinking and apply it to make further connections to the broader community? What conclusions can you make and how are you constantly revising your opinions, thoughts, values, biases?

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When I think of inquiry, I think of curiosity and exploration. Inquiry encourages critical thinking as it is not only about memorizing facts or information, but it requires a deeper level of thinking and wondering, asking questions, and exploring and expanding our knowledge.

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This image represents inquiry-based learning to me as it captures the essence of fostering curiosity, creativity, and student engagement. It emphasizes a student-centered approach, where learners are encouraged to explore meaningful questions and connect personally to their education. The prompts, such as “What will I solve?” and “What will I create?” highlight the importance of critical thinking, problem-solving, and innovation by allowing students to address real-world challenges and develop new ideas. Additionally, the focus on passions, interests, and impact—illustrated through questions like “What do I love?” and “How can I make an impact?”—supports personalized learning that is relevant to students' lives and communities. This approach empowers learners to take ownership of their learning journey, nurturing their talents and fostering skills such as collaboration, empathy, and creativity. As a teacher, this framework provides a foundation for designing engaging and meaningful lessons that inspire students to explore, create, and make a difference.

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When I hear the word inquiry, I imagine a group of curious students or an individual gathered around a magnifying glass and a book, representing their shared journey of exploration. Inquiry is the heart of learning—it's about asking questions, seeking answers, and uncovering new understandings. It inspires students to think critically, connect ideas, and construct knowledge through active participation. This image reflects how inquiry transforms classrooms into vibrant spaces of discovery, where students become investigators of their own learning.

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When I think about inquiry, I think of asking questions, exploring, and researching, to gain knowledge and a deeper understanding of a concept or idea.

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This image makes me think of inquiry because we're searching for something (answers, solutions, etc.) and sometimes it can be a bit confusing or overwhelming at times. Also, when we are trying to help student use inquiry skills, they may need resources to help them achieve that greater level thinking (ie. the map, the backpack, etc.) such as prompts, graphic organizers, and the opportunity to explore with their peers. To me, inquiry in similar to the representation of a wilderness explorer who is on some type of journey.

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When I think of inquiry, I think about curiosity and the process of exploring ideas. It’s about asking thoughtful questions and seeking answers to gain a deeper understanding. Inquiry helps us discover, learn, and make meaningful connections.

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When I hear the word "inquiry," I think about students doing research—being curious, asking questions, and taking an active interest in their learning. I imagine them exploring topics they are passionate about, investigating answers, and making discoveries through hands-on activities and independent exploration. This process encourages autonomy and engagement, fostering deeper learning and critical thinking skills.

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When I think of inquiry, I think of student-led learning. I think that inquiry encourages students to ask questions, experiment, and be active participants in their own learning. I think that inquiry goes beyond learning from textbooks and lectures, and moves into more interactive ways of learning and knowing. It supports student interest, which makes learning more engaging for learners, and allows students to connect concepts to real-world contexts. Inquiry is a skill that can help students throughout their lives, as they move on to varying careers and experiences.