# data[].attributes.body
I started doing inquiry learning with my students about 15 years ago. All stages are familiar and accessible for me.

# data[].attributes.body
Framing the inquiry & tuning in

# data[].attributes.body
Reflecting. Bringing students together, reflecting on findings, and bringing meaning from the findings

# data[].attributes.body
framing

# data[].attributes.body
Tuning in- using provocations, phenomenons, and guiding questions.

# data[].attributes.body
Evaluating might be a little more difficult as the products of IBL can often look different which can make the grading process a little more difficult. Creating a rubric that would be all encompassing of various products would be the challenge.

# data[].attributes.body
Solving Systems Of Equations Using Graphing

# data[].attributes.body
Framing

# data[].attributes.body
Going further. Sometimes I don't know if I'm going too far, or if I'm not going far enough.

# data[].attributes.body
Teacher is essentially tuning in to the students’

thinking (and so too are the students tuning in to their own thinking).

# data[].attributes.body
This is the typical GT model; I am comfortable with the identified stages.

# data[].attributes.body
Tuning In and Finding Out are stages that I feel I'm most familiar with, because they're the ones I use the most and I've been able to incorporate more frequently.

# data[].attributes.body
going further - using inquiry for early finishers, extension charge lessons/projects

# data[].attributes.body
Research, analysis of information, and evaluation takes the most work.

# data[].attributes.body
Going further- allow students more freedom and the multiple opportunities to create something

# data[].attributes.body
Going further because it releases the responsibility to the students.

# data[].attributes.body
Next unit - ecosystems

# data[].attributes.body
Sorting out because students are able to recognize differences and patterns during this stage and this is one of the most common ones for math.

# data[].attributes.body
Going Further.

"'To infinity and beyond!'

-Buzz Lightyear"

-Coach Reed

# data[].attributes.body
students are involved in the process of planning for and

researching new information.

# data[].attributes.body
Tuning in and finding out. I personally like researching, so it's something I find joy in improving in.

# data[].attributes.body
I think a general "hook" and engagement piece is something that is familiar to me at the beginning of each unit! We are pretty good at getting the kids into the universal questioning of the unit at hand!

# data[].attributes.body
The most familiar and accessible stages are framing and evaluating. With framing, I always begin with the basis of what students already have previous knowledge about, and work to engage with thought provoking activities. ILA PBA's are also a great way to evaluate the cumulative student learning students have achieved throughout the unit.

# data[].attributes.body
Going further and reflecting are two areas in which I'd like work on more, because they are ones I tend to not think about when planning a lesson.

# data[].attributes.body
Tuning in and finding out.

# data[].attributes.body
Coordinate plane

# data[].attributes.body
Going further. I often don't think this far in planning, so it would be good to have something ready.

# data[].attributes.body
I think 7th grade math would be able to make unit 4: constructing and measuring an inquiry based lesson.

# data[].attributes.body
gathering the information

# data[].attributes.body
Framing and clarifying

the big picture.

# data[].attributes.body
Newtons laws

# data[].attributes.body
For ILA, there's a lot of lessons in which inquiry can be incorporated. Research projects, written responses, debates, etc.

# data[].attributes.body
Kids seem to underperform when there isn't an AFL grade associated; however, creating an AFL activity that covers a wide range of topics has proven to be challenging.

# data[].attributes.body
Finding out- having students explore using research is difficult if they are not sure what resources to use.

# data[].attributes.body
I am familiar with inquiry based research writing. My district gave us materials to walk the students through the step. I would need to pull the book out of the attic to reread it.

# data[].attributes.body
Mitchell: Understanding curriculum documents and planning ahead/backwards

Finding out and sorting out information, and facilitating instruction

# data[].attributes.body
Exploring ecosystems- allowing student choice with multiple types of products being assessed

# data[].attributes.body
Tuning in and finding out since those are the stages I've utilized the most.

# data[].attributes.body
Nearly any lesson/topic in my subject area would be able to be used in inquiry learning.

# data[].attributes.body
Going further and tuning in for me. With math, I feel like the application part for me is the tougher part to teach.

# data[].attributes.body
A research project on what influenced an author to write a certain book

# data[].attributes.body
Tuning in and going further.

# data[].attributes.body
Going further phases require more planned class time and could be assigned as an independent activity if there is a lack of time.

# data[].attributes.body
Framing

# data[].attributes.body
Framing the inquiry and evaluating since that requires the most work in creating/grading a lesson.

# data[].attributes.body
Unit 4-Technology: Helpful or Harmful (argumentative unit)

# data[].attributes.body
Reflecting and acting

# data[].attributes.body
Finding Out.

# data[].attributes.body
The stages that require the most work are tuning in and finding out. I struggle in certain contexts with giving students the freedom to explore and discover information on their own. What's the right level of structure?

# data[].attributes.body
The tuning in and finding out stages are the most familiar to me, because they're the ones I always focus on and incorporate into my lessons more frequently.

# data[].attributes.body
data and statistics

# data[].attributes.body
Framing

# data[].attributes.body
Tuning in - We do this everyday whether it is a discussion question or a warm up. It is familiar and not heavy to plan for.

# data[].attributes.body
All of unit 4 in 7th grade ILA about gathering research to construct an argumentative PSA!

# data[].attributes.body
Going further - its really challenging to help encourage students to extend their thinking without lots of support

# data[].attributes.body
Reflecting and acting: motivating students that the work they have done so far is not the end point and that it's beneficial to adjust

# data[].attributes.body
Research projects for different cultural regions/countries.

# data[].attributes.body
Transferring previous knowledge by reflecting and acting.

# data[].attributes.body
Tuning in: Use of real world scenarios and stories and movies to help students visualize

# data[].attributes.body
Going further because it requires time to do deeper research and more investigations.

# data[].attributes.body
Going Further -

# data[].attributes.body
going further requires more adjustment for me. I need to work on ensuring they are set up to successfully dive deep into a topic based upon true curiosity. With hopes to have them find excitement in the process of how deep they can go.

# data[].attributes.body
Geometry - Surface Area and Volume

# data[].attributes.body
Framing the inquiry will take the most adjustment because the teacher has to think of something that will allow the students to think and that is difficult when we have TEKS we have to cover. Tuning in will take the most adjustment because the teacher has to relinquish control to the students.

# data[].attributes.body
Jump Rope - Coach K

# data[].attributes.body
For middle school students, I think all of the stages of inquiry will require work and adjustments because students may be at different levels of motivation, independence, and ability. Also, I would need to figure out how to connect topics to units of study.

# data[].attributes.body
Hook/Tuning In. We do this before most activities to gauge where the students are in their thinking. I also love to throw out the "bait" and see what catches. It often spurs good conversation at a deeper level.

# data[].attributes.body
I am familiar with all of the stages, accessibility can be difficult in my classroom as the students struggle with a higher DOK level than identifying. When using this model I will guide my students through these stages (as many as they are able to get through).- Daley

# data[].attributes.body
Newton's laws of motion

# data[].attributes.body
The reflection stage at the end of the unit would be the hardest for us--I feel like we run out of thime!

# data[].attributes.body
Tuning in and Finding out are the most familiar to me because it involves the teacher providing the hook, the structure, the purpose, the organization to get them going. The other stages are less structured and free, so I know it can be a struggle to ensure the kiddos are actually engaging in the inquiry process to grade level expectations.

# data[].attributes.body
Reflection is the most familiar because we already check back in with the students after each test or unit to see how they are doing.

# data[].attributes.body
Going Further because you dive deeper and further

# data[].attributes.body
Finding out is the stage where I have to adjust how each student will be able to access this due to their levels- Daley

# data[].attributes.body
Having students go deeper in inquiry when it comes to making better health, mental, emotional or relational choices in life.

# data[].attributes.body
The easiest for me would probably finding out the inquiry because my subject requires the use of primary sources for uses such as for specific assignments or to support my argument. I would also see if anyone can guess what the Greek word ἱστορία means when translated to English

# data[].attributes.body
Going Further

because often my students do not think abstractly and need more direction in order to consider the bigger picture

# data[].attributes.body
Financial Literacy (Math)

# data[].attributes.body
Integrating formative evaluation practices throughout the inquiry process may require adjustments because of standards based grading.

Embracing student curiosity, allowing for open-ended exploration, and being flexible in responding to students' interests and questions because of district curriculum expectations. (what we should not discuss in class)

# data[].attributes.body
We have done this as part of their PBA and walked them through as much of the process as they could handle-Daley

# data[].attributes.body
Reflection

# data[].attributes.body
Our grammar lessons have increasingly become this way and we are navigating letting kids do inquiry based on this! POP

# data[].attributes.body
Sorting out and Evaluating

# data[].attributes.body
ILA has PBA's which incorporate the inquiry based process.

# data[].attributes.body
I think the hardest for me would be framing the inquiry because history is the one subject that most students do not like or understand.

# data[].attributes.body
How do people overcome obstacles? This could be a research project for students.

# data[].attributes.body
In what ways has the Napoleonic Wars been influential in Europe and the Americas

# data[].attributes.body
I am new to teaching. However, a strategy that has already worked for me as long term sub is using a warm up question that focuses on the topic we are learning for the day in the form of a Pear Deck. One quick question with ways to respond that includes different resources for students to focus on. Teacher can see student's feeling for the day, which clues the teacher in to who might require extra support.