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How do you write a good question for inquiry based learning?

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exploring ideas

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As an elementary teacher, I can see the connections between inquiry and literacy and science, but am still trying to figure out how to include it in our Envision math program.

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Teacher being the main/only source of knowledge, who poses questions and knows all of the answers 

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Teacher being the main/only source of knowledge, who poses questions and knows all of the answers 

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Inquiry is not a free for all from the start.

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Inquiry involves students taking back some control of their learning. Based on how much scaffolding has been done so far in the classroom, students are able to be curious about things they are interested in discovering. I think inquiry allows students the opportunity to see the need for math rather than simply being told formulas and finding answers that have no meaning to them.

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Continuum --> Not just the "holy grail" of free or open inquiry, but a spectrum of discovery including:

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Continuum --> Not just the "holy grail" of free or open inquiry, but a spectrum of discovery including:

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Confirmation Inquiry
Structured Inquiry
Controlled Inquiry
Guided Inquiry
Free/Open Inquiry

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For my esteemed elementary colleagues... do younger kids have a more natural curiosity that allows them to engage in inquiry more easily? Do they lose that through school "training it out of them"? Or is that a natural developmental change?

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Teacher as the coach, guide, facilitator

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Teacher as the coach, guide, facilitator

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A situation/activity/question that stimulates student curiosity.  

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A situation/activity/question that stimulates student curiosity.  

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Teacher feeding Students like Mother Bird 

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Teacher feeding Students like Mother Bird 

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Teacher's role evolves over time as the student's become more comfortable with inquiry.

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Teacher listens for rich conversations/adds guiding commments when needed. 

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Teacher listens for rich conversations/adds guiding commments when needed. 

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Students developing the questions that need to be answered.

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Students developing the questions that need to be answered.

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The teacher taking the pencil from the student to do the problem.

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The teacher taking the pencil from the student to do the problem.

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Students have ownership in their learning. 

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Students have ownership in their learning. 

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Teacher presenting all the resources, the correct path, and the summary.

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Teacher presenting all the resources, the correct path, and the summary.

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being curious and wondering

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How can I work in time for rich activities that go deeper into concepts?

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How can I work in time for rich activities that go deeper into concepts?

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Cookbook, follow the directions activities

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Cookbook, follow the directions activities

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I wonder how to re-train students that have learned helplessness to think for themselves, not give up and to be inquirers.  

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I wonder how to re-train students that have learned helplessness to think for themselves, not give up and to be inquirers.  

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Providing all the questions for students is NOT inquiry.

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Providing all the questions for students is NOT inquiry.

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I wonder how to guide students to ask authentic questions in math. What if they really don't have any burning questions?   I wonder how best to teach them how to "learn to learn" in math?

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I wonder how to guide students to ask authentic questions in math. What if they really don't have any burning questions?   I wonder how best to teach them how to "learn to learn" in math?

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Which concepts/standards in my curriculum, lend themselves to an inquiry 

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Which concepts/standards in my curriculum, lend themselves to an inquiry 

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I am wondering how to build classroom structures and routines that support inquiry and a culture of focused learning during inquiry based activities.

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I am wondering how to build classroom structures and routines that support inquiry and a culture of focused learning during inquiry based activities.