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https://www.commonsense.org/education/lesson-plans/passion-projects-for-student-directed-discovery

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Teacher Instructions for Introductory Lesson:

Hook: Show the "Wonder" video.

After watching the video, ask the class, "What do you wonder about?" and have them do a pair/share to start a conversation about what interests them. If time, students can share out some ideas with the whole class.

Guided Practice: Distribute the " Brainstorm Your Interests " handout. Talk with the class about how different topics require different types of learning and have students put stars next to the top 3 types of learning that interest them the most. Next, instruct students to make a 3-column chart on the back of the page and put their top 3 in each column.

Independent Practice: Now, they can start brainstorming lists of interesting topics that would fit under each category. They can start to narrow their lists down until they have selected which topic they want to focus on for their passion project.

NOTE: For some students, idea generating can be really difficult, and I have found that the Brainstorm Your Interests handout is a great tool to help students get started on picking their topic. But even then, some students still may struggle, so it's helpful to sit down one-on-one and have a conversation and maybe even be the scribe for the student who is stuck and has no idea where to begin. Then, you can model for them how to make a list and how to cross choices off the list and narrow them down.

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Passion Projects for Student-Directed Discovery - Teacher-Created Lesson Plan | Common Sense Education

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Teacher Instructions for Introductory Lesson: Hook: Show the "Wonder" video. After watching the video, ask the class, "What do you wonder about?" and have them do a pair/share to start a conversation about what interests them. If time, students can share out some ideas with the whole class.

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https://thejournal.com/articles/2021/10/06/3-tips-for-making-passion-based-learning-work-successfully.aspx

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Teaching & Learning with Technology

3 Tips for Making Passion-Based Learning Work Successfully

Passion-based learning, a form of self-directed learning in which students pursue projects of interest to them, is becoming more popular in schools - and for good reason: Educators who have set aside time for passion-based learning have discovered that students become highly engaged and motivated when learning about topics that intrigue them, while taking their learning much deeper than they would in a traditional lesson.

Passion-based learning initiatives include Genius Hour and 20time, both inspired by Google's program that lets employees spend 20% of their time on projects of their choosing to spark innovation.

When led effectively, passion-based learning can unleash students' creativity and help them learn critical 21st century skills, while also assuming agency over their own learning. However, passion-based learning can be challenging to implement. To make it work, educators need the support of administration - and they need to be willing to take risks.

To make the transition easier, here are three tips from educators who have seen great success from this approach in their own classrooms.

Provide structure

"Consider a roadmap for the process," said Andi McNair, who was a classroom teacher for 16 years before becoming a digital innovation specialist for Education Service Center 12 in Texas.

McNair began implementing Genius Hour when she taught gifted and talented education for K-5 students about five years ago. "I felt like what I was teaching wasn't meaningful to my students," she said, confessing that she almost quit teaching before discovering the benefits of passion-based learning.

Although passion-based learning allows students to follow their interests, it shouldn't be a free-for-all. Don't just turn students loose without giving them some structure to follow, McNair advised.

In her own classroom, she devised a process that she calls the " six Ps " to implementing Genius Hour effectively: passion, pitch, plan, project, product and presentation. Students would think of a topic they were passionate about learning, pitch their idea for McNair's approval, plan and develop their project, create a product that could be shared with the world and present their product to the class.

Implementing Genius Hour time helped her students see how learning applied beyond the four walls of the classroom, McNair said, adding: "Having a roadmap helped my learners avoid being overwhelmed and helped them stay on task."

Learn alongside your students

Laura Randazzo started using 20Time in spring 2015 with her freshmen at Amador Valley High School in Pleasanton, CA. Before leaving the classroom last year to become a library assistant at Belmont University in Nashville, she devoted 20 percent of her class time to students' passion projects for 12 weeks every spring.

"20Time was revolutionary in terms of making language arts skills relevant to my students' lives," she said. "My top advice is that the teacher should complete a passion project alongside her students. Modeling is important for students - and it was vital for me to 'walk the talk' of being a lifelong learner with them."

Over the years, Randazzo's students have created a lacrosse blog and YouTube channel showing different stick moves, created a solar-powered phone charger, collected used eyeglasses to send to a hospital in India and even choreographed a ballet. For her part, Randazzo has learned to play the ukulele and performed with students at a full school assembly, strength-trained to be able to complete a pull-up and built a 180-day curriculum pack to share with fellow English teachers.

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3 Tips for Making Passion-Based Learning Work Successfully -- THE Journal

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Passion-based learning, a form of self-directed learning in which students pursue projects of interest to them, is becoming more popular in schools - and for good reason: Educators who have set aside time for passion-based learning have discovered that students become highly engaged and motivated when learning about topics that intrigue them, while taking their learning much deeper than they would in a traditional lesson.

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https://www.ascd.org/el/articles/passion-projects-fuel-student-driven-learning

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The last grading period of a school year can bring both dread and excitement for students and teachers. Standardized tests and a frozen tundra of motivation pale in the face of blooming flowers and outdoor activities that compete for students' interest. This year poses an added complication: After the threat of COVID-19 closed schools in March, teachers and students have been thrown into distance learning, many for the rest of the year, with little to no training or preparation.

It is important in these times of uncertainty to engage students in meaningful instruction with very specific learning targets. Whether they are ready or not, students have been placed in the driver's seat of their learning and need tools to succeed while they have more control of their schedule and pace.

So, how do educators not just "get through" this period, but actually inspire students to continue learning? I have opted for a full-scale, student-driven passion project. In my opinion, this is the absolute best assignment I could give my students right now, for the following reasons:

1. They have free choice in what they learn for the duration of the unit. They can choose a topic they want to learn more about, a skill they want to improve upon or learn, or create something new.

2. They have control in setting goals that work for them and their home schedule.

3. Many will be intrinsically motivated simply to fill the time.

4. I use competency-based grading, so students are already familiar with the process of learning for feedback and using scoring guides as benchmarks instead of working for a grade. This approach is especially important in crisis learning because there is inequity of experience among my students based on home life and access to materials.

My students are in middle school, but passion projects can be easily modified for high school or upper elementary students. In past years, students have learned metacognition and reflection skills, goal setting and project management, growth mindset mentality, curiosity, digital skills, and informative writing, research, and communication. The outcomes have been beyond any other work I've seen in eight years of teaching. I've been amazed by students' creativity, pride, and genuine excitement to share what they created. They've written songs, learned instruments, written code for a video game, learned to cook meals, written stories, learned new languages, and researched a lot of interesting topics.

Once students pick a topic, they learn how to set goals, manage a project, seek feedback, reflect on their progress, and report on their learning using technology. These are the two main assignments:

1. Weekly learning reflections with evidence of note taking and progress toward the final passion project presentation.

2. Passion project final presentation and reflection on the process.

Setting Up a Passion Project

This year, the show will go on with a few modifications. For the six-week assignment, I will use video explainers; Google Classroom posts; and a Passion Project packet with step-by-step directions, handouts, and scoring guides. I will also be available for questions and meetings in our class Google Meet during set office hours.

Week One

This week, students familiarize themselves with the project timeline and requirements, brainstorm ideas, and propose what they would like to spend their time on. On Day One, students will

1. Review an introductory post in Google Classroom and the overview and grading process. Respond with one question or one thing they noticed.

2. Complete the brainstorming guide on page 3 of the packet.

On Days Two to Five, students will:

1. Watch explainer videos on how to set goals, use feedback in the creative process (page 4 in the packet), and reflect weekly on progress (pages 8-9).

2. Complete the passion project proposal and Week One reflection via blog or vlog and self-score (pages 8-9), using that to ask for feedback and adjust presentation according to the score they would like to earn.

Week Two

This week, students finalize their project, reflect on what they've learned so far, and begin their research and creation. Students will

1. Watch videos about research, good note taking, and citing sources. Begin researching to learn and fill out the Week Two notes table (page 5).

2. Do something with learning (write an exposition, make a meal, write code, learn some chords, etc.) and document what's being done along the way.

[[[[[ **** MISSING TABLE **** ]]]]]

Weeks Three to Five

In these weeks, students continue with their research, reflection, and self-scoring:

1. Complete the Week 3, 4, and 5 reflection via blog or vlog.

2. Review the scoring guides (pages 8-9) and self-score, adjusting presentation accordingly.

Week Six

This week is when students create a presentation to show what they learned. Students will

1. Decide what delivery format to use and review the product presentation content must-haves and grading rubric (page 10).

2. Complete the Passion Project self-assessment (page 12).

3. Participate in a virtual learning showcase. (I share their projects to a digital platform for students, parents, and staff to view and leave questions and comments).

Schools in Missouri have officially closed their doors for the remainder of the school year, and the students I have spoken with are disappointed and trying to figure out what that means for them. Now, more than ever, it is important to give students consistency in learning opportunities with flexibility in pacing and depth. Because the passion project lasts four to six weeks and can take place remotely, it provides much-needed stability for students who are already facing so many changes.

Rather than busy work, this is an opportunity to equip students with the real-life skills of measured risk taking, self-reflection, project management, and goal setting. The students I have spoken with during this period of remote learning are bored, desperate for social connection, and seeking direction. This assignment allows for an enriching finish to a disjointed school year.

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Passion Projects Fuel Student-Driven Learning - ASCD

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The last grading period of a school year can bring both dread and excitement for students and teachers. Standardized tests and a frozen tundra of motivation pale in the face of blooming flowers and outdoor activities that compete for students' interest. This year poses an added complication: After t

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https://www.hellgate.k12.mt.us/cms/lib/MT15000294/Centricity/Domain/154/Passion%20Project.docx.pdf

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https://drive.google.com/file/d/0B49unGJvPcc7aWNsd1RYWlI2Z3c/edit

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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https://www.livebinders.com/shelf/search?search=&terms=Passion+Project+Student+Resources&type=0

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Passion Project Student Resources LiveBinders Shelf

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https://wonderopolis.org/

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Have you ever tasted an Arab taco?

When was the Arab taco invented?

What is shawarma?

Find it out

How are currency exchange rates determined?

What was the gold standard?

Which type of currency exchange rate system does the U.S. use?

Find it out
Which of the following is usually NOT a factor in determining currency exchange rates?

Test your knowledge

How can I use Wonderopolis?

What are the parts of a Wonder?

How do writers make a Wonder?

Find it out
Based on information from the Wonder, what was Lou Castro known for when he was alive?

Test your knowledge

What is an okapi?

Where do okapis live?

What do okapis eat?

Find it out

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Where the Wonders of Learning Never Cease | Wonderopolis

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Where the Wonders of Learning Never Cease

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https://docs.google.com/document/d/1e6WvSIzUtP3Y-GBG2LZsQILSHvTlQ52-Pb4s_vK_Sy8/edit?usp=sharing

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Copy of 10 Reasons to use Inquiry-based Learning - Google Jamboard

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Copy of 10 Reasons to use Inquiry-based Learning

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https://www.middleweb.com/39644/10-genius-picture-books-for-genius-hour-kids/

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Bring Some Passion into Your Classroom with Genius Hour!

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Guest post by Jennifer Runde Have you heard of Genius Hour? If you are looking for a way to bring a little more motivation, excitement, and real learning into your classroom, Genius Hour is the answer. Genius Hour allows your students to explore their passions.

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Passion Projects were a staple in my gifted enrichment classroom in the 1970s. Back in those days, we called them Type III enrichment activities (Renzulli Enrichment Model) or Independent Studies. But thankfully, things changed as general education has embraced the concepts of thinking skills, creative production, and talent development. Today we see these activities implemented in all types of classrooms through Genius Hour, Passion Projects, and Maker Spaces. Whatever title you choose to give them, Passion Projects promote student-centered investigations. They are examples of personalized learning and differentiation at its finest.

Want a FREE distance learning lesson from my Discover Your Passion Project Unit? Click here

Why Use Passion Projects?

These projects are one of the best ways to keep students engaged and excited about learning. A bonus is that they address many of your students' social-emotional needs. Passion Projects have an immediate buy-in from the students because they are centered on a topic each student is very interested in. They complement the core curriculum because they integrate reading comprehension skills, note-taking skills, and writing skills. More than just learning research skills, Passion Projects promote creativity and innovative thinking. Students develop self-awareness, self-management, and responsible decision making. They are learning essential life skills such as planning, decision making, persistence through overcoming obstacles, problem-solving, time management, and personal reflection.

In this blog post, I am going to give you all the steps I use when leading my students through the Passion Project process for the very first time. You will be able to shorten the steps for later projects. Be forewarned! This blog post is long, but if you read it in its entirety, you will know everything you need to know to successfully implement Passion Projects in your classroom.

If you want to learn about using Passion Projects through Distance Learning, you can check out that blog post here.

Precisely What Are Passion Projects?

A Passion Project is an investigative activity. Rather than being a teacher-centered curriculum, it is a student-centered curriculum. Students identify an area of interest. Next, they develop a burning question related to that topic. The burning question is a question they want to find the answer to, but it is a little more complicated. It is what we like to call a non-Google-able question. You can't find the answer through a simple Internet search.

Students use a variety of sources to research their burning question. Next, they create a product to present to an audience of their choice. The final, often overlooked stage of the process is reflection. During reflection, students think about what went well, what they would change, and what they learned.

My favorite thing about Passion Projects is that throughout the entire process, students are in charge of their learning. They get to experience the joy of discovery and learning new things. The role of the teacher changes as they become coaches, facilitators, procurers of resources, editors, and cheerleaders. Teachers coach and encourage students when they get stuck or experience failure, which some inevitably will.

How Can I Fit Passion Projects Into My Schedule?

I usually set aside one hour per week for students to work on their Passion Projects. We call this time Genius Hour because it is modeled after the 20% Time model used by many corporations.

Setting the Stage for Passion Projects

Before I even begin to introduce Passion Projects to my students, I like to share some picture books about real people who have followed their passions to achieve incredible things. There are tons of picture books out there you can use, but these are just three I have used. My favorite is The Junkyard Wonders by Patricia Polacco.

This picture book is the true story of Patricia and some of her classmates in a class for special needs students. Others have dubbed the class The Junkyard Wonders. With the help of a forward-thinking teacher, these students take a classmate's passion for rockets and space, and together they design, build, and launch a rocket.

At the end of the book, Patricia writes an afternote and lets you know all the characters are real people. She tells how the members of the group, whom everyone considered "junk," followed their passion and went on to do incredible things. One becomes an aeronautical engineer for NASA, another the artistic director for a ballet company, a third went on to become a textile designer. Patricia herself became a best-selling children's book author.

Next, we talk about the difference between a passion and a hobby. Passions are things that are all-consuming while hobbies are things you tend to do for fun. Finally, I share examples of everyday kids who used their passion to achieve great things and make a difference.

Identifying Areas of Interest or Passion

In this stage, students examine their interests and categorize them. Next, they narrow their list down to three interest areas. I do this because so many of my students think they are interested in and curious about everything!

I use the website Wonderopolis® with students who have difficulty identifying areas of interest.

The Wonderopolis® site has tons of wonders from kids just like them that they can explore. I especially like that they have the wonders divided by categories so that the kids can search for wonders in their areas of interest. There is also a search bar if they want a more specific topic.

Creating Burning Questions For Your Passion Project

I think creating burning or non-Google-able questions may be one of the most challenging stages of the Passion Project process. So many of the kids want to develop a question that could quickly be answered by a Google™ search and then just begin their project. To help students create their burning questions, you need to give some examples. Some questions I have had students create are:

How can people earn a living by playing video games?

How have computers changed our lives?

How do you become a professional football player?

How can you build a robot?

How can you make sweet desserts that aren't fattening?

If you notice, most of the questions begin with the word "how." Questions that begin with "what" need to say things like What are some ways... What are some things we can do to... etc. Notice there is no one right answer. It's fun to have a " Wonder Wall " as a bulletin board so you can display each student's burning question.

Selecting Resources to Research For Your Passion Project

In this stage, during Genius Hour, students think of all the different sources they can use for information to help them answer their burning question. Of course, there are the usual resources such as books, magazines, newspaper articles, the Internet, etc. But I like for them to consider a variety of sources. Here's a list of some great ones I have found.

Selecting the Product to Create

One of the most critical steps in the Passion Project process is selecting a product. The students will need to consider their burning question, their intended audience, time, and the materials they will need to create a product.

For example, if a student's burning question is, How did dinosaurs become extinct? , a brochure or a skit might not be the best product to allow him to present his research. It might be better if he made a PowerPoint presentation, a project board, or a magazine article. Students must also think about their audience when selecting a product to create. If they wish to write a magazine article about the extinction of dinosaurs, what grades would find it interesting? Would that be an appropriate product for kindergarten or first grade?

Another factor when selecting your product is time and materials. A video will take a lot of time, and you might not have the equipment you need readily available, but you might have the resources to create a picture book.

With so many factors to consider, students should think carefully about the product they wish to produce. I have had many occasions when students were overly ambitious in their choice of a product. Consequently, they became very frustrated and overwhelmed during the product creation stage.

Submitting the Project Proposal

I like to have my students complete a Passion Project proposal form. In their proposal, I ask for the following five things:

Name of the project

The burning question you want to answer

Resources you will use to answer your question

Your audience

Your product

During Genius Hour, I meet with students individually to discuss their proposals. I sometimes offer suggestions, and we might modify the proposal. We both sign off on the proposal, and the real work begins. It may sound like I spend a lot of time upfront before the students start their research. However, my experience has been that unless you spend time planning and organizing BEFORE you get to the researching and creating stage, you are likely to encounter many problems later. For example, kids might discover their question is so obscure they can't find information. Or, they might decide their plans were a little too ambitious, and they need to scale back a little.

Researching and Creating The Product

Sometimes when students have a big task such as a question to research, a product to create and a presentation, it seems overwhelming. If they only focus on the whole picture, they can become discouraged, put it off, and not even know where to begin. It is easier for them to focus on a small task rather than thinking of the entire process. I have found that the easiest way to overcome this is to have them break the process down into small steps they will complete each week during Genius Hour.

I tell them it's like putting together a jigsaw puzzle - they focus on one piece at a time. It helps to have each create a checklist of all the small steps they need to make from researching to presenting. That way, when they complete each step, they can check it off. It gives them a sense of accomplishment. I also have students reflect at the end of each session and make a plan for what they want to accomplish during their next Genius Hour period.

Practice, Practice, Practice, PRESENT!

Your students have finished their research; their products are complete. Now it's time to prepare to present! The key is PRACTICE . I encourage my students to rehearse their presentations in front of a mirror, friends, and family. The more they practice, the more comfortable and confident they will be during their presentations. Rehearsing is one part of the process I have them work on at home rather than limiting it to our Genius Hour time.

Reflecting, the Often Forgotten Step

Throughout the process, I have students reflect on what they are doing. Reflection gets them "thinking about their thinking." At the end of the Passion Project process, students complete a rubric for both their presentation and their work during the Passion Project process. I also have students complete a form about the entire process where they reflect on what went well, what they learned, and what they would do differently. I don't assign grades for Passion Projects. Throughout the process, I am giving feedback and also complete the same rubrics the students do. During Genius Hour, I hold a post-project conference with each student. The student shares his rubric and reflection with me and I share my copy of the rubric.

Final Thoughts

If you haven't tried Passion Projects in your classroom, I encourage you to give it a try. I often had students tell me it was their favorite activity in school.

Want a FREE distance learning lesson from my Discover Your Passion Project Unit? Click here

I have a product in my TpT store called Discover Your Passion which includes PowerPoint Presentations, handouts, graphic organizers, lessons for each stage of the process, and rubrics. The product contains a version for traditional classroom instruction and Distance Learning. You can purchase it by clicking on the picture below.

PIN FOR LATER

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PASSION PROJECTS IN ELEMENTARY SCHOOL - Keep 'Em Thinking

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Passion Projects were a staple in my gifted enrichment classroom in the 1970s. Back in those days, we called them Type III enrichment activities (Renzulli Enrichment Model) or Independent Studies. But thankfully, things changed as general education has embraced the concepts of thinking skills, creative production, and talent development.

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A teacher's appetite for learning new skills or expanding on current ones is legendary, and reading books during either professional development sessions or leisure time is a favourite way to do it.

When it comes to the subject of inquiry-based learning, there's nothing like a good read to stimulate your interest and expand your knowledge.

In the following article, we profile 10 of the most popular inquiry-based learning books out there today. You'll find the links, publisher, and the descriptions for each one, most courtesy of Amazon.com where all these titles can be located.
It's time to update your reading list with some great books. Enjoy exploring our picks for the best inquiry-based learning books for educators of every kind.

10 Inquiry-Based Learning Books You've Got to Read

Author: Adrienne Gear
Publisher:Stenhouse
Book description:In these challenging times, teaching children to think critically and reflectively and be compassionate, responsible and caring citizens at the same time is a tall order. Powerful Understanding explores effective ways to build social emotional skills and help students make connections, question what they read, and reflect on their learning as they develop into stronger readers and learners. Strategic and critical thinking strategies revolve around core anchor books that help integrate thinking into everything you teach-from social responsibility, to immigration, to life cycles.

Author:Lee Watanabe-Crockett
Publisher: Solution Tree
Book description:When educators embrace student-centered learning, classrooms transform, authentic learning comes alive, and outcomes improve. A culmination of Lee Watanabe-Crockett's ten-plus years of work with schools around the world, Future-Focused Learning details ten core shifts of practice-along with simple micro shifts-you can use with your students immediately, regardless of your core curriculum or instructional pedagogy. These proven shifts offer a clear pathway for taking the great work you are already doing and making it exceptional.

Author:Harvey "Smokey" Daniels
Publisher: Heinemann
Book description: Ever wonder how to get students genuinely engaged in your curriculum? Or wish you could let them explore those amazing questions they brim with? If so, Smokey provides research-based suggestions that help cover the curriculum by connecting what kids wonder about to the wonders you have to teach them. He shares 10 structures, 34 inspiring models from teachers nationwide, full-color photographs and examples of students work, plus specific suggestions for assessment and grading.

Author:Alexis Wiggins
Publisher: ASCD
Book description: The Spider Web Discussion comes from the web-like diagram the observer makes to record interactions as students actively participate in the discussion, lead and support one another's learning, and build community. As students practice Spider Web Discussion, they become stronger communicators, more empathetic teammates, better problem solvers, and more independent learners. Educator Alexis Wiggins provides a step-by-step guide for the implementation of Spider Web Discussion, covering everything from introducing the technique to creating rubrics for discussion self-assessment to the nuts-and-bolts of charting the conversations and using the data collected for formative assessment. She also shares troubleshooting tips, ideas for assessment and group grading, and the experiences of real teachers and students who use the technique to develop and share content knowledge in a way that's both revolutionary and truly inspiring.

Authors:Dan Rothstein, Luz Santana
Publisher:Harvard Education Press
Book description: The authors of Make Just One Changeargue that formulating one's own questions is "the single most essential skill for learning"-and one that should be taught to all students. They also argue that it should be taught in the simplest way possible. Drawing on twenty years of experience, the authors present the Question Formulation Technique, a concise and powerful protocol that enables learners to produce their own questions, improve their questions, and strategize how to use them. Make Just One Change features the voices and experiences of teachers in classrooms across the country to illustrate the use of the Question Formulation Technique across grade levels and subject areas and with different kinds of learners.

Authors:Amy Alvarado, Patricia Herr
Publisher:Corwin Press Inc.
Book description: Object-based inquiry is a tested method that enhances the skills of the student, as well as the instructor, by engaging students in hands-on studies of everyday objects, raising their curiosity and enthusiasm for the learning process. Hands-on instructional strategies foster active learning, allowing students to investigate essential questions, while at the same time meeting curriculum standards and creating a profoundly new learning experience. In this exciting new book, educators and authors Amy Edmonds Alvarado and Patricia R. Herr explore the concept of using everyday objects as a process initiated both by students and teachers, encouraging growth in student observation, inquisitiveness, and reflection in learning.

Author:Kimberly L. Mitchell
Publisher:Corwin Press Inc.
Book description:One part practical guide, one part interactive journal, this book provides the opportunity to doinquiry as you read about it. You'll learn what inquiry-based instruction looks like in practice through five key strategies, all of which can be immediately implemented in any learning environment.
This resource offers:

Practical examples of what inquiry looks like in the classroom, and how to do it

Opportunities for reflection throughout the book, including self-surveys, templates, and tools

A user-friendly handbook format for quick reference and logical progression through your inquiry journey

Fifty practical inquiry experiences that can be used individually, with students, or in small groups of teachers

Author:Susan Stacey
Publisher: Redleaf Press
Book description: Inquiry-Based Early Learning Environmentstakes an in-depth look at children's inquiry. What does inquiry look like in early childhood settings? How does the environment affect children's inquiries and teachers' thought processes? Inquiry-Based Early Learning Environments examines inquiry in all its facets, including environments that support relationships, that create a culture of risk-taking in our thinking, that support teachers as well as children, that include families, that use documentation as a way of thinking about our work, and of course, the physical environment and all the objects and spaces within it. Throughout, stories about environments and approaches to inquiry from around the world are included as examples.

Authors: Jennifer Watt, Jill Colyer
Publisher:Oxford University Press
Book description: This professional resource provides a clear and practical tool for educators, curriculum leaders, and administrators. Highly visual and accessible, it explains the inquiry process and offers practical suggestions and tools for successfully implementing inquiry-based learning in the classroom.

Author: Trevor MacKenzie
Publisher:Edtechteam Press
Book description:Want to make learning more meaningful in your classroom? Looking to better prepare your students for the world of tomorrow? Keen to help learners create authentic connections to the world around them? Dive into Inquirybeautifully marries the voice and choice of inquiry with the structure and support required to optimize learning for students and get the results educators desire. With Dive into Inquiry you'll gain an understanding of how to best support your learners as they shift from a traditional learning model into the inquiry classroom where student agency is fostered and celebrated each and every day. This book strikes a perfect balance of meaningful pedagogy, touching narrative, helpful processes, original student examples, and rich how-to lesson plans all to get you going on bringing inquiry into your classroom.

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THE 10 Best Inquiry-Based Learning Books You'll Find

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A teacher's appetite for learning new skills or expanding on current ones is legendary, and reading books during either professional development sessions or leisure time is a favourite way to do it. When it comes to the subject of inquiry-based learning, there's nothing like a good read to stimulate your interest and expand your knowledge.

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27 of the Best Picture Books to Support Inquiry-Based Learning

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Explore 27 inquiry books to use alongside inquiry-based learning in your classroom. They show curious characters going through the inquiry process.

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27 of the Best Picture Books to Support Inquiry-Based Learning

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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Resources and Downloads to Facilitate Inquiry-Based Learning

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Find information, strategies, protocols, and tools to promote curiosity and engage students in asking questions, thinking critically, and solving problems.

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Trevor MacKenzie is an author, educator, and speaker from Victoria, BC, Canada focused on inquiry and collaboration in the classroom.

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Inspire and Empower Student Voice Through Passion Projects