# data[].attributes.body
We decided that implementing a journal for student inquiry could work for remembering our useful ideas. A post-it wall was also briefly discussed.

# data[].attributes.body
Need to include more research across all the grades.

In Spanish- develop more inquiry through cultural competency. (Roxana and Cristina)

Cultural competency as an intermediary step before going more in depth with language.

# data[].attributes.body
Raise the challenge of existing morning mtg questions.

# data[].attributes.body
Have students design their own courses based on their musical interests

# data[].attributes.body
Idea of asking kids to share about the inquiry they experienced in another class

Spending time sharing about questions

Exploring the variety of types of questions to explore

# data[].attributes.body
Modeling Asking questions that are of interest to me and encourage them to play a bigger role in deciding what we study in science based on the questions they are interested in asking.

# data[].attributes.body
Look for opportunities for deeper interdisciplinary inquiry . For an example, theatre and Spanish, do an acting dialogue. Asking questions across subjects

# data[].attributes.body
- Quote of the day for the OT and OB
- Have students co-lead literature discussions. They will come up with questions.
- Chris wants to try Responsive Classroom techniques.
- inquiry in math - really digging into problems that are mathematically interesting

# data[].attributes.body
trips and having an overarching question guide it and using it to debrief. thought about how collaborative inquiry and question making. How do you arrive to questions that every student has an investment in? strategies for, if not collaborating, then at least a platform for sharing.

# data[].attributes.body
Visual essay in some of the more advanced courses. Related to allowing student to express themselves in ways that don't involve words. Drawing journal. explore using that in other ways in language courses. field trips to visit exhibit last year, approach was very specific about what students should get out of it. MTV suggests asking students to approach an experience with a more general theme in mind.

# data[].attributes.body
tension between having students come up with questions and also engaging them. Does this have to be about application? Makes us wonder about how cultural background affect how students engage with inquiry. "I don't know" can be a way to relieve the pain of not knowing the answer. How do you create experiences that the students are ok with not being related to their lives? Sometimes not asking students to interpret, but give them time to be curious.

# data[].attributes.body
closing the loop on questions and making sure that students are comfortable answering questions. On Fridays? On Mondays? Acknowledging that the process of inquiry doesn't always feel good. feeling ok about that.

# data[].attributes.body
MTV strategies seem like a good way in to getting students to respond more deeply to the question "why?" strategies to scaffold a whole range of answers. 4 compass points protocol was amazing. ways to be more grounded in specific strategies and questions

# data[].attributes.body
How can we use strategies from Making Thinking Visible to support Inquiry. See-Think-Wonder jumps out. Also excited about using question formulation technique. How do we get students to develop their own question strategies. be more independent.