# data[].attributes.body
I think we need to have an understanding of the curriculum and also pay attention to what the children are interested in along with their strengths, needs, and curiosities. Educators should be providing open-ended materials that encourage creativity, problem-solving, and discovery so that they can explore and investigate through play while extending their thinking.

# data[].attributes.body
Moving towards an inquiry-based approach means paying attention to children's interests, questions, and ideas and using them to guide learning. Educators should create opportunities for children to explore, investigate, and learn through play while supporting and extending their thinking. This approach should value curiosity, collaboration, and the learning process rather than focusing only on the final result.

# data[].attributes.body
Student Interests / Hobbies

Collaboration

Relationships

Curriculum Connections

Student-Led

Accessibility

Inclusion

# data[].attributes.body
THINQ Kindergarten resource

Kindergarten Program Resource & Growing Success

Multiple Paths to Literacy resource

Setting up learning areas with intent

Invitations/learning centres to engage students

Provocations to provoke student-initiated inquiry

Four frames

Play-based learning

Student choice

Safe and inclusive environment

Student wellbeing

UDL and DI

# data[].attributes.body
seeing children as competent and capable

shifting the educators role

resources and materials

documentation and assessment

timing and pacing

environments role

timing and pacing

students interest

building relationships

equity and inclusion

# data[].attributes.body
I think you need to have a strong knowledge of the Kindergarten curriculum. This is because when you are designing your inquiry you need to understand what part of the 4 frames you are accessing. This will also guide your invitations and provocations that you have around your room.

You also need to listen to what your students share during interactions with activities within the room as to what they find interesting and extend your learning from there.

# data[].attributes.headline
What to consider for inquiry based learning

# data[].attributes.subject
What to consider for inquiry based learning

# data[].attributes.body
I think its important to consider what the overall goal is and takeaways are that you want students to come away with. Then combine that with the general interests of the students to help guide them in the creation of questions, wonderings, observations, etc., that they may come up with. This will play a role in what tools they use or are available to them to help shape their discoveries.

# data[].attributes.body
I think we need to consider what the students are interested in and what sparks their attention. I think we also need to consider what tools and materials we have available to move towards an inquiry-based approach to teaching and learning.

# data[].attributes.body
Interests of the students

How will 4 Frames be represented

What specific expectations will show learning

Opportunities to differentiate to support inclusion

How to document (work samples, photos, etc)

What resources are available

# data[].attributes.headline
Things to consider - Kindergarten Inquiry

# data[].attributes.subject
Things to consider - Kindergarten Inquiry

# data[].attributes.body
What are students currently drawn to? What is their frame of reference? How can I set up this learning space within my classroom and promote engagement? How can I extend this activity and keep building on it?

# data[].attributes.body
Considerations:

Considering children's interests and how to combine them with current curriculum expectations. They should be inviting, and children should see themselves in their learning. A great way to do so is documenting their learning through collection of work and pictures so children can visually see and understand their learning process.

# data[].attributes.body
Curriculum - overall and specific expectations

Learning environment

Sense of belonging

Well-being of the students

Interests

Prior Knowledge

Universal Design for Learning principles

# data[].attributes.body
Child led

kindergarten curriculum

interest based

play based

provocation

investigation

# data[].attributes.body
curriculum overalls

curriculum specifics

classroom design

child development

resources and materials

# data[].attributes.body
Curriculum and how you want to asses/document the students

4 frames of the kindergarten program and how it will tie into the inquiry

the interest of the children and any adaptions that may need to be made throughout the inquiry

student's prior knowledge and how the inquiry can be expanded into other areas of the classroom

# data[].attributes.body
-needs and abilities of your students

-student interests and backgrounds

-assessment and evaluation - what frames are we targeting?

-the learning space - indoor/outdoor?, resources available?

# data[].attributes.body
Inquiry based approach should be student centered, start with a question to spark interest. It should be problem solving and inviting in nature.

# data[].attributes.body
-Knowledge and skills we are working towards

-Learning environment (both physical space and socio-emotional considerations)

-Safe space that fosters inquiry on every developmental level (students abilities and backgrounds can influence this)

-Open ended exploration

-the 4 frames (how can we make students feel like they belong, promote their well being, provoke expression and keep it engaging)

-Materials/resources

-Cross-curricular expansions and outdoor learning

# data[].attributes.body
-student interests

-resources

-space and materials

-4 frames

-assessment

-student needs/differentiation

-prior knowledge and skills

-springboarding to future knowledge and skills

# data[].attributes.body
-listening and interacting with students and the environment.

-asking questions

-consider interests, and choose materials with purpose of exploring

- be open to change and adaptation

-consider connection between 4 frames

-build and adapt environment to student learning needs

# data[].attributes.body
The 4 Frames of the Kindergarten Program

Students' interests, background knowledge, abilities, and needs

Materials, resources, and space(s) available

How to design invitations and provocations to engage students

How to support students during the inquiry process and extend their learning

How student learning will be documented and assessed

# data[].attributes.body
-student interests

-curriculum connections

-resources and the environment

-collaboration with other students

-the 4 frames

-differentiation

-documentation/assessment

-student directed learning

# data[].attributes.body
The 4 frames

Classroom design

Resources

Learning environment

Student engagement

Prior Knowledge

Provocations and Invitations

Student abilities

Differentiation

Documentation

Assessment

# data[].attributes.body
-How can the educator build on the students interests and inquiries.

-How will this fit into the curriculum expectations and the four frames of the kindergarten curriculum.

-How you can incorporate the inquiry into other areas of the classroom environment (both inside and outside).

-What can you add or change to keep the students engaged and continuing to explore.

-How will you document the learning.

# data[].attributes.body
What the students needs are

What the students are interested in

How it links with SEL

How it ties to the curriculum

Assessment

Collaboration

Outcome/goals

Resources

# data[].attributes.body
-documents (ie: curriculum)

-student interests

-class room layout/available resources

-classroom dynamic (behaviours/teaching support etc)

-assessment/evaluation

-if environment is flexible to support inquiry

# data[].attributes.body
understanding of the curriculum

know your learning goals

know your students

how does each student learn best and provide materials for each type of learner

understanding of the 4 frames

understanding of how your learning environment acts as the third teacher

how will you assess learning

how will you address behaviours

# data[].attributes.body
student interest

student abilities

available spaces (what can you accessibility access)

what prior/lived experiences might students have that is helpful

what is the outcome/goal

assessment

how best to support students while letting them lead

how to manage behaviours

low floor, high ceiling

# data[].attributes.body
Student interests

student abilities

engaging invitations and provocations

being flexible and adaptable

documentation - thinking about assessment

required materials, resources and classroom set up

extend student learning - keep things open ended

expectations and the four frames

# data[].attributes.body
In an inquiry-based approach, the teacher and students can join forces in exploring and discovering meaning.

The teacher can intentionally present interesting questions, problems, and physical materials to pique children's natural desire to investigate.

Materials for hands-on learning must be safe but also novel/varied.

The teacher should also model curiosity by being open to children's questions and insights, and follow up on these.

The teacher should be attuned to students' individual and group inquiry processes, and take advantage of every opportunity to extend learning, clarify relevant curriculum connections, and encourage further constructive thought/activity.

# data[].attributes.body
-knowing the curriculum expectations

-knowing your students interests and abilities

-thinking about assessment

-making it interesting and engaging

-learning goals

# data[].attributes.body
knowing your students - interests, abilities, goals, needs etc.

learning environment that is welcoming and accessible to all students

invitations and provocations to initiate engagement as well as extending learning

documentation for/as/of learning

questions to challenge students and linking documentation and communication to curriculum expectations

extension activities to successful provocations

# data[].attributes.body
Ensuring that the inquiry-based activities align with the learning objectives and standards of the curriculum.

It's important to maintain a balance between student-driven inquiry and the content that needs to be covered.

Developing effective questioning techniques to guide students through the inquiry process. Open-ended questions that

stimulate critical thinking and exploration.

Gathering appropriate resources and materials to support student inquiry.

Considering how and when to assess student learning.

Create a classroom environment that supports inquiry-based learning, including flexible seating arrangements,

collaborative workspaces, and access to technology (if applicable).

Understand the shift in the teacher's role from a lecturer to a facilitator of learning.

Teachers will need to guide, support, and mentor students as they engage in inquiry.

Foster student engagement and motivation by connecting inquiry activities to real-world

problems and issues that are relevant to students' lives.

Ensure the inquiries align with student interest.

# data[].attributes.body
-What are the student interested in?

-What are the students ready to learn?

-What prior knowledge do they have?

-how will the classroom be set up, to let students, explore and discover

-What are the students life experiences and backgrounds?

-How can I make this open ended?

-How will I assess?

# data[].attributes.body
What to consider:

-Children's interests

-Abilities/ Zone of proximal development

-The four frames

-The environment

-Inclusion

-The ideal goal/outcome you want to achieve/ What children will learn from this

# data[].attributes.body
Student interest.
How to move from the invitation to provocation within each of the 4 frames.
The balance between student self direction and educator provocations.
The environment classroom or otherwise.
How to make invitation assessible for all students
An openness of tonality ie wonder is not necessarily definitive, absolute, or "correct".

# data[].attributes.body
- How is the classroom set up
- The four frames
- How the environment is inviting for students
-Student interests
-Resources and materials available
-Student needs
-Inclusion
-School community
-Open-ended

# data[].attributes.body
the four frames
classroom setup
materials and resources
student interests
observations and assessment
documentation
provocations
scaffolding learning
student directed

# data[].attributes.body
How to build on and incorporate student's questions and interests in a way that promotes development and learning in creative and engaging ways.

# data[].attributes.body
How can you create an inquiry opportunity that will match up with curriculum expectations?  How can you then extend that kernel of interest/inquiry to encompass related questions and discoveries?

# data[].attributes.body
The four frames
- Keeping things open ended
-Recognize opportunities for learning that align with curriculum expectations
-documentation
-created a classroom environment that is conducive to inquiry
-modelling communication skills and collaboration skills
-quality resources
-relationship with ECE

# data[].attributes.body
- Fitting student-led inquiry into the curriculum expectations
- What will students find engaging
- How can students engage with and take ownership of their learning
- Differentiating to make learning accessible to all students
- Resources and materials available at the school and in your community
- Documenting and assessing student learning
- Anticipate student questions and potential difficulties
- How educators can support the inquiry process while allowing students to lead their own learning
- ways to engage student learning with the wider school community

# data[].attributes.body
Students interests and prior knowledge. Is the inquiry open ended. How will you assess knowledge. What resources will you use. How does it relate to curriculum. Maintaining engagement. Scaffolding. Accommodating.

# data[].attributes.body
facilitating self-direction, promoting problem-solving, ways of questioning, accepting many answers, students' interests, curriculum, teacher flexibility, available resources, documentation

# data[].attributes.body
- Understanding the learners and their needs/ abilities / interests
- Availability of resources or access to resources
- Overall and specific learning expectations, ensuring that the four frames are connecting throughout
- The learning environment itself, depending on the location/structure/inside/outside
- Always backing intention and purpose behind inquiry opportunities
- Own understanding of inquiry and the value of it within the classroom

# data[].attributes.body
- what are the students interests?
- think about the overall and specific expectations in the document
-have flexibility
-how educators will document the learning
-consider creating a chart with students- know, wonder, learned about a specific topic
-think about various ways you can document student learning from each frame (e.g. literacy behaviours- writing/drawing).
-what materials or resources might be required

# data[].attributes.body
- What are the children interested in?
- What are the different capabilities of the children?
- What are the overall and specific expectations?
- What are the available resources?
- What are they learning?
- Are they excited?
- Can this be reflected upon?
- How can we incorporate what we've learned in a future lesson?

# data[].attributes.body
- student's ability
- interests of students
- specific needs of the learners
- ministry and curriculum expectations - both specific and overarching
- available resources, space, and environment
- the 4 frames
- how to integrate learning opportunities in a meaningful way
- how to extend student learning and capitalize on their interests, questioning, leadership in learning, etc.
- changing perspectives from traditional paths of learning
- entry level of students - background/prior knowledge - scaffolding
- intentionality of resource selection and display
- assessment opportunities/observation of learning

# data[].attributes.body
-the abilites and interests of the group of students you are with
- the general and specific curriculum expectations
-resources and environment able to your class/ school
- how to scaffold the four frames onto your activity
- provide multiple varied invitations to appeal to different learners

# data[].attributes.body
- The overall and specific expectations
- Finding interesting materials to promote/invite inquiring minds to explore
- How to set up or display these materials in an inviting way that will capture the interest of the children

# data[].attributes.headline
the 4 frames, overall and specific expectations, what students will be interested in, what kinds of questions students might have, how to get students to generate questions if things stagnate/if students are shy, how will I assess and evaluate using this method?

# data[].attributes.subject
the 4 frames, overall and specific expectations, what students will be interested in, what kinds of questions students might have, how to get students to generate questions if things stagnate/if students are shy, how will I assess and evaluate using this method?

# data[].attributes.headline
You need to consider:                            - the 4 frames and how you can reach every part of your students (emotionally, physically, socially, mentally).                                                       - how you will set up your classroom differently to facilitate inquiry based learning                               - how you will recognize, record and assess the learning you observe in the classroom                       

# data[].attributes.subject
You need to consider:                            - the 4 frames and how you can reach every part of your students (emotionally, physically, socially, mentally).                                                       - how you will set up your classroom differently to facilitate inquiry based learning                               - how you will recognize, record and assess the learning you observe in the classroom                       

# data[].attributes.body
- what are the children interested in?
- what are they currently intrigued by? or talking about repeatedly?
- purposeful questioning and naming
-scaffolding ideas
- how to ensure they are meaningful inquires
- classroom space ( indoor and outdoor)

# data[].attributes.body
- the interests of your students, what will hook them?
- how to create meaningful and engaging provocations to address the overall & specific expectations in the Kindergarten Learning document
- availability of resources, both materials and learning support if needed
- inquiries which reflect an equitable classroom
- methods of assessment

# data[].attributes.body
- Overall/specific expectations
- Purposeful questioning and naming
- Previous student knowledge
- Scaffolding ideas that add and encourage further learning
- Reflection and documentation of the inquiry learning process
- Resources available / space for learning within the classroom or outdoor space (if available)

# data[].attributes.body
Expectations- overall and specific
dynamics of the classroom
student interests
open ended ideas
availability of resources
ability to integrate multiple subject areas

# data[].attributes.body
- Overall and specific expectations.
- Children's specific interests and abilities.
- Resources available.
- Student behaviours.
- Type of assessment/evaluation.
- Classroom/learning environment and space.
- Open-ended questions, and activities.
- Documenting learning and experiences.
- The four frames of the Kindergarten program.
- Connections to literacy and mathematics.

# data[].attributes.body
-Overall/specific expectations
-Resources you have
-Students interests
-Students needs
-Behaviours
-Talking with students
-Documenting the experiences
-School community
-How to promote curiousity and provide questions that support their thinking

# data[].attributes.body
- Overall and specific expectations
- Student interests
- Student behavioural, physical, learning needs
- Resources available
- Classroom (indoor and outdoor) space
- Documentation
- Communication (with students, families, colleagues)

# data[].attributes.headline
You have to consider what the students are interested in and how the students are going to engage and participate in that learning 

# data[].attributes.subject
You have to consider what the students are interested in and how the students are going to engage and participate in that learning 

# data[].attributes.body
Curriculum expectations, learning goals, success criteria, guiding questions, skill level of each student, classroom environment, materials, final product, methods of assessment, methods of evaluation.

# data[].attributes.body
-overall expectations
-students interests and abilities
-open ended investigations
-materials and space
-resources being used for engagement

# data[].attributes.body
Inquiry cannot always be planned - inquiry based approach allows students to drive their own learning and the path that it may take. As an educator, it is important to be flexible with inquiry learning.

# data[].attributes.body
You have to consider how to turn the specific/overall expectations into a problem that is engaging for students. This requires you to consider what interests student and how to use this as a gateway into learning.

# data[].attributes.body
expectations and then which resources will inspire children to experience, question, experiment and form conclusions.

# data[].attributes.body
- learning expectations
- student interest & engagement
- student ability & need for support

# data[].attributes.body
Students interest, and what they naturally gravitate towards in play. What they like to discuss. Materials you have on hand to make it happen, overall goals, engagement levels. Level of difficulty, exploration and engagement.

# data[].attributes.body
- The learning environment
- Engaging students
- Materials
- Outdoor learning
- Investigations

# data[].attributes.body
- resources
- results (learning expectations)
- Learning documents
- interests
- readiness

# data[].attributes.body
student interests, students' readiness, materials that provide open ended investigations.

# data[].attributes.body
- Student interest
- Resources
- Materials
- Environment
- Open-ended
- Provocations
- Specific expectations
- Expected results

# data[].attributes.body
Things to consider when moving towards an inquiry approach:
- student interests
- classroom environment and space
- multiple entry points
- documentation
- curriculum expectations

# data[].attributes.headline
What are the overall expectations, invitations, provocations and basic interests of the students

# data[].attributes.subject
What are the overall expectations, invitations, provocations and basic interests of the students

# data[].attributes.body
What are the students going to be interested in? How will I make this activity fun for the children? What are their abilities? What space do I have? How does this fit in with the curriculum? Does this need to be scaffolded? How will I document this?

# data[].attributes.body
-student interest
-wondering and questioning
-student abilities
-classroom environment and space
-overall goals and expectations
-how to document
-conferencing with students

# data[].attributes.body
overall expectations
the four frames
student questions and interests
environment and materials available
diverse needs of students and various abilities and ability to access information
safety
space, storage, season
connections to literacy / numeracy for provocations

# data[].attributes.body
-overall expectations in mind
-student interests
-student abilities
-resources for engagement
-engaging learning environments
-flexible and open mind
-collaboration

# data[].attributes.headline
Considerations re inquiry-based teaching and learning

# data[].attributes.subject
Considerations re inquiry-based teaching and learning

# data[].attributes.body
An educator needs to consider student abilities in the classroom. Diverse abilities means that some methods of inquiry will work for some students, but not all. The Socratic method of inquiry might help a students find answers, while another might get confused or distracted.

They also need to consider that a child's personal life and environment outside of school is drastically different from another students', and their own. Students will need help asking and answering questions, and will look at the same problem/question very differently. The educator needs to be prepared to look at a question from many angles even they may not have considered.

# data[].attributes.body
- student interests
- developmental level of the children
- cultures of the school community
- staff qualification or experience
- vision of the administration

# data[].attributes.body
-student engagement - multiple points of entry based on curiosity and different types of learning
-materials
-materials and space for learning
-time and flexibility
- student interests
- documentation

# data[].attributes.body
- providing multiple points of entry for students  -- ensuring said activities and opportunities for inquiry based learning are always open ended
- scaffolded learning
- student interests
- limitations of classroom space
- access of materials
- curr. expectations and assessment

# data[].attributes.body
- student interest
- student abilities
- ways to encourage curiosity
- open-ended
- space
- materials
- diversity of opportunities
- curriculum expectations
- documentation

# data[].attributes.body
Students' interests
Students' abilities
Students' backgrounds
Learning environment
Promoting curiosity

# data[].attributes.headline
Things to consider for an inquiry-based approach to teaching:

# data[].attributes.subject
Things to consider for an inquiry-based approach to teaching:

# data[].attributes.body
- it is about questioning and wondering in the students
- the abilities of the students participating
- scaffolding off the knowledge the students already know
- a safe learning environment and learning supplies
- innovative ways to incorporate curriculum expectations into the inquiry process
- promoting curiosity and confidence in your students

# data[].attributes.body
- student ability
- student interests
- student backgrounds
- materials
-assessment
- how to support students
- the learning environment

# data[].attributes.headline
What do you need to consider when moving towards an inquiry-based approach to teaching and learning?

# data[].attributes.subject
What do you need to consider when moving towards an inquiry-based approach to teaching and learning?

# data[].attributes.body
- solid relationship with each student
-student assessment (how will I/We assess?, how will I/We provide opportunities for assessment for, as and of learning?)
- students interest
- multiple access points for diverse needs
- resources required
- how it will be documented

# data[].attributes.body
student abilities, student interests, physical space, how to engage the students, creating a classroom environment that encourages inquiry, prior knowledge, providing students with the tools they need, the four frames,

# data[].attributes.body
-what students are interested in
-how you will support their inquiries/learning
-materials you might use
-assessment

# data[].attributes.headline
What do you need to consider when moving towards an inquiry-based approach to teaching and learning?

# data[].attributes.subject
What do you need to consider when moving towards an inquiry-based approach to teaching and learning?

# data[].attributes.body
I think it's important to consider what makes your students feel as though they belong and can be open to inquire about there curiosities.

It is often times when we feel we can not speak our mind freely that we don't. So I think it starts with the entirety of the classroom and the relationships between the students themselves and the teacher and the student or teacher and students.

Show the students you can be wrong, show them we can make mistakes and have many ideas that are right but also wrong, and that that's okay. Being curious is so important, and creating the environment I believe is so key.

# data[].attributes.body
- Student interests
- student engagement
- student abilities/strengths
- physical classroom space/resources
- student's backgrounds
- how to use for assessment
- how to begin

# data[].attributes.body
What students know already
What materials you will be using
What questions they could ask
How the classroom is set up

# data[].attributes.headline
-What do they already know? What are they interested in? -Classroom layout and materials? -What invitations or provocations can I have out?-Open-ended materials -Demonstrate the process of wondering and inquiring.

# data[].attributes.subject
-What do they already know? What are they interested in? -Classroom layout and materials? -What invitations or provocations can I have out?-Open-ended materials -Demonstrate the process of wondering and inquiring.

# data[].attributes.body
- Layout of the classroom
- children's interests
-curriculum expectations
- assessment and documentation
- prior knowledge of the students
- backgrounds of the students
- being able to co-construct the curriculum with the students

# data[].attributes.body
- the learning environment
- making sure opportunities are diverse
- open ended questions
- materials that may not have a real purpose
- modelling for the students
- including interests of the students

# data[].attributes.headline
considerations: who, what, when, where, why, how.. what are the purposes and goals, what resources/tools are available (including time allotted), who are the students and what connections can/will they make

# data[].attributes.subject
considerations: who, what, when, where, why, how.. what are the purposes and goals, what resources/tools are available (including time allotted), who are the students and what connections can/will they make

# data[].attributes.body
- Learning areas
- Invitations to explore and grow mind
- Having expectations
- Thinking cross-curricular
- Assessment
- How to incorporate this into the Ontario curriculum
- Interests of everyone involved
- Healthy discussion time

# data[].attributes.body
- Student interest
- Prior knowledge
- Skill level
- Space
- Room for reflection

# data[].attributes.body
What do they know so far?
What materials, and set up do I need for the inquiry based learning to be successful?
Will the activity be engaging for my students?
What are their strengths and needs?
What curriculum goals am I trying to accomplish?

# data[].attributes.body
-Observe students actions and behaviours towards different materials in the classroom
- Listen to student discussions
- Allow for opportunities for students to explore by having invitations and provocations
- Document students thinking and make their learning visible
- Be mindful of the layout of the classroom
- Allow for students to have multiple opportunities to explore inside and outside of the classroom

# data[].attributes.body
- how do we determine student interests?
- How do we develop their interests based on curriculum expectations?
_ How do we determine student schema/prior knowledge on the topic?
_ What materials can we use?
- Readiness of the students
- How do we set up the classroom?
- Consider the Four Frames
- Assessment and documentation.
- How much time do I need to give?