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I'm still wondering what we should call it?

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Now I think that discovery and provocation can be a rich source to spring board personal inquiry for children too, especially for the younger children. I realise that questioning, noticing and play can be used at the heart of facilitating personal inquiry with young children.

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I now think that we just have to 'release' and trust in the process - our kids will lead us..

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I used to have next to no understanding of personal inquiry, and thought it was just a class room subject. I now think it plays an important role in a students learning, and enables an endless number of opportunities.

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I used to think that it would be difficult to keep students on task when doing their personal inquiries

Now I think that with the right structure and goals students can do personal inquiry really well

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I used to think that children's personal inquiry 'outcomes' had to be huge and worked on for a long period of time. I now think that they can be bite sized mini inquiries that are more manageable for the children to feel success. I'm still wondering  how to best manage this, especially with time  but I can see more value than I did before and I am keen to get into it.

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Now I think that the students need to ask themselves this before each session. What Q's will I bring to my 'iTime' today. This will guide and focus them. Teachers need to be aware of these.

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I used to think that personal inquiry was a longer term project for children to embark on over time.  Now I think that having shorter bursts to get the learners into the flow of a personal inquiry, practising and learning the skills being developed in our 'shared' inquiries is a really good way of getting started.

I am wondering how we can leverage off what others have done and are doing. I am also wondering what we need to strengthen in our shared inquiries to support the children in their personal inquiries

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I used to think that I had to gather a huge amount of resources to cover the personalised topics .... but now I know that the children need to be responsible for selecting and finding most of them for themselves ... I realise the teacher support is now at the process output end a lot more and helping kids go deeper.

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I used to think that personalised inquiry could be difficult to manage in junior classrooms and that we may loose play and the opportunity to spend time with our juniors on our important values. Now i can see how personalised inquiries incorporate play and our values beautifully.

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I used to think that personal inquiry was a great idea but difficult to manage . Now I am sure its a brilliant way for our learners to learn at their own pace and be motivated to explore their own interests within a clear structure.

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I used to think that personalised inquiries were about students finding other students with similar interest and forming small inquiry groups.

Now I think that they are about the individual children's interests/passions that allow them to grow their understanding in by following a plan and using a range of processes.

I'm still wondering about the frequency of personalised inquiries

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I used to think that  personalised inquiry  would not be independent for a five year old   and would mean a management nightmare. Now I think that with careful thought, structures and skills being taught that they will be able to do it.
I'm still wondering about the timing of it for our newest students - and about how they will present their work without major adult help.

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I used to think that personal inquiries were a lot more freeform and loose, student led and student paced.

Now I think that there is a lot more teacher support, guidance and accountability, but it's flexible and can be negotiated.

I'm still wondering how to support those children that struggle with self-motivation

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I used to think that management of personal inquiry across a large hub would be stressful and potentially unachievable.

I now think that it can be linked to shared inquiry in a way that the release of the inquiry will lead to connected personalised inquiry which can be manageable.

I'm still wondering how to assess personalised inquiry - solo assessment for shared inquiry was done with some predetermined criteria which would need to be made broader for individual contexts.

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I used to think that it would be messy and hard to manage. I used to think it had to be connected to the shared inquiry or shared inquiry would be lost.

Now I think...it is manageable and I see the value in why.

I'm still wondering about the processes and organisation in the hub. How might we decide this with the children?

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I used to think that personal inquiry would be very difficult to implement in the classroom because of all the individual projects of the children.

I also still think it would be difficult to separate friends from doing the same projects.

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I used to think that ensuring all students go deeper with their inquiries would be difficult in a large class/hub environment.

Global goals for sustainable development is a great way to get students to connect to the bigger picture.

I am still wondering about how it will look in the hub - the processes/organisation/shared language.

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I didn't know about the 10 practices for contemporary inquiry teaching (cultivate curiosity, release, question, notice, keep it real, grow learning assets, get personal, collaborate, think big and play) ... now I do.

I'm still wondering what personalised inquiry looks like in the juniors.

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It's all about the S's finding the 'Sweet spot' between the content and the process.

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I used to think... that personal inquiry was not a realistic or manageable thing to do in a hub environment.

Now I think... it can work and i see the value in it

I'm still wondering about how to set it up or organise it and how to encourage those weaker kids to challenge themselves and go deeper into their inquiring

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I used to think that supporting a large number of kids to go deep with personalised inquiries would be pretty impossible to do well

Now I think that if now that it is something we believe in doing, we can make it work over time by adjusting as we go

I am still wondering about how these personalised inquiries will fit alongside our shared inquiries. And how can we makes sure we make time to do both well? What do we drop to make these both possible?

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I used to think...

That personalised Inquiry for the Juniors needed lots of planning. That it was too much work to track all the Inquiries. That personalised Inquiry wasn't valued or as important in learning.

Now I think...
With good tracking we can manage it. In a big hub just have small groups at a time. It's okay to have a child in an Inquiry that has lots of knowledge in and area but focus on the complexity of the presentation. (The arrow thing is helpful)

I'm still wondering...
How do we communicate the value of Personalised Inquiries to Parents?
Just about the nuts and bolts of the personalised Inquiry really.