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The intention of 'The Cycle of Inquiry' is to guide the teacher's (and learner's) thinking beyond simply coming up with activities and towards a more thoughtful process that assists students to move from the known into the unknown and to engage in fruitful dialogue.

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The Types of Student Inquiry are a scaffolded approach to inquiry, one that gradually increases student agency for learning while providing learners with the necessary skills, knowledge, and understanding to be successful in their inquiry.

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Teacher Self-Assessment to Strengthen Inquiry Approach

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Teacher Self-Assessment to Strengthen Inquiry Approach

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Unpacking the different phases in a cycle of inquiry and what makes these components effective.

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Each and every Monday Trevor MacKenzie publish a provocation as part of a series titled #MeaningfulMonday.

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#MeaningfulMonday is a series of provocations to spark learning opportunities. Powerful discussions, engaging questions, and meaningful learning pathways are inevitably created when we begin learning with a provocation.

Have you read my most recent #MeaningfulMonday blog posts?

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MeaningfulMonday is a series of provocations to spark learning opportunities. Powerful discussions, engaging questions, and meaningful learning pathways are inevitably created when we begin learning with a provocation. Have you read my most recent #MeaningfulMonday blog posts?

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Author Chris Gadbury Experienced PYP educator

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Designed by Chris Gadbury, this PYP inquiry journal is your students’ best friends in their learning journeys. Get this PYP student planner!

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https://www.ouryellowbench.com/post/teaching-through-the-inquiry-cycle

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Design provocations to spark or reflect interest and wonder (page 5 onwards)

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Design provocations to spark or reflect interest and wonder (page 5 onwards)

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What makes a learning engagement more 'inquiry based'?

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What makes a learning engagement more 'inquiry based'?

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more ‘inquiry based?’

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A Model For Designing A Journey Of Inquiry

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A Model For Designing A Journey Of Inquiry

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Teaching Toolkit: the inquiry based learning series

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Teaching Toolkit: the inquiry based learning series

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DSD Teaching & Learning Toolkit - The Inquiry Based Learning Series

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What are the 4 types of student inquiry?

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What are the 4 types of student inquiry?

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What are the 4 Types of Inquiry-Based Learning?

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Structured Inquiry - Kinsey Golden, Michelle Tuttle, and Shona Weirich by Shona Weirich | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, businesses and more

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Can you identify the types of inquiry?

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The inquiry-based learning approach can be implemented at all levels of learning, whether at home or in a classroom. It is easily adapted for any age group and for any type of learner. After exploring different IBL activities, we've compiled a list of some of the most creative and effective.

What follows are 5 solid inquiry-based learning examples of activities learners will enjoy exploring and learning with. As mentioned before, these are activities that are scalable to different year levels and even have cross-curricular applications.

1. Pollution Solutions

This IBL activity provides learners with information and statistics regarding global pollution issues. Learners review the information and then create a unique approach to managing or eliminating a certain type of pollution. This activity is great because it can be adapted to meet the needs of many different grades and can even be used in a college setting.

After reviewing the general pollution information you provide, have your learners research the different types of pollution (air, water, soil, etc.). Have them select one of these types and create a new and plausible approach to improve or eliminate them.

For example, learners should avoid suggestions such as the complete cessation of plastic production because it is not truly attainable at this time. Instead, encourage them to find ways to deal appropriately with the plastic waste we do have.

You can add another level to this activity by also having your learners explore the costs associated with their ideas. They will need to find a balance of effectiveness and affordability to create a plausible pollution solution.

2. The Boat Float

The difficulty of this activity can be modified depending on the grade level. Provide learners with basic information regarding the physics of floatation and buoyancy. Have them explore how boats the size of luxury cruise liners and container ships can stay afloat even with the extra weight. Then have them use their knowledge to create a boat that can remain afloat in a plastic tub of water.

They should experiment with different types of materials and designs while following the scientific concepts they've learned. Once learners have found a way to keep their boat afloat, have them add items such as paperclips or thumbtacks to see if the weight causes their boat to sink. They can also simulate storms and ocean waves by causing disruptions to the water in the tank. Do their ships still stay afloat?

Have them observe how the boats that successfully remain afloat also follow the requirements for buoyancy and how this allows shipbuilders to create boats of all sizes that will stay afloat in many different conditions.

3. Flower Factors

There are a variety of factors that promote plant growth. When these are altered or absent, growth will slow or stop. This activity will allow students to investigate which factors are essential for plant growth and in what amounts.

Begin by providing basic information regarding photosynthesis (carbon dioxide, sunlight, water, oxygen and glucose) and what inorganic elements are required for it to take place. Also give your class information on how soil nutrient levels, shade, and the presence of other vegetation can play a role in plant growth.

Split your class into small groups (3-4 learners each) and give them seeds for their experiment (vegetable and flower seeds often work the best because soil conditions affect how they grow). Then have your learners use their knowledge to create the perfect growing conditions for their plant or flower. You should provide a variety of different containers, soil types, and lighting conditions so they can try combinations they think will work best.

For older classes, this should be turned into an activity where each group plans a controlled experiment that tests what effect each different factor has on a plant when those factors are manipulated.

4. Decomposition Demonstrations

Most learners understand that when you leave food out on the counter for a few days, it will begin to get brown, slimy, and yucky. However, most learners don't know what really causes this to happen. This inquiry-based learning activity will give them an opportunity to explore how the decomposition of organic matter is affected by factors such as temperature, humidity, storage, time, and type of food.

For this activity, teach your learners the science behind decomposition and how organic matter gets broken down into simpler chemicals and molecules. Then discuss the factors listed above and how they can affect the rate of decomposition. To allow learners to explore this for themselves, provide them with a variety of fruits and vegetables (they tend to be less stinky than protein- or dairy-based foods).

Have learners experiment with leaving fruit whole, cutting it into pieces, taking the skin off of it, and leaving it in a variety of different conditions. These conditions can include open containers, sitting on the countertop, sealed containers, on the countertop with foil over it, etc. Have learners record their observations along with a theory regarding which factors most affect the rate of decomposition and why.

5. Bird Feeder Leaders

This inquiry-based learning activity is both fun and interesting and can be adapted depending on the grade level. Provide your learners with a variety of different bird feeds and have them place each one in a different bird feeder or container. If possible, place all of the bird feeders in the same general location with the same accessibility for the birds.

Make sure your learners record which type of feed is placed in each container. Then have your learners monitor each feeder to see if they attract the same species of bird or if each feeder draws a different species. Is there one type of feed that attracts more birds? Is there one type that attracts very few birds? What ingredients are present in the feed that attracts the most birds? Have your learners use this information to create a list of bird feeder leaders when it comes to which ones the birds like best.

You can also do a variation of this activity where the same type of feed is used in each feeder, but the feeders are placed in different locations. Locations can include different heights and branches within the same tree or different places around the school grounds. Have learners observe the feeders each day to see which ones run out of feed the fastest and are therefore the most accessible to the birds.

Author and keynote speaker, Lee works with governments, education systems, international agencies and corporations to help people and organisations connect to their higher purpose. Lee lives in Japan where he studies Zen and the Shakuhachi.

https://leecrockett.net

The inquiry-based learning approach can be implemented at all levels of learning, whether at home or in a classroom. It is easily adapted for any age group and for any type of learner. After exploring different IBL activities, we've compiled a list of some of the most creative and effective.

What follows are 5 solid inquiry-based learning examples of activities learners will enjoy exploring and learning with. As mentioned before, these are activities that are scalable to different year levels and even have cross-curricular applications.

1. Pollution Solutions

This IBL activity provides learners with information and statistics regarding global pollution issues. Learners review the information and then create a unique approach to managing or eliminating a certain type of pollution. This activity is great because it can be adapted to meet the needs of many different grades and can even be used in a college setting.

After reviewing the general pollution information you provide, have your learners research the different types of pollution (air, water, soil, etc.). Have them select one of these types and create a new and plausible approach to improve or eliminate them.

For example, learners should avoid suggestions such as the complete cessation of plastic production because it is not truly attainable at this time. Instead, encourage them to find ways to deal appropriately with the plastic waste we do have.

You can add another level to this activity by also having your learners explore the costs associated with their ideas. They will need to find a balance of effectiveness and affordability to create a plausible pollution solution.

2. The Boat Float

The difficulty of this activity can be modified depending on the grade level. Provide learners with basic information regarding the physics of floatation and buoyancy. Have them explore how boats the size of luxury cruise liners and container ships can stay afloat even with the extra weight. Then have them use their knowledge to create a boat that can remain afloat in a plastic tub of water.

They should experiment with different types of materials and designs while following the scientific concepts they've learned. Once learners have found a way to keep their boat afloat, have them add items such as paperclips or thumbtacks to see if the weight causes their boat to sink. They can also simulate storms and ocean waves by causing disruptions to the water in the tank. Do their ships still stay afloat?

Have them observe how the boats that successfully remain afloat also follow the requirements for buoyancy and how this allows shipbuilders to create boats of all sizes that will stay afloat in many different conditions.

3. Flower Factors

There are a variety of factors that promote plant growth. When these are altered or absent, growth will slow or stop. This activity will allow students to investigate which factors are essential for plant growth and in what amounts.

Begin by providing basic information regarding photosynthesis (carbon dioxide, sunlight, water, oxygen and glucose) and what inorganic elements are required for it to take place. Also give your class information on how soil nutrient levels, shade, and the presence of other vegetation can play a role in plant growth.

Split your class into small groups (3-4 learners each) and give them seeds for their experiment (vegetable and flower seeds often work the best because soil conditions affect how they grow). Then have your learners use their knowledge to create the perfect growing conditions for their plant or flower. You should provide a variety of different containers, soil types, and lighting conditions so they can try combinations they think will work best.

For older classes, this should be turned into an activity where each group plans a controlled experiment that tests what effect each different factor has on a plant when those factors are manipulated.

4. Decomposition Demonstrations

Most learners understand that when you leave food out on the counter for a few days, it will begin to get brown, slimy, and yucky. However, most learners don't know what really causes this to happen. This inquiry-based learning activity will give them an opportunity to explore how the decomposition of organic matter is affected by factors such as temperature, humidity, storage, time, and type of food.

For this activity, teach your learners the science behind decomposition and how organic matter gets broken down into simpler chemicals and molecules. Then discuss the factors listed above and how they can affect the rate of decomposition. To allow learners to explore this for themselves, provide them with a variety of fruits and vegetables (they tend to be less stinky than protein- or dairy-based foods).

Have learners experiment with leaving fruit whole, cutting it into pieces, taking the skin off of it, and leaving it in a variety of different conditions. These conditions can include open containers, sitting on the countertop, sealed containers, on the countertop with foil over it, etc. Have learners record their observations along with a theory regarding which factors most affect the rate of decomposition and why.

5. Bird Feeder Leaders

This inquiry-based learning activity is both fun and interesting and can be adapted depending on the grade level. Provide your learners with a variety of different bird feeds and have them place each one in a different bird feeder or container. If possible, place all of the bird feeders in the same general location with the same accessibility for the birds.

Make sure your learners record which type of feed is placed in each container. Then have your learners monitor each feeder to see if they attract the same species of bird or if each feeder draws a different species. Is there one type of feed that attracts more birds? Is there one type that attracts very few birds? What ingredients are present in the feed that attracts the most birds? Have your learners use this information to create a list of bird feeder leaders when it comes to which ones the birds like best.

You can also do a variation of this activity where the same type of feed is used in each feeder, but the feeders are placed in different locations. Locations can include different heights and branches within the same tree or different places around the school grounds. Have learners observe the feeders each day to see which ones run out of feed the fastest and are therefore the most accessible to the birds.

Author and keynote speaker, Lee works with governments, education systems, international agencies and corporations to help people and organisations connect to their higher purpose. Lee lives in Japan where he studies Zen and the Shakuhachi.

https://leecrockett.net

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5 Terrific Inquiry-Based Learning Examples - Future Focused Learning

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Inquiry-based learning is easily adapted for any age group and for any type of learner. After exploring different activities, we've compiled five of the most creative and effective.

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Getting personal with inquiry (come get the book!)

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Getting personal with inquiry (come get the book!)

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Have you heard about genius hour? Have you thought about trying it in the primary grade classroom? It was originally a Google thing that the company did to encourage creativity in their employees. Well, I decided to give it a try this year, with first graders. And you know what? It worked, and they loved it!

Genius Hour in the Primary Classroom

I will be the first to admit that the first time I did genius hour it was messy and often I thought, What was I thinking? But, I learned a lot and I will definitely be doing it again! Four different parents emailed telling me how excited their kid was. One of my students made their parents take them to the public library to find books about their subject.

Here is an overview of our plan.

How Did We begin?

We began talking about what we wonder about. If they could choose to learn about anything, what would it be? They came up with so many ideas...way more than I was expecting. At our library time, I suggested they look at books for more ideas. They had a week to mull their ideas over.

Next, we wrote down our wonderings on sticky notes.

Finding the Question

We spent some time brainstorming ideas. We narrowed down what we wanted to learn about. This was the hardest part. Some of my students thought of very broad topics, so we had to learn how to narrow down our topic. We used question starters to help guide this part of the process.

Some of the topics included:

The Titanic

Animals (various: penguins, weasels, service dogs, and a few more)

The Poison Cave (I had never heard of this!)

Justin Timberlake

How to Make a Video Game

Stop Motion Animation

We used a planning sheet to help keep us on track.

The Research

Researching our topic was the next step. This was an area that I needed help with. I had a parent come in and recruited some 5th graders to help. We used Chromebooks and iPads for the research. On the iPads, the app Epic was our favorite to use. On the Chromebooks, they scanned QR cards with kid-friendly websites.

I had gathered kid-friendly websites and attached them to QR codes. My students were able to scan them and search their topic.

One major issue I came across with this part of the process was that my students didn't know what to research. We talked about what information was important or interesting. We used research helpers to guide students who needed a little help what to research.

Let's Create!

The third step in the process was creating something with our new knowledge. As a class, I had modeled various things we could create.

My students chose a wide range of things to create; models, movies, books, timelines, life-sized animals, Haiku Deck slideshows, and more. It was so fun to see their excitement about this process.

The last step for us was to share our genius hour projects. We invited various classes into our room and parents. Their job was to share the information they learned about their topic and what they created. They were amazing presenters and really had a great time with this.

After we finished our sharing of the process, I asked my students if they enjoyed it. Every one of them loved it! We talked about what was hard, and most agreed that the research was the hardest. For most of them, it was a new experience to research a topic. Some of them were ready to pick a new topic and do their own genius hour in the summer. I can't wait to see what they come up with!

Would I do this again? Yes! Each student kept a checklist, which helped them stay on track and guide them through the process.

If you are interested in the tools that I used to help organize and guide my students through the genius hour process, you can find them in my TPT store or The Teacher Bag Store.

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Genius Hour in the Primary Classroom - The Teacher Bag

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Have you heard about genius hour? Have you thought about trying it in the primary grade classroom? It was originally a Google thing that the company did to encourage creativity in their employees. Well, I decided to give it a try this year, with first graders. And you know what?

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9 Powerful Inquiry Learning Examples to Use in the Classroom - Learning by Inquiry

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The inquiry learning examples below will give you some ideas for launching a successful project or unit that is engaging and motivating for students.

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Supporting agency through planning and assessment

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Supporting agency through planning and assessment

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assessment

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Provocations are images, artifacts, videos or questions that have close links to the content or topic being explored. By using provocations, it allows the teacher to gain insight into what the students know and where to take learning experiences in to the future.

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EXAMPLE - Activities, Apps, and Creativity With the Inquiry Cycle

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EXAMPLE - Activities, Apps, and Creativity With the Inquiry Cycle

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Tuning in is where we find out our students' prior knowledge. What do they already know about the Central Idea and Lines of Inquiry? I try to mix it up a little bit every new unit, however, I am finding that my students this year are actually enjoying the routine of completing the same structured brainstorming activities for each unit, and I have seen an amazing improvement in the way they are expressing their ideas (unit 5). As the point of the Tuning In phase is to draw on prior knowledge and find out where you may need to address some misconceptions, this phase is 100% student ideas and contributions.

Here I usually provide students with the opportunity to research and gain knowledge of the Central Idea in a broader sense. If we are learning about space, they would end this phase with a good grasp of space in general. Stats on various planets, moon phases, constellations, explorers of space, technology in space, etc. If we are learning about Ancient Civilisations they would research about more than one Ancient Civilisation, and the details about each of them. Their tools, food, religions, myths, art, etc. I would provide some opportunity for choice to create an even wider scope across the classroom, but some topics would be more specific to know that they have understood the basics and have a solid understanding to build the rest of their knowledge on for the remainder of the unit. The areas we focus on would of course depend on the Central Idea and Lines of Inquiry.

Students begin comparing different aspects which they have researched as well as their classmates. Usually there will be some element of choice while still being guided on other elements. For example, in our Ancient Civilisations unit, students were to compare different aspects of Egypt, Greece, India, and one other Ancient Civilisation of their choice.

This is usually the point where I get my students to choose something they are interested in/still wondering about our Central Idea/Lines of Inquiry. Depending on the unit there may be specific requirements or apps for them to plan to use in their creations. Depending on what the Central Idea is focussing on, this may drive what they choose. For example, our Ancient Civilisations unit had a heavy focus on tools, so our Summative Assessment did as well.

In this phase my students use their personal research to create a project which will show their knowledge. Part way through the year I begin to challenge my students by asking them to use more than one app. Book Creator and Keynote are great for the integration of this. Students can insert movies from iMovie or Spark Video, music from GarageBand, collages from PicCollage, Timelines from TimeLine, etc. The projects developed at this stage then become incredibly creative and personal.

This phase is linked with the Making Conclusions phase. Here they may be presenting their projects and reflecting on their learning. This may look different for every student, or every unit, or every project. For me it depends on the time of year, as I give them less and less structure and more and more freedom with every unit. Unit 6 in my classroom I plan to let them choose any app(s) or platform they wish to show their knowledge their own way. Reflections should show their action. Did their thinking change? Did they do anything? Are they acting differently? Did they make something to show others?

I love using the inquiry cycle to help me plan activities and units. I feel that it has fostered an enormous amount of creativity in my classroom. Providing choice seems to be a common theme. Choice of what to research (once the foundations are laid), choice of apps, choice of content, choice of action, choice of reflection. The students take a great amount of ownership after making all of these personal decisions about their projects.

While each individual phase may not allow for a huge amount of creativity, as a whole, the inquiry cycle is a great scaffold to students' creativity and inquiry through a unit.
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What activities or apps would you add to these lists? I may add more photos or resources as I remember them.

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Activities, Apps, and Creativity With the Inquiry Cycle

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​Passionate Educator and Innovation Coach. MA in Learning Design and Technology. ​ Apple Distinguished Educator 2019, Google Certified Coach, ISTE Certified Educator, Book Creator and Seesaw...

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New York Times - What is going on in this picture?

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New York Times - What is going on in this picture?

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DSD Teaching & Learning Toolkit - The Inquiry Based Learning Series

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Leave a comment below, describing which 'inquiry teacher' descriptions you will continue, start and stop. Let's apply this today!

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Leave a comment below, describing which 'inquiry teacher' descriptions you will continue, start and stop. Let's apply this today!

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FOR EXAMPLE

Continue: using student's prior knowledge when starting new learning

Start: using conceptual understandings in lessons

Stop: using whole-class experiences for every lesson

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Now that you have completed your first inquiry into inquiry, what is your personal reflection and goal?

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Now that you have completed your first inquiry into inquiry, what is your personal reflection and goal?

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Leave a comment below with your name, and completing the sentence starters.

For example:

KATIE

I used to think provocations were only done at the start of a unit of inquiry.

Now I think provocations can/should be used at the start of every inquiry/lesson.

And so I will use resources like NYT pictures and provocation tables as a regular feature in my lessons.

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I used to think that student led was just giving students full control of their learning.

Now I think that utilizing guidance and planning for each lesson will be able to lead a student led open inquiry in the best way possible. Giving the students the tools and support when needed. Stretch the students further when needed.

And so I will continue to support my students with a variety of inquiries and build upon the skills and tools needed for the students to flourish when participating in a open inquiry.

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Reflection on the Lesson of Abu Bakr As-Siddiq | G3

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Reflection on the Lesson of Abu Bakr As-Siddiq | G3

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Name: Ahmed Ghanem

I used to think: that teaching about historical figures in Islam was primarily about imparting facts and dates to students.

Now I think: that teaching about these figures, like Abu Bakr As-Siddiq, should focus more on exploring their virtues and how their actions can inspire students. I've realized that integrating inquiry-based learning helps students connect more deeply with the subject and develop a better understanding of the moral and ethical lessons these figures offer.

And so I will: incorporate more inquiry-based activities in my lessons, encouraging students to explore and reflect on the virtues demonstrated by figures like Abu Bakr As-Siddiq. I will create more opportunities for students to engage with the material critically and apply the lessons they learn to their own lives, fostering a deeper and more meaningful understanding of Islamic history and values.

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I used to think personal inquiry was tricky to do with the younger students of the school, especially in PE.

Now I think personal inquiry drives the learning forward and documents progress really well.

And so I will use personal guided inquiry to feature at the start of all my topics, giving choice, voice and ownership to students.

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Hooda-I used to think that personal inquiry can only be done towards the end of the unit.

Now I think, personal inquiry can be done as a unit on its own.

And so I will use personal inquiry more often for larger chunks of the unit rather than at just the end.

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I used to think that personal inquiry was part of UOI only and needed to be researched independently at home as there is limited time.

Now I think that it can be included anywhere and can be fifteen minutes of any lesson.

And so I will try to include it weekly in a variety of lessons at the beginning as I grow in my knowledge in this area of inquiry.

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Name: Mary

I used to think- Personal inquiries were too... advanced/ high level for a grade like grade 1. I used to think that students would struggle to a) choose an appropriate topic for their personal inquiry and b) students would struggle to research independently to effectively produce some quality output

Now I think: grade 1 students are very capable to complete personal inquiries

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I used to think inquiry circle need to be complete in same class

Now I think it might takes more than one class

And so I will start using inquiry circle more and deeper in different lesson

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Noha: I used to think that personal inquiries would result in a lot of chaos in my class.

Now I think that personal inquiries give learners the opportunity to be extra creative and inquire into topics they enjoy the most.

And so I will implement genius hour more often in my class.

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I thought it was necessary to complete the inquiry circle in same session

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I used to think it was hard to include the inquiry cycle in an EAL lesson. It seemed complicated and I worried it wouldn't fit with teaching language skills.

Now I know the stages of the inquiry cycle can be different parts of the lesson. For example:

Tuning In can be the lesson starter, getting students interested and thinking about what they already know.

Finding Out can be when I show them how to do an activity or explain a concept.

Sorting Out can be when students practice and organize what they've learned.

Going Further can be group work or projects where they use their new knowledge in different ways.

Making Conclusions can be discussions or writing activities to sum up their understanding.

Taking Action can be real-life applications or creative tasks where they use their language skills.

By breaking the inquiry cycle into these steps, I can make my lessons more interesting and effective.

From now on, I will include the inquiry cycle in my lessons to create engaging, student-centered learning experiences that help my students think critically and learn better.