# data[].attributes.body
I'm considering  how cultural forces of time, opportunity, expectations and the environment support or hinder development of a culture in a school, in this case a culture of questions. Although alluded to in some parts of the Principles into Practice doc, this isn't explicitly explored in the support materials. I am thinking it would be valuable to be more explicit about this aspect as this section refers to development of a culture, including the skills and tools that would be part of that culture.

# data[].attributes.body
AGENCY: Learners influence and direct their own learning, learners ask questions and express wonderingS
- Supports student voice. "Student voice is evident
when “students’ questions, emotions and behaviours
guide learning and teaching”

LANGUAGE DEVELOPMENT: Learners communicate thinking, wonderings, questions

APPROACHES TO LEARNING: Learning how to learn
- Thinking skills
- Communication skills
- Research skills

INQUIRY IN THE PYP:
"Inquiry extends students’ learning when the exploration of initial curiosity generates new questions and wonderings
- Teachers and students use concepts and questions
as a means to construct new understandings

- Students acquire knowledge, build conceptual
understandings and develop skills through inquiry by
- Posing and pursuing open-ended questions "

ROLE OF THE TEACHER:
"Support students to learn to think critically about big ideas. “This may be done through broad open-ended questions during a unit of inquiry” (Such as questions re key concepts)

Teachers model development of conceptual understanding – via carefully crafted questions, wonderings and provocations

Teachers facilitate students’ understanding of, and making connections between, the subjects by:

-       Exploring questions from multiple subjects, when possible"

# data[].attributes.body
a) support student innovation and creativity through a cycle of inquiry-action-reflection

b) provide and maintain an environment within which students feel safe (physically, culturally, socially, emotionally) to be responsible for their own learning

# data[].attributes.body
a)  reflect on and apply their own inquiry experience to the design of inquiry-based learning and teaching in the classroom

# data[].attributes.body
1. Teachers are able to undertake personal inquiry, reflection and action to inform their practice

# data[].attributes.body
a)  identify appropriate contexts and examples for learning that have meaning and relevance to individuals and groups of students

b) support students to initiate and engage in their own inquiries

c) promote student reflection and action in response to their learning

# data[].attributes.headline
Designed to remove barriers from learning

# data[].attributes.subject
Designed to remove barriers from learning

# data[].attributes.body
1. Teachers are able to foster supportive environments that remove barriers to learning

# data[].attributes.body
1. Teachers are able to design inquiries using local and global contexts

# data[].attributes.body
Development of a culture of questions is so vital to an inquiry-based programme that it relates in some way to all categories of teacher capabilities, but for the purposes of this task I'm going to highlight:

# data[].attributes.body
“Inquiry rises from questions of significance—those that challenge ideas, move thinking forward, and motivate students to learn more.”

Creating a culture of questions:

INTENTIONALITY: teachers need to be intentional in development of questioning skills and techniques

LISTENING: teachers listen actively to the questions children are asking and act as a guide to support learner pursuit of answers to their questions

MODELLING: (linked to intentionality) teachers are mindful of the examples provided via the questions they ask in various classroom contexts

DOCUMENTATION: documentation and discussion of student questions communicates that their questions are important, valued and worth pursuing

CONNECTION MAKING teachers support students to make connections between what they already knew and new information/experiences that have resulted from pursuit of learner-developed questions

REFLECTION: reflection on how new information and experiences are supporting new ways of thinking, new perspectives, what new questions or directions are arising? etc.