we choose question number 5 as the best question. The reason is because the question is quite deep and representative so if we answer the question, we can have a lot of answers including what are they doing, learning, and their own curiosity.

2) What services are they receiving?

3) What are they doing?

4) Why are they so serious?

5) How do they improve their project compared to the prior one?

What did make the children get excited to see the screen?

1. How can we Ensure that tech like computer foster creativity and collaboration among students, rather than just passive consumption of information

2. What makes them interested? Why

   OTHER QUESTION

1. What are they doing

2. ARe they playing tekken 8?

3. Why are they doing internet of computer?

4. what are they learn about

5. is there any interest of?

How does the design of the object in the picture encourage learning or interaction?

What might the children be learning from using this tool or device?

Why do you think this setup is placed in a public area instead of a classroom?

What skills could the children develop from participating in this activity?

How does this activity reflect the importance of technology in education?

What challenges might the children face while using this tool?

What other tools or methods could achieve similar educational goals?

How could this idea be adapted for different communities or regions?

What might be the impact of this kind of activity on the future of these children?

1. Not a "yes or no" question

2. It will lead to the other question

2) The interaction happened during discussion and collaboration.

3) They used predicting skills.

4) We discover that people might have different interest when working together.

5) The reason why Ms. Merry displayed this picture on the 1st slide is because this picture helps triggering curiosity and tells about personalized-learning.

Mr. Minh had prior knowledge of picture

Mr. Shank had no experience pertaining to the picture.

Different perspectives create differing points of entry.

Modern technology allows easier access to information.

IB Learner Profile: Communicator, Inquirer, Open-Minded.

ATL's: Communication, Thinking, Social, Research, and Time-Management.

* Types of interaction: open discussion and sharing experience

* Skills used: communication and collaboration

* Discover: we are the same generation

Answer: Showing something that uncommon for the students

2. What types of interaction took place?

Answer: discussion, questioning & exploring

3. What skills were used?

Answer: Communication and thinking skills

4. What did you discover during this process?

Answer: we discover that through this picture we find our courisity is built by uncommon things - picture talk

I believe that inquiry is the vital ingredients in developing curious minds.

This is the individual brainstorming phase.

Students are encouraged to think independently about what inquiry means to them.

They should write down their own personal definitions or ideas related to the concept of inquiry.

2. Consolidate your thinking by sharing your thoughts with a partner. (What my partner thinks)

This is the pair-sharing phase.

Students pair up and share their individual definitions with their partners.

They discuss and compare their ideas.

This helps to broaden perspectives and identify common ground.

3. Together with your partner, share your thoughts with your table group.

This is the small group discussion phase.

Pairs come together to form a larger table group.

They share their individual and partner-level discussions with the group.

This allows for a wider range of perspectives to be considered.

4. Collaboratively develop a table group definition for inquiry. (What we all think)

This is the collaborative definition-building phase.

The table group works together to synthesize the various perspectives shared and arrive at a shared definition of inquiry.

This definition should reflect the collective understanding of the group.

This approach fosters deeper understanding, critical thinking, and creativity, enabling students to take ownership of their learning journey.

• develop a better understanding through context and students' needs.

• for the students' needs, it is based on their personal experience. they can share to each other to find the differences and compare.

• the students can do personal approach using 1 on 1 method to find their challenges while learning.

As a teacher i should share my knowledge to the students. Teacher has to lead the class

Now, I Think ...

# Students is a centre

# know students very well

# the students who take action and can make planning

# teacher = Facilitator

we used to think that teachers is the source of information, now i think that the teacher is the mentor, advisor and planner and guide the students exploration. we used to think it's hard to apply inquiry, now i think that inquiry can be happen everywhere and supposed to be not limited with the classroom or even the timetable schedule. we used to think that inquiry is just about explaining the fact and trigger them a question, now i think that it supposed to be deeper, the students can active to share learning from a realistic situation or even come up with their personal experience.

-process when learning to engaging students in meaningful and memorable, also tapping students’ personal experiences and curiosities.

-students can explore their understanding

Structured Inquiry : provide procudure & question

• Future Energy Efficient Building

Guided Inquiry: provide question, so students investigate a teacher-presented question using student designed/selected procedure

• Create Poster - The Ways of Conserve Energy

Open Inquiry : student can create own poster avout Conserve Energy

• Flip Book - form, source and Classification energy

Structured Inquiry: provide question and procedure to make own flip book

• Energy Conservation Campaign - in the form of info graphic

Guided Inquiry: provide question, so students investigate a teacher-presented question using student designed/selected procedure

• Writing letter to family about 4 ways to save energy at home

Guided Inquiry: provide question, so students investigate a teacher-presented question using student designed/selected procedure

• Inquiry happens everywhere

• Teacher sets up questions for students to explore, question, and developed their understanding

• Teacher plans the learning

Now I think:

• Teacher sets up various questions to meet students’ various prior knowledge

• Teacher should respond to students needs and interest in a more on going way

• Involve students in planning to the learning

However, I still need more guidance in planning the lesson and make it as a habit

I need some help to interpret the conceptual understanding cycle in detail

Orange:

I need more practice to apply thinking tools

Green:

I understood about applying conceptual understanding

However, I still need some help and practices to apply those in the class effectively.

Thanks for a putting on a great workshop in between two holidays.

I enjoy our discussions during breaks.