Communication (Talking, noise, posing and answering questions)

Opportunities and time for discovery.

Provocations and materials.

Making connections.

Questions Students formulate their own questions - could be based on a main idea. Younger students can be given more guidance as to what makes a "good" question. Teacher poses open-ended but focused questions and acts as a facilitator

Connections - Authentic connections to own life and the wider world

High Order Thinking Skills being used - Evaluating, Synthesising, Analysing, Applying

High engagement, discussion, active learning - showing learning in different stages of the inquiry process

Student driven, interactive, hands-on and teacher guided

Transdisciplinary in order to encourage authentic transfer

Moving from provocation to questioning to exploring to applying and finally to reflection

KWL chart - to encourage differentiation starting at each child's personal level and interest.

Student-centred- choice, accessibility, inclusive, intentional, provocation

Facilitator- nurture, model

Engagement- active, curious, collaboration

Agency- ownership, advocate, accountability, accessibility

agency and responsibility in learning

developing questions

collaboration, communicating

flexibly grouped

engagement

pursuing interests

risk-taking

reflection

co-creating

connections

transferring

modelling lifelong learning, collaboration, curiosity, critical thinking

designing learning for appropriate challenge

development of skills

differentiating

facilitation

prepared

embrace learning process

Engaged and part of the learning process

Agency, ownership, accountability, advocate

Student curiosity is evident (visual, audible)