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

Start: using conceptual understandings in lessons

Stop: using whole-class experiences for every lesson

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.

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.

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.

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.

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.

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

Now I think it might takes more than one class

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

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.

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.

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.