If we support and empower the adults in the school to continually grow, innovate, question, take risks, reflect, examine, inquire and learn from and with one another, then teachers will create those same conditions for the students in their classrooms.

1. How do we do this?
2. How can we make this practice better and visible?

P16: What do you want the children you teach to be like, as adults? 

P18: In addition to the IBLP, what other attributes can you add, to develop a 21st century learner’s profile? 

P20-21: How do you define culture in one sentence?

P22: ‘The old story’ - what aspects of this story do you see in your classroom?

p24-25; What is your current story? 

P31: What's the new story we need to create for the future?

P 33; Whats the role of questioning and split screen?

 for framing questions?

Encourage students to ask; why do you think k... questions

Generate questions and sort them into think and thick questions.

The essential agreements were being followed as students raised their hands and waited for their turn to speak. 

Instructions were delivered and explained to the whole class. Differentiated learners or students who were struggling with a task were given individual attention. 

The teachers were also encouraging students to think about their questions, analyze their answers and reflect on their work before reaching a conclusion or giving out the correct answers.

It was quite intriguing to watch different classes involved in different engagements. Some of the classrooms had great discussions where the art of questioning was encouraged to a large extent. It was truly amazing to watch students taking ownership of their learnings by sharing their insights, feelings and knowledge. 

The teachers were supportive to encourage students to stay focused on the purpose of learning and differentiated planned tasks were too visible in most of the classrooms.