Think - about issues that matter to them or they are curious about.

Say - they spoke with passion and confidence as they are clear of what they are talking about. This stems from the fact that they took ownership of the issue & they have done their research on the topic.)

Do - Self-directed with minimal supervision. They discussed the issues together and worked in groups to do research on different sub-topics of the issues. Teachers were there to prick their thoughts eg why would we care about ..?

Dispositions:

the belief that in inquiry based learning is the way forward.

Knowledge:

Repertoire of 'tricks in the bags' to design the lessons and nibble enough to adapt & anticipate disruptions.

Skills:

Questioning skills

Skillful in guiding students to the issue focus to make them think that they are the one who identify the issue(give them ownership)

Sometimes I may consider a photo or video can spark curiosity but the students think otherwise.

Too many a time, my hands are tied due to the disruptions due to school programmes (FSBB, Nationwide exams, sch-wide AoL) that limit the curriculum time to deliver an engaging lesson package.

Knowledge: Vast knowledge on the topics. Teachers must be aware of the different angles that a topic can be studied from, because the lines of inquiry from the students can cover various points of view so in order to engage the students meaningfully, the teacher must be aware of all of these.

Skills: Facilitation skills to keep the discussions going because discussions may go "off topic" or students may be stumped and need to be guided for them to make the links between what they know and the necessary lesson outcomes. Teachers must also be patient because an engaged class may likely mean a class with (useful) noise and movement so the teacher must be ready for that as well.

Think: they tend to think a little out of the box sometimes, pulling instances from personal experiences to help them "see" the concepts more clearly. They also relate classroom info to real life situations and draw connections, which may or may not be correct. But most importantly, engaging students are thinking.

Say: they will ask questions (they will ask why) or respond to teacher questions. they are confident about their answers

Do: they will feel compelled to research on what they do not know. engaged students are willing to discuss the issue further with classmates.

Students usually ask more questions to seek clarification and understanding.

Knowledge: good content knowledge and a vast knowledge of how to approach the content - teachers should have lists of questions that can be asked and how to scaffold these inquiry questions to help students learn. teachers should also know how to design a lesson with appropriate flow so as to "scale up" learning.

Skills: socratic questioning skills, ability to facilitate and draw responses from different students

Skills: They are able to raise questions that develop students' curiosity about an issue. I see Susan capitalising on a real-life inquiry question on "What are the basic resources you need in a household?" This is a question that all students can relate to, thus creating an authentic learning experience. Inquiry teachers have good questioning skills which is organic and fluid in nature. Inquiry teachers are able to create experiential learning. He/she makes conscious efforts to allow all students to participate in either data collection or class discussion. Lastly, they actively seek feedback on their teaching.

In rushing for the next lesson, I often skip getting feedback from students, which I know is essential to close the learning loop.

Say: Engaged students ask deeper questions and questions that matter to them. They are also not afraid to add on to classroom ideas and content presented by their teachers and peers.

Do: They are reflective and passionate, taking ownership of their own learning.

Knowledge: An expert in curriculum knowledge and a repertoire of strategies

Skills: Questioning, knowing how to scaffold

Differentiated instruction- some classes have such a large gap between the strongest and weakest that it is tough to ensure every one is learning at a pace which they learn best.

Now I think: planning key questions is key to IBL. No doubt planning for a series of lessons is necessary, but having the key questions link together is more important.