we are more motivated to learn when we are genuinely interested about the subject

Inquiry requires and strengthens 'whole of life' transferable skills including critical thinking, planning, self-management, organization and communication.

Teachers focus their attention on student learning - they inquire into their students

Students need to learn how to effectively and safely locate, access, evaluate, use, and contribute in an increasingly globalized and digital world.

Inquiry encourages an integrative, connected thinking approach in teaching

Inquiry can sharpen digital literacy skills.

Engage students in tackling real-world questions and problems through authentic contexts at both local and global levels.

Inquiry helps develop students' agency - the student gradually

develops a sense of control over and responsibility for themselves as a learner

Inquiry has become a central part of how we live and work.

Create a flexible, equitable learning environment where students exercise some choice and where independence is fostered

Link investigations to authentic contexts and purposes. Show students how their discoveries are connected to the world beyond school

Frame their teaching around open-ended questions or problems. This positions students as investigators/ researchers and the question can be returned to during and at the end of the lesson

Provoke, model and celebrate curiosity

Allow time for students to figure it out for themselves ('flip' the lesson) = inquiry teachers give students time and opportunities to discover and make meaning for themselves. This approach is strategic

Use probing questions and thinking prompts as much as possible as teaching tools - so that students do more thinking for themselves more of the time.

Invite students to raise questions/wonderings throughout a lesson and use their questions as a springboard for teaching. Inquiry teachers build a culture that lets students know that questions are a sign of good thinking

Involve students in making some decisions about aspects of the learning experience, even within a lesson.

Use a 'layered' or 'split screen' approach to the lesson = As students are going about a learning task (whether it is composing a piece of writing, listening to a guest speaker, or reading through information as part of a research task) they are mindful of how that learning is happening and of what they are using/doing as thinkers, collaborators, self-managers or communicators

Use transferable routines and strategies within the lesson. When students can use or apply a strategy in different contexts, the possibilities for inquiry are extended.

Help students make connections between ideas, between subjects, between inquiries.

Are open to unexpected pathways for inquiry. They remain attuned to the potential for spontaneous investigations to arise and are not hesitant to work with them.

Access students' prior learning and make the process of ' constructing understanding' as explicit as possible.

Allow some open-ended exploration time (play time)

Limit whole-class instruction

Encourage students to do the talking and thinking rather than doing it for them

Build reflective thinking into the daily routine

Consider the tasks students are doing as learning strategies rather than activities

Provide opportunities for personal learning pathways

Are inquiry learners

provoking and modeling a curious disposition across the day

valuing and working with childrens questions and building their questioning skills and knowledge

using sophisticated, thoughtful questioning/dialogue techniques in the classroom

planning learning experiences around questions

Ask students to share "who they are" by bringing in objects or photos that represent themselves and their lives

Create a class blog or use online tools that allow for regular dialogue between teacher and students

Invite students to write a letter (or a post) to the teacher about why the teacher are lucky to have them in your class, and vice versa

Use the informal 'before the bell goes' time in the morning to chat with individuals about their lives.

Greet each student in the morning as they come into the room.

Play games that foster teamwork, connection, and fun.

Co-construct agreements about behavior and expectations.

Establish a routine of regular class/group meetings.

Set some class goals - some things you want to achieve as a group.

Send a simple note (slipped into a student's bag/locker), an email, message, or text letting them know you are glad to have them in your class, that you noticed a kind thing they did that day, or simply that you believe in them

Allow students to get to know the teacher.

Be the inquirer you want to see! Show

students how curious about and connected with the world the teacher is. Share the things that make you

curious, the puzzles and problems you encounter as a learner.

Ask students to share "who they are" by bringing objects or photos representing themselves and their lives.

Create a class blog or use online tools that allow for regular dialogue

Play games that foster teamwork, connection, and fun.

Co-construct agreements about behavior and expectations.

Establish a routine of regular class/group meetings.

Set some class goals - some things you want to achieve as a group.

They are generally driven by questions - both teacher and student generated.

They require active research/investigation/experimentation by the student.

They most often seek to connect learning with students' real-life experiences.

They are as much about process as they are about content - and content is conceptual.

Students experience connected learning episodes -one task is clearly linked to the next rather than being simply an 'activity'

The learning is responsively planned (rather than fully mapped ahead in detail).

Aspects of the learning tasks/assessments are co-constructed with students.

The planning is emergent - the detail of the process unfolds rather than being pre-determined.