by Lu Gerlach

As we try to introduce inquiry into our classrooms, it can be overhwhelming.  Where do I start?  What tools will I need to make it happen?  How can I break it down for my students, so they understand and can replicate the process on their own.? 

These questions are normal.  To help you with this process, WeI have created short inquiry snacks videos found in our video library.  They walk you through three of the engaging, challenging, relevant, and significant inquiry thinking strategies that are the closest to our hearts.  If we were to start anywhere, it would be these 12 strategies.  

Each inquiry snacks video last 1-3 minutes long and goes over the process and things to consider when implementing.  They are bite-size chunks of instruction to help you get started in your own inquiry journey.  

Before you take a snack break, you must remember that inquiry is about the process not a product to showcase in this school.  We are trying to provide students tools where they can become independent thinkers who pose questions, test out wonderings, and make meaning of their learning.  All of these steps need to be modeled, tried, and adapted to each student learning style before they can explore on their own. 

​Now that's clear, let's take a snack break!  Go to our VIDEOS section to find our Inquiry Snacks. 

Once you've implemented the inquiry thinking strategies, you will feel more comfortable with the process of inquiry.  You will see students enjoying the learning and taking more ownership of the learning process.  

When you feel more confident, you will be able to take larger portions of inquiry into your practice by reading the work of Kath Murdoch, possibly implementing the inquiry proces, and/or providing opportunities for students to explore their own inquiries based on their wonderings. 

Just like preparing a large meal, inquiry takes certain ingredients (time, space, materials), follows a recipe plan (inquiry process), and needs times to cook and meld the flavors together.  This requires some patience and a belief that your learners are capable of directing their own path towards understanding.  Just like a satisfying meal, you will feel comforted and filled with the knowledge that meaningful learning happened, because you released some control of the process. 

It's up to you to decide...are you ready to take a bite or sit down for a feast? 

by Lu Gerlach

I had the absolute pleasure to partner with Anne Grisham to discuss how to integrate the curriculum into the PYP units of inquiry through concepts for the first ever Toddle PYP Leaders Boot Camp. 

In this workshop, Anne and I explored the various ways schools can map their content standards within each unit of inquiry.   We discussed the importance of starting with the transdisciplinary theme descriptors, mapping them with our social studies and science standards, and creating conceptual central ideas, lines of inquiry, and teacher questions. 

This was an amazing webinar, because I was able to partner with one of the IB superstars! 

Click on the picture below for the video or here. 

One of the things that can bring about a lot of engagement is a classroom economy system.  I've used it many times with my learners and tied it to their class jobs.  Like most jobs, they get paid for the work that they do and they can get fired for being lazy.  At the end of the month, they pay rent and go to the class store for goodies to buy.  

I know there are many who don't like extrinsic rewards.  At the same time, many of us would not go to work everyday without a paycheck.  This is the how I approach it. 

The one thing I don't promote is doing class jobs just for the paycheck.  I frequently have them reflect on the lessons they have learned from the role and they must interview for a higher paying job just like in real-life.  This makes them appreciate the job once they do get it.  

​Here is a video with more considerations to think about. 

One of the things kids ask all the time is, "When will I use this in my real life?"  This is a valid question, because how many times have I used PEMDAS in my daily encounters?  Never.  

So how do we get learners engaged with real-life?  We provide utility value.  This means that we show how an idea is used in the everyday world and the jobs that it impacts.  This helps learners to see how concepts are applied in real situations and not just hypothetical ones. 

Part of providing utility value is engaging with people in various roles that use the skill.  This is a game changer when trying to get learners hooked into the topic.  

Take a peek how you might implement this into your practice. 

I remember when I learned about the SDGs for the first time, it was while I was reading @mscindypyp Twitter post.  I loved the idea of exploring real-world issues from various lenses.  This expands the inquiry thinking to go beyond researching a topic. 

This is perfect for a personal inquiry and/or PYP exhibition project. 

I love this engaging strategy so much, because it requires the learners to do all of the thinking.  They have to take a very traditional engagement and turn it into something that is driven by agentic thinking.  Love it!  

For more ideas, be sure to watch the video below.  

​It's time to allow your students to create  their own project or task checklist to keep them focused.  The possible guiding questions to be answered:  
​

• What have I done so far that is leading to my goal?  
• What are some of the obstacles?  
• What do I need to move forward? What expertise can I offer to help someone else?

Let's have some fun with this inquiry snack!

Mystery Skype is a great first step to connecting to other classes around the country or the world. Two classes meet via video chat online to guess where in the world each other is geographically.  This is a great way to learn about different regions and cultures.

I can't wait to get started!  Where do you want to call? 

At the beginning of the year, be clear about expectations during various learning scenarios.  Create routine cards and randomly ask students to demonstrate the routine throughout the day.  This will allow them to transfer desired behaviors to a variety of settings.  This can range from:

• lining up for recess
• putting away their materials
• clean up the classroom

I think this would be fun to mix it up with a task that is completely different, such as lining up for recess in the middle while reading independently.  It could be hilarious!

This is by far my favorite Project Zero visible thinking routine.  I think it has to do with stretching our perspective by looking at our own, other people in our country, east and west of ourselves, north and south, and across distance.  This really helps learners to see a wider range of perspectives that go beyond their own.  

If more people did this in the world, we might have more peace and equity. 

​Welcome to an inquiry snack!  These are bite-sized ways that you can bring about more inquiry into your practice. 

In this video, we are exploring Make Time for My Time or otherwise personal inquiry.  Something that I've come to realize is the power of learners exploring ideas and processes on their own.  They will make mistakes and fail, but it's part of the process of becoming a more sophisticated learner. 

I've used a form of My Time in my classroom during the last six years of my teaching career.  It has been a practical way to merge the inquiry and scientific process together with topics that learners are interested in.  

​Enjoy your snack!

​If you have been glued to my channel, you probably know that I love a good success criteria with goal-setting. 

Now, I might do it differently than you do, which is okay.  I like to give six learning targets that are aligned with my process standards and approaches to learning (ATL).  Then, I ask my learners to choose one that they think is an expert area.  My expert criteria is that they can do it in 3-5 DIFFERENT ways, not different situations. 

Once learners have identified their strengths, they lean into their grow areas.  Choose one skill that can be done with their table group, but they stumble on their own.  This is at instructional level, which means a greater rate of success. 

Check out this video for more ideas.  You are going to love it!

​Restorative Circle has changed my practice.  My last school district began implementing it in 2017 and I was quite skeptical at first.  I thought it was another Social-Emotional Learning program that would add time to my already crunched schedule.  Little did I know it would completely change the relationships between me and my learners. 

There are several components to Restorative Circles, but the main ideas are: 

• Speak from the heart
• Listen from the heart
• Trust that you will know what to say
• Say just enough

I'll let you quickly watch the video for an overview and then I'll share some additional things to consider. 

​There is usually a tool that sets the tone for the discussion, but that is too much for me.  I just ask high-interest and low-risk prompts that I know my learners feel comfortable answering.  Here are some examples. 

• What is your favorite thing to do on your free time?
• If you could eat your favorite dessert everyday, what would it be?  Why do you love it so much? 
• What place is simply magical to you?  Who do you think about in that place?

As our relationship grows, I ask deeper questions.

• Who is the one person in the world that you can count on the most?
• What is something that you own that you can never replace and it would make you cry if you lost it?
  
• What is something that makes you afraid? 
  

We all need to know that someone cares for us.  When I began running it each week, I didn't realize how much my learners needed it.  I was often reminded by my learners that we needed to hold the meeting no matter what.  It became part of my schedule each Friday morning. 

One question that I eventually began to ask, "What is an obstacle to your learning this week?"  This was the last question every week.  It became a habit. 

On Febuary 10, 2018, my mom passed away.  I remember returning to school that week in a haze.  I was preparing for a long leave to help my dad sort out funeral arrangements, personal effects, and keeping him company for several weeks.  

By Monday afternoon, my learners called a special circle meeting.  One of my learners asked me, "Ms. Gerlach, what is an obstacle to your teaching this week, because you are not the same?"  I'll never forget that moment.  I began crying sharing with my learners about my heartbreak and the feeling of being lost.  The response was immediate.  I was flooded with hugs and tears.  The shift went from, "What is wrong?" to "How can we help?".  Those darlings were so kind and helped me through one of the toughest times in my own life. This would not have happened if I had not established the circle meeting as a weekly habit. 

If you are going to use Restorative Circles, you need to go all in.  You can't miss.  It may be the one time of the week where your learners feel safe enough to be vulnerable.  

Here is a guide I found that may help you to get started. 

This inquiry snack is all about getting our learners to take information that they learn and decide how they will market it to the school community and beyond.  This is a lot of fun and I can't wait to use it again!

The final challenge will be examining how we guide and assess inquiry.  This process is not easy.  How and what do we assess?  How do we capture a broad enough picture of the learner?  

Have fun exploring this in our challenge below.  Also, I have included the guide that accompanies this challenge. 

In Plan for Inquiry, you will have more information about guiding and assesing inquiry.  

​This challenge is all focused on asking the right questions.  This is based on Lynn Erickson's factual, conceptual, and debatable question method.  It's one of my favorites.  

I've created a guide that is posted below with the question framework and a matrix to post in your room. 

In the guide Planning for Inquiry has tons of questioning resources.  Be sure to look for the Wiederhold Question Matrix. Have fun!

In Day 3 of our inquiry challenge, we are reflecting on our planning process. This requires us to examine the following: 

• How much agency is currently being allowed in the learning? 
• What types of questions are we using?  Are they differentiated for different purposes?
• What questions are we asking of ourselves during the planning process?  

​There are so many goodies in this challenge.  Be sure to download the accompanying guide too, which is linked below. 

I created the guide Planning for Inquiry in response to this challenge.  I am always interested in how I might scaffold the inquiry process.  I hope it helps you. 

Wecome to the second inquiry challenge!

In this challenge, we are delving into the terms...

• Engaging
• Challenging
• Relevant
• Significant

When you see these terms, what do they mean to you?  This is what this challenge is all about.  How can we bring about more engagement, challenge our learners thinking, make learning real and connected to everyday lives, and globally significant. 

Learners want the answer to this big question:  Why should I care?  These strategies will help them find a meaningful answer.  Let's take a moment to dive into this challenge. 

For more ideas, be sure to check out the accompanying guide to this challenge that can be found in Inquiry Thinking Strategies.  The front cover is below. 

Setting goals during this time has been difficult.  I understand, because it has been a struggle for me too.  With extra time on our hands on the weekends, I have been watching a lot of videos like everyone else.  One that really resonated with me is How Great Leaders Inspire Action by Simon Sinek.  Here is the video below.  ​​

One thing that stuck with me is the Golden Circle.  It's implicity is really powerful. I want to apply it to our inquiry challenge. 

WHY - Why is inquiry important during this challenging time? 
HOW - How can I sustain inquiry learning while teaching digitally?
WHAT - What must I change about my perspective/feelings to make it happen?  

​To be honest, these are difficult for me to answer, so I have broken it down into a simple goal-setting strategy.  I get vulnerable by sharing some of the ways that I am holding myself accountable during this time.  

If you are interested in pursuing goal-setting further, I have created a guide to support your thinking.   You can find what you are searching for in Define Your Purpose with the Golden Circle.  The cover looks like this.