Yes, and... is a structured protocol that helps students respond and add to others’ ideas rather than critiquing or modifying them. Use it to support students’ development of individual project ideas and their ability to thought-partner with each other.
This collaborative reflection tool is designed to guide teachers in deepening and continuously improving inquiry-based instruction. This tool can be used as a one-on-one tool for an Inquiry Advocate and teacher or to guide reflective dialogue in a professional learning...
Here are protocols for analyzing student work.
The inquiry-based classroom provides opportunities for collaboration. While this can be highly motivating and engaging, it also places high demands on students’ collaborative work skills. Consider the following strategies to provide scaffolds as individual or whole-class supports during collaborative work...
Participants engage in seven sessions/courses to develop a deeper understanding of inquiry-based social studies in the context of Inquiry Journeys. Upon completion, participants earn a Foundations of Inquiry-Based Social Studies certification.
This reflection protocol prompts students to identify key takeaways from a sustained inquiry experience. Use this to support students in sharing their thoughts with the whole class and making connections to others’ ideas.
The Question Formulation Technique, or QFT, was developed by the Right Question Institute as a simple step by step process that helps anyone produce, improve, and prioritize questions. Watch this video to learn more about the process in 90 seconds.
A Predict Learn Conclude prompts students to make inferences, test those inferences while gathering information, and construct conclusions. Use this strategy as a pre-assessment, as an anticipatory set, or to assess student thinking.
I Like, I Wonder is a protocol that supports students’ ability to share their undeveloped ideas with peers while receiving affirmation and getting initial, low-stakes feedback. Use this format to support critique skills and peer collaboration as new ideas are...
Learn how district leaders in manually rostered districts can add, edit, and remove schools.
Explore step-by-step guidance for accessing your curriculum, preparing lessons, planning instruction, and supporting students as you begin teaching with Inquiry Journeys and World History.
Teachers often customize lnquiry Journeys to fit into the instructional time they have. Here are some ways teachers have customized lessons in order to save time.
Learn how to navigate from your inquirED curriculum to the Inquiry Hub to explore professional learning resources.
Read-alouds facilitate an exploration of a text through a shared reading experience. Use this format when a shared experience will enrich the exploration or make a complex text more accessible.
inquirED's Inquiry Teaching Practices include eight distinct practices.
Annotation allows students to actively engage with texts and improve their reading comprehension. Using annotation strategies can help students understand the content on a deeper level and recall concepts for later use. It can also be a lot of fun!...
While there is no single definition of culturally responsive instruction, at inquirED we've established a set of criteria to describe its use in our curriculum and to guide us as we continue to evolve. We've developed these criteria from the...
Understanding how a lesson fits into an Inquiry and thinking through how you will support students in meeting a lesson’s objectives can be very helpful in preparing for instruction. Use this tool to help you plan your next Inquiry Journeys...
This article supports teachers who use Clever to manage student access to inquirED.
Conver-stations allow students to discuss topics in constantly changing small groups. Use this format in response to complex discussion prompts or sources (ex. photos, videos, audio recordings, or written text).
Learn how to log in, navigate Inquiry Journeys, and understand the structure of units and lessons so you feel confident from the first click.
Use these strategies to prompt a quick conversation between students who are already seated close together. Because there is no special seating arrangement or protocol required, it is perhaps the most flexible and informal discussion strategy.
This strategy gives each student a chance to quickly share their idea with the whole class. Use this protocol when responses are likely to be only a few sentences long.
Learn how students log in to the inquirED Assignment Portal through Clever, ClassLink, or manual rostering.
