| Inquiry |
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| Introduction |
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What does inquiry-based learning look like and sound like? How are educator teams repeating, removing, and rethinking their theme-based planning and moving to inquiry?
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Reflections from another FDELK team on moving from themes to inquiry.
What did they notice? |
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| How are educator teams repeating, removing and rethinking their inquiry-based planning? |
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Rethinking the stance that instruction, teaching and learning can only happen in a large group.
What does it look like and sound like to co-construct inquiry with the children?
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What does it look like and sound like to co-construct inquiry with the children?
The FDELK teams are incorporating the Principles of Universal Design for Learning (EDL) and Differentiated Learning.
What does it look like and sound like to co-construct inquiry with the children?
Planning from children’s interests, ideas, theories and wonderings |
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What does it look like and sound like to co-construct inquiry with the children?
Listening in on a classroom inquiry in a small group at a learning centre. |
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What does it look like and sound like to co-construct inquiry with the children?
Listening in on a classroom inquiry |
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What does it look like and sound like to co-construct inquiry with the children?
Reflections on inquiry: observations and making learning visible |
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| Reflections on inquiry: the power of inquiry co-constructing and making learning visible. |
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| Listening in on children sharing their inquiry. |
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| How will your educator teams make thinking and learning visible through inquiry? |
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