Below are videos that capture the voices of students, teachers, and administrators as they discuss learning and teaching with inquiry and the ILP.
What advice should teachers and administrators consider as they try inquiry in their classes?
An English department supervisor discusses his advice to teachers and administrators trying inquiry. Flexibility and a willingness to “let go” are powerful reminders for teachers. For administrators, he notes the importance of supporting teachers’ desires to experiment.
What is the role as a teacher in an inquiry classroom?
Learn from a special education teacher about how she promotes learning in an inquiry classroom and how important feedback is in a student’s learning process. She also discusses the modifications she implements in her inquiry classroom and how she sees inquiry as a natural way to differentiate learning.
How does an inquiry classroom create community and collaboration?
Many of our students share their responses on the community created in their inquiry classrooms and how they are empowered as leaders not only in their own learning, but also in the learning of their classmates.
What are the parents’ role in an inquiry-driven classroom?
In this video, Will Richardson discusses his experience as a parent and as an educator. He shares his perspective on the ways in which school has changed since he was a student and how he helps his daughter navigate her learning experiences in an ILP class. He also touches on the impacts of inquiry and why this approach is valuable.
What are students’ experiences in developing and refining essential questions?
How does it feel for students to experience the inquiry process for the first time? What skills are they developing?
A college student, a high school senior, and a high school sophomore explore the skills they developed and what they learned after experiencing an inquiry-driven class.
What are students learning about themselves as learners?
One senior reflects on how she realized that she was a visual learner.
How is learning facilitated in an inquiry classroom?
What are the benefits of collaborating with a librarian on an inquiry project?
A science department supervisor discusses her experience co-teaching with Marci during a unit-long inquiry assignment for her freshman Environmental Science course. She discusses the advice she would give teachers who want to implement inquiry design and the impact that working with a librarian has teaching an learning.
From the perspective of a supervisor, what adjustments should be made to support inquiry? What are the benefits of inquiry?
An English department supervisor discusses the flexibility and adaptability that inquiry learning encourages. He highlights the value in inquiry–that it allows for a wide-range of possibilities for student learning and for the opportunity for students to develop ownership of their learning. The latter is something not only important to students, but also to the teachers.