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"As I mentioned in my article, "The Research Behind 20% Time", there is a lot of support for this type of inquiry-based learning in schools. However, I want to point out a few important pieces of information in this post on why many of the folks talking about the demise of Google's 20% time and whether or not Genius Hour is enough…are simply missing the point."

Sugestões de Karen Bonanno, apresentadas num webinar que realizou sobre o tema.

"excerpts from Gliksman's book iPad in Education for Dummies."

"Tomatosphere™ uses the excitement of space exploration to teach the skills and processes of scientific experimentation and inquiry. Students investigate the effects of the space environment on the growth of food that will inevitably support long-term human space travel."

"Many students are not good at evaluating the credibility of what they see and read online according to a now-famous Stanford study that was released just after the 2016 election. And while it's true that 82 percent of middle schoolers couldn't tell the difference between a native advertisement and a news article, neither could 59 percent of adults in a study conducted by the advertising industry. Sam Wineburg, the Stanford professor who led the middle school study, is worried that everyone is "profoundly confused" right now and that schools aren't doing enough to teach students the skills they need to be effective citizens and digital consumers."

"At TeachThought, nothing interests us more than students, as human beings. What they know, might know, should know, and do with what they know. A driving strategy that serves students-whether pursuing self-knowledge or academic content-is questioning. Questioning is useful as an assessment strategy, catalyst for inquiry, or "getting unstuck" tool. It can drive entire unit of instruction as an essential question. In other words, questions transcend content, floating somewhere between the students and their context. Questions are more important than the answers they seem designed to elicit. The answer is residual-requires the student to package their content to please the question-maker, which moves the center of gravity from the student's belly to the educator's marking pen. In that light, I was interested when I found the visual above. It's okay to say "I don't know." Teach your students how to develop questions (because) it helps conquer their own confusion. Rebeca Zuniga was inspired to create the above visual by the wonderful Heather Wolpert-Gawron (from the equally wonderful edutopia, and also her own site, tweenteacher). The whole graphic is wonderful, but it's that I don't know that really resonated with me. Traditionally, this phrase is seen as a hole rather than a hill. I don't know means I'm missing information that I'm supposed to have."