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When we adopt an inquiry stance towards learning, we start to see things differently. Taking an inquiry stance towards learning involves a shift in mindset and practice for both student and teacher. It allows us to move beyond doing inquiry towards being inquisitive.

Inquiry is a dynamic process of being open to wonder and puzzlement and coming to know and understand the world. As such, it is a stance that pervades all aspects of life and is essential to the way in which knowledge is created. Inquiry is based on the belief that understanding is constructed in the process of people working and conversing together as they pose and solve the problems, make discoveries and rigorously testing the discoveries that arise in the course of shared activity.

Janetta Garton from Willard R2 schools has provided under CC licence resources for developing Inquiry Based Learning Units. The site contains an interactive to test understandings of the concepts that make up inquiry learning as well as an excellent handout, slideshare and other resources.

If we believe that all learning is a consequence of thinking, then we should consider what types of thinking our learners are likely to benefit from at each phase of their inquiry. This is where the Understanding Map, developed by Ritchhart, Church & Morrison offers useful guidance. By contemplating the demands of each phase of our chosen inquiry model, we can plan for how we might scaffold thinking moves which will enhance our learners' learning.

Recently I have been contemplating how we might define inquiry. Like many terms in education, it is often used in multiple contexts and has a range of meanings attached to it. Coming to agreement on what inquiry is, requires negotiating seemingly divergent understandings. If we are to avoid oversimplifications and dichotomous thinking, we need to explore these multiple perspectives and find a balance point.

six case studies of science inquiry in the elementary classroom written by teachers participating in the Institute for Inquiry Teacher Learning Group.

There is a debate taking place in the world of education. It is not a new debate but recently it has gathered new energy and the boundary between polite discussion of opposing views and hostility has been stretched. The debate is that between those who are advocates of inquiry based learning and those who believe direct instruction produces the best outcomes. - This article explore how the debate has gone wrong and fails to serve the needs of learners.

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Some good inquiry-based science assessment tasks here... http://t.co/VGv0s93N - Trevor Hinchliffe (TJHinchliffe) http://twitter.com/TJHinchliffe/status/267583455934689280

Inquiry learning can turn information into useful knowledge. It stresses skill development and nurtures the development of good habits of mind.

Excellent wikis that show the process students went through with their inquiry topics.

YouthLearn's Learning section -- aimed at after-school programs that integrate technology -- has guidelines for creating lesson plans and projects; examples of tools for designing projects (e.g., curriculum mapping, tutoring/mentoring and inquiry-based learning); learning technique examples and guidelines (e.g., peer observations and animation) and staff recruitment and development tools (including sample position announcements).

When we are young, we are naturally curious. We ask many, many questions. As we encounter the world, our consciousness is bombarded by a plethora of opportunities for curiosity. And at this early stage of exploring and discovering the world we inhabit, there is no filter between our sense of curiosity and our expression of our it. If we are curious, we will be asking questions and heaven help anyone close enough to be a potential source of answers. - At school, our relationship to both curiosity and inquiry changes.

Making, Maker Centred Learning and STEAM fit neatly alongside Inquiry Based Learning (IBL) for many schools. Commonly this approach includes a constructivist view of knowledge and teachers seek to establish conditions which allow students to explore questions and ideas with greater independence than may occur in the traditional classroom.  Learning becomes a collaborative partnership between teachers and students with a clear focus on a learner centric approach.