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KWL Chart Description:  A graphic organizer designed to help students organize their learning. There are 3 columns: “What I Know, ““What I Want to Know,” and “What I Learned” Know and Want are completed before beginning research. Learned is completed after or as the research is completed. This type of organizer facilitates student’s engagement in […]

Knowledge Building Circle Description:  A circular seated configuration of learners as they engage in a ‘knowledge building discourse’ A circle is used as an intentional physical configuration that is conducive to knowledge building. A KBC involves respectful dialogue in which students share ideas, negotiate topics and work together to evolve the group learning. The principle

Journaling Description:  Journaling is an effective way for students to record ongoing learning and questioning. It is also an effective tool for teachers to have a record of each student’s learning process in order to effectively guide the inquiry and determine where students are at in their understanding. Journals have the potential to tap deeper

Issue ID Description:  Also referred to as: ‘post-it/sort-it/discuss’ Helps to identify ‘What is important to you’ and ‘Why.’ Write down an idea or issue related to climate change in point form. Discuss in a pair. Categorize your concerns as: Economic, Environmental, Social, Cultural Prompt examples:  What Concerns You? What issue keeps you up at night?

Infographic Description:  A visual representation of knowledge and information, designed to make complex ideas and data easy to understand. More from creative educator

“I Wonders” Description:  I wonders are used to describe the questions that students ask to themselves or others throughout their learning As a provocation: Pose an interesting “I Wonder…” and invite students to have one on one conversations about it Throughout the learning process/question generation: By listening to students dialogue and questions that come up

Gallery Walk Description:  Questions, student work, etc. are posted around the classroom and students rotate through them and write comments on their observations to further their understanding. How to use effective questions

Five-Why’s Description:  A simple yet powerful iterative interrogative technique used to explore the cause of a particular issue. This technique can be an effective way to get through the external, outward symptoms of a problem, and try to unpack the root or underlying causes. The basic premise of this exercise is repeating the question “why”

Essential Agreement Description:  Working collaboratively with students to create a class ‘constitution’ or ruleset that everyone must respect and abide by. These agreements are meant to help develop a community in which respect, and trust guide students’ interactions with one another. Student involvement and co-development of these guidelines are essential to the buy-in, feeling of

Doodling/Sketching Description:  Solitary or group mapping of what information is known to date. The sketch would be beneficial to start at the beginning of an inquiry and revisited several times over the course of a project to see how the learning has evolved.  Visual reminders to connect the importance of what is learned to real