WEBVTT 00:00:00.000 --> 00:00:01.589 Schools are in a crisis. 00:00:02.039 --> 00:00:05.250 You have in Australia, according to recent data by the education 00:00:05.250 --> 00:00:09.180 research group learning first, Australian kids are lagging behind 00:00:09.180 --> 00:00:12.869 their international counterparts in reading mathematics and science. 00:00:13.559 --> 00:00:16.650 In response to this, it was thought that one of the reasons we're lagging 00:00:16.650 --> 00:00:20.549 behind in reading it because of a lack of explicit instruction. 00:00:21.119 --> 00:00:23.459 And I addressed this in episode 22. 00:00:23.589 --> 00:00:25.259 I'll link to it in the show notes 00:00:25.259 --> 00:00:28.799 so you can have a listen to that only once you finished this one of course. 00:00:29.819 --> 00:00:34.410 I think a logical question to ask is what are the best strategies then 00:00:34.590 --> 00:00:39.720 and practices for teachers to use to get the best out of children? 00:00:40.560 --> 00:00:43.679 As professionals, of course, we're not interested in any old strategy. 00:00:43.839 --> 00:00:46.739 No we want evidence based strategies. 00:00:47.039 --> 00:00:53.220 And when we want evidence, it leads us to High Impact Teaching Strategies or HITS. 00:00:53.890 --> 00:00:58.000 These are instructional practices that reliably increase student 00:00:58.000 --> 00:01:01.599 learning and they emerged from studies and findings across 00:01:01.599 --> 00:01:03.519 Australian and international schools. 00:01:04.149 --> 00:01:07.600 And in the work of John Hattie and Robert Mazano. 00:01:08.170 --> 00:01:13.060 Who took these findings, and ranked them by their level of 00:01:13.060 --> 00:01:14.980 effectiveness in student learning. 00:01:15.610 --> 00:01:18.280 Otherwise known as their effect size. 00:01:19.149 --> 00:01:24.460 In other words, how these strategies or how much these strategies 00:01:24.490 --> 00:01:26.469 effected student learning. 00:01:26.770 --> 00:01:30.999 So the higher, the score, the higher the effect, the better the strategy. 00:01:31.820 --> 00:01:36.440 Now, we should note that researchers like Hattie, Manzano and others have 00:01:36.440 --> 00:01:39.740 all used slightly different methods to calculate this effect size. 00:01:40.373 --> 00:01:42.683 But they're all agreeing on the most powerful. 00:01:43.553 --> 00:01:46.283 And those that make the most difference to learning. 00:01:46.943 --> 00:01:51.413 And you can find these, even in the AITSL standards here in Australia and I'll link 00:01:51.413 --> 00:01:53.573 to this in the show notes for you as well. 00:01:54.443 --> 00:01:56.303 Now, of course, nothing is ever that simple 00:01:56.333 --> 00:01:56.753 is it. 00:01:57.713 --> 00:02:02.093 These on their own don't necessarily mean much to have to be 00:02:02.093 --> 00:02:06.953 implemented in a complete framework, within a pedagogical approach. 00:02:07.563 --> 00:02:14.493 But according to this, the 10 most impactful strategies are the following. 00:02:15.153 --> 00:02:21.933 Setting goals, structuring lessons, explicit teaching, worked examples, 00:02:22.233 --> 00:02:28.443 collaborative learning, multiple exposures, questioning, feedback, 00:02:28.713 --> 00:02:32.643 meta cognitive strategies, and differentiated teaching. 00:02:33.993 --> 00:02:35.103 Did you notice something? 00:02:36.193 --> 00:02:41.743 In this list of the 10 high impact teaching strategies, there 00:02:41.743 --> 00:02:44.383 is no inquiry based learning. 00:02:45.343 --> 00:02:49.813 So of course, as a curious educator, and this is a curious human being, 00:02:49.813 --> 00:02:54.163 someone asks a lot of questions, which sometimes gets me into trouble and doesn't 00:02:54.223 --> 00:02:56.503 often make me very popular, but Hey, 00:02:56.503 --> 00:02:57.253 that's just me. 00:02:57.283 --> 00:02:59.683 I I am someone who asks questions. 00:03:00.673 --> 00:03:04.843 What does inquiry based teaching entail? 00:03:05.533 --> 00:03:07.513 Well, there's goals setting. 00:03:08.143 --> 00:03:12.223 Students and teachers decide on what they want to determine, and 00:03:12.223 --> 00:03:16.033 then through the inquiry process, you determine a path to get there. 00:03:16.993 --> 00:03:22.243 Contrary to popular opinion, inquiry, isn't just Willy Nilly lessons. 00:03:22.243 --> 00:03:23.593 They're structured. 00:03:24.103 --> 00:03:28.363 And it's plain nonsense to think that teachers simply say to children, 00:03:28.363 --> 00:03:32.773 well, go off and inquire I really urge you to read Kath Murdoch's book, 00:03:32.863 --> 00:03:36.973 Getting Personal with Inquiry Learning and Trevor Mackenzie's book Inquiry 00:03:36.973 --> 00:03:39.473 Mindset the Elementary Edition. 00:03:40.493 --> 00:03:44.363 And you'll see just how structured lessons are supposed to be 00:03:44.633 --> 00:03:49.163 especially in the beginning when students and teachers are just getting started. 00:03:49.973 --> 00:03:52.043 Inquiry's also explicit. 00:03:52.433 --> 00:03:56.453 So when you start teaching the process, You'll see that in a good 00:03:56.483 --> 00:04:01.913 inquiry classroom, we explicitly teach the process in a step by 00:04:01.913 --> 00:04:04.823 step fashion and with modeling. 00:04:05.573 --> 00:04:11.003 Any good educator worth their salt knows the value of explicit instruction and 00:04:11.003 --> 00:04:17.573 in a good inquiry classroom, explicit instruction dovetails with inquiry. 00:04:17.903 --> 00:04:20.633 It's not one or another. 00:04:20.903 --> 00:04:21.863 It's both. 00:04:22.383 --> 00:04:25.503 This is the way I've always run my classrooms, and I've had great 00:04:25.503 --> 00:04:30.153 success, which was not only evident in grades, which I wish never 00:04:30.153 --> 00:04:34.083 existed in early childhood, but also in the attitude towards learning 00:04:34.203 --> 00:04:36.573 and the attitude towards school. 00:04:37.183 --> 00:04:39.553 And what about worked examples? 00:04:39.853 --> 00:04:41.953 Well, of course that goes without saying. 00:04:42.283 --> 00:04:46.963 Showing students, what a good one looks like showing them the standard you 00:04:46.963 --> 00:04:51.943 want them to achieve and giving them a clear example of what you expect is 00:04:51.943 --> 00:04:53.983 essential for great learning outcomes. 00:04:54.673 --> 00:04:59.353 Every other strategy on that list is part of inquiry based learning. 00:04:59.893 --> 00:05:04.543 Collaborative learning, multiple exposures, questioning, I mean questioning 00:05:04.543 --> 00:05:09.133 forms the basis of inquiry, inquiry and questioning go hand in hand. 00:05:10.123 --> 00:05:14.473 By the way, if you're wondering about the types of questions you should be asking 00:05:14.473 --> 00:05:18.343 young children, then I have a list of question starters you can use with young 00:05:18.343 --> 00:05:23.503 children in my resource library, and I leave a link for you in the show notes. 00:05:25.363 --> 00:05:28.063 Feedback and metacognitive strategies. 00:05:28.993 --> 00:05:33.283 In other words, teaching kids to think about their thinking so that 00:05:33.283 --> 00:05:37.123 they become aware of their learning process, these too are strategies 00:05:37.153 --> 00:05:39.013 used in an inquiry classroom. 00:05:39.643 --> 00:05:41.563 Lastly differentiated learning. 00:05:41.893 --> 00:05:44.293 And this is where inquiry comes into its own. 00:05:44.683 --> 00:05:49.993 Inquiry is probably the best strategy I know of for differentiation. 00:05:50.413 --> 00:05:56.023 In fact, a typical classroom has a handful of kids, as we all know, as teachers 00:05:56.353 --> 00:06:01.123 on the high end, most of them are in the middle and then another handful 00:06:01.303 --> 00:06:03.133 on the end that needs more support. 00:06:04.113 --> 00:06:08.793 It's generally a typical bell curve and inquiry is great because those 00:06:08.793 --> 00:06:12.393 high-end students, they can just get on with the things that they need 00:06:12.393 --> 00:06:14.223 to do with very little direction 00:06:14.223 --> 00:06:18.063 once you've got the hang of it, and then that frees you up to give those students 00:06:18.063 --> 00:06:23.283 that need more help, more direction, and they are working at their level, 00:06:23.583 --> 00:06:27.723 but no matter where your students sit on that bell curve, I believe that to 00:06:27.723 --> 00:06:32.313 really get the best out of students, we need to have high expectations of them. 00:06:32.673 --> 00:06:34.653 All of them, not just some of them. 00:06:35.673 --> 00:06:41.013 Not impossible expectations, but aim high for each one. 00:06:41.373 --> 00:06:44.253 And I'm going to come back to that point in just a moment. 00:06:45.153 --> 00:06:50.163 Now if you go and you dig around John Hattie's visible learning website. 00:06:50.163 --> 00:06:52.623 I'll link to it in the show notes. 00:06:53.053 --> 00:06:56.473 You can actually look up the meta analysis of all these different 00:06:56.473 --> 00:06:58.573 influences in different categories, 00:06:58.573 --> 00:07:01.753 for example, you've got to teaching strategies, you've got curriculum, 00:07:01.753 --> 00:07:07.573 student, teacher, home, student learning strategies, etc. And 00:07:07.603 --> 00:07:11.233 because I have a curious mind, as you know, I need to know stuff. 00:07:11.893 --> 00:07:14.743 If I hadn't become a teacher, I promise you, I think I would've made 00:07:14.743 --> 00:07:17.713 a great investigative journalist or pathologist, you know, like 00:07:17.713 --> 00:07:19.543 those guys that you see on CSI. 00:07:19.603 --> 00:07:21.433 I love that, but I digress. 00:07:21.733 --> 00:07:24.493 Let's get back to the best influences on children's learning. 00:07:24.493 --> 00:07:30.823 So I noticed that Constructivist Teaching has an effect size of 0.92, 00:07:31.213 --> 00:07:32.953 which of course is really quite high. 00:07:32.953 --> 00:07:37.543 And by the way, Hattie said that 0.4 is kind of the average. 00:07:37.543 --> 00:07:43.123 So anything above 0.4 and the higher above 0.4, it is, the better. 00:07:43.123 --> 00:07:48.553 So constructivist teaching involves providing students with learner 00:07:48.553 --> 00:07:52.393 centered, active instruction, where students are actively involved in 00:07:52.393 --> 00:07:56.773 exploring ideas and making meaning, not passively receiving information. 00:07:57.343 --> 00:08:01.723 Constructivism as a theory of how we learn, but inquiry 00:08:02.083 --> 00:08:03.913 is a pedagogical strategy. 00:08:04.183 --> 00:08:07.903 In other words, how we actually teach and it goes without saying 00:08:07.903 --> 00:08:12.643 then that strategies like inquiry facilitate or help students to 00:08:12.643 --> 00:08:15.043 construct meaning and understanding. 00:08:16.153 --> 00:08:21.833 Classroom discussion, which has an effect size of 0.82 also has a 00:08:21.833 --> 00:08:24.283 significant effect on student learning. 00:08:25.213 --> 00:08:30.223 Once again, discussion is a really big part of the inquiry classroom. 00:08:30.613 --> 00:08:32.863 And I immediately think about the talking tub. 00:08:33.523 --> 00:08:36.673 And I discussed this with the creator of the talking tub, which 00:08:36.673 --> 00:08:39.193 is Dr. Claire Warden in episode 24. 00:08:39.373 --> 00:08:42.433 So that's another episode you might want to listen to after this one. 00:08:43.423 --> 00:08:47.893 Getting children to talk and collaborate with peers is not only a highly 00:08:47.923 --> 00:08:50.083 effective strategy for learning outcomes. 00:08:50.533 --> 00:08:54.583 But also another one that goes hand in hand with inquiry based learning. 00:08:55.603 --> 00:08:58.243 And one of the characteristics that children develop when you're 00:08:58.243 --> 00:09:01.333 teaching through an inquiry lens is critical thinking. 00:09:01.603 --> 00:09:05.773 And that has an effect size of 0.81. 00:09:06.223 --> 00:09:11.983 So another really high teaching strategy for great learning outcomes. 00:09:12.713 --> 00:09:18.173 On the visible learning website, critical thinking is defined as a set of cognitive 00:09:18.173 --> 00:09:23.543 skills, including analysis, inference, evaluation, interpretation, deductive 00:09:23.543 --> 00:09:28.223 reasoning, and inductive reasoning, that collectively enable a thinker to 00:09:28.253 --> 00:09:30.863 reasonably decide who and what to believe. 00:09:31.253 --> 00:09:35.993 And these are exactly the skills or capabilities that inquiry teaching 00:09:35.993 --> 00:09:37.733 strives to develop in students. 00:09:38.453 --> 00:09:43.463 There's another big influencer on student learning and that's Outcomes Based 00:09:43.463 --> 00:09:47.603 Education with an effect size of 0.97. 00:09:48.263 --> 00:09:53.903 We read on the site, that outcomes based education, is based on developing 00:09:53.933 --> 00:09:59.273 the desired outcomes of education experience and expecting all students 00:09:59.273 --> 00:10:01.583 to then reach those benchmark goals. 00:10:02.003 --> 00:10:05.393 Which brings me back to the point I made earlier, about setting 00:10:05.393 --> 00:10:07.043 high expectations for students. 00:10:07.583 --> 00:10:12.113 I think that holding students accountable and setting high, but achievable 00:10:12.113 --> 00:10:14.303 goals is essential for achievement. 00:10:14.903 --> 00:10:17.393 This is something that I've always done. 00:10:17.663 --> 00:10:21.233 Not only in the classroom with my students, but also with my own children 00:10:21.263 --> 00:10:23.963 and actually for myself personally, too. 00:10:24.683 --> 00:10:27.473 I think too many times we underestimate children. 00:10:27.923 --> 00:10:30.833 They are strong and capable of so much 00:10:31.103 --> 00:10:32.333 if only we'll let them. 00:10:32.663 --> 00:10:35.483 Too often we rescue them and we do things for them. 00:10:35.933 --> 00:10:40.553 Instead of helping them set goals, give them examples of what an achievement 00:10:40.553 --> 00:10:42.593 looks like and then holding them to that. 00:10:42.953 --> 00:10:47.543 And encouraging them with regular positive feedback, which by the way, feedback 00:10:47.573 --> 00:10:54.273 is really has a high effect size, and scaffolding them where we need to, and 00:10:54.273 --> 00:10:58.083 not accepting subpar work from students. 00:10:58.473 --> 00:11:01.023 That will not help them reach their desired outcome. 00:11:01.413 --> 00:11:04.503 And I'm not saying by any means that we should stress kids by expecting 00:11:04.503 --> 00:11:08.373 things from them that's too far out of their reach, but what I am saying, 00:11:08.703 --> 00:11:11.943 is that things shouldn't be easy. 00:11:12.333 --> 00:11:14.493 Easy is a recipe for boredom. 00:11:15.093 --> 00:11:20.853 The tasks, which would be differentiated, should be slightly challenging to those 00:11:21.093 --> 00:11:24.963 students and they should push them to problem solve and critical think. 00:11:25.983 --> 00:11:28.653 Have you ever seen kids playing challenging video games? 00:11:29.223 --> 00:11:34.593 How excited they are about achieving the next level or completing a challenge. 00:11:35.373 --> 00:11:37.503 Well, that's what school should be like. 00:11:37.893 --> 00:11:42.543 It should be fun, enjoyable, but push them just enough to make it 00:11:42.543 --> 00:11:47.073 challenging so that those neural connections are made, and then with 00:11:47.073 --> 00:11:49.653 achievement, they receive a dopamine hit. 00:11:50.163 --> 00:11:52.323 Which then sets them up for the next challenge. 00:11:52.653 --> 00:11:55.083 That's why kids love computer games. 00:11:55.353 --> 00:11:58.903 Not because they're easy, but because they're challenging. 00:11:58.903 --> 00:12:01.263 It gives them something to strive for. 00:12:02.103 --> 00:12:06.873 So we've seen that learning is impacted by so many different influences. 00:12:07.413 --> 00:12:10.863 But I really believe that our jobs as educators is firstly to teach kids, 00:12:10.863 --> 00:12:14.193 to read, write, and do arithmetic in the early years I'm talking about. 00:12:14.733 --> 00:12:16.443 But that's not actually enough. 00:12:16.443 --> 00:12:18.873 Our job is to teach children to think. 00:12:19.323 --> 00:12:24.483 Not to tell them what to think, which is happening in too many places around the 00:12:24.483 --> 00:12:30.243 world, or what to believe, or to feed them the latest, often flawed information 00:12:30.483 --> 00:12:34.473 from which whichever government or media outlet is pushing an agenda. 00:12:34.953 --> 00:12:39.273 But to give them the skills that will help them think for themselves. 00:12:39.813 --> 00:12:40.893 And how do we do that? 00:12:41.733 --> 00:12:47.853 Well by firstly being curious ourselves and secondly, encouraging their curiosity. 00:12:48.303 --> 00:12:49.263 Now here's a funny thing. 00:12:49.893 --> 00:12:54.723 The effect size for curiosity is 0.66. 00:12:55.293 --> 00:13:01.173 Based on 15 studies with 3,350 students in total from Germany and 00:13:01.173 --> 00:13:07.443 Australia, but the 10 studies conducted in Australia with 2,692 students 00:13:08.133 --> 00:13:11.853 resulted in an effect, size of 0.90. 00:13:12.213 --> 00:13:15.933 And it doesn't take a genius to figure out that unless kids are curious and 00:13:15.933 --> 00:13:20.223 interested in learning in the first place, you can do double back, flips all day, 00:13:20.493 --> 00:13:24.273 you're not going to get them to meet their full potential if they're not interested. 00:13:24.573 --> 00:13:29.433 And once you've got them interested, then using all these fabulous 00:13:29.433 --> 00:13:32.283 strategies, the sky is the limit. 00:13:32.853 --> 00:13:36.933 I've spoken about effective teaching strategies and pedagogy, but 00:13:36.933 --> 00:13:43.593 another big influence on student learning, is you and me, the teacher. 00:13:44.463 --> 00:13:51.213 Influences that rank really highly in this category are teacher clarity with 0.85. 00:13:51.393 --> 00:13:57.493 shared teacher efficacy 1.34, and that's where the whole school all 00:13:57.513 --> 00:14:02.343 teachers believe that they are making a big difference in children's lives 00:14:02.343 --> 00:14:04.053 and that they are being effective. 00:14:04.653 --> 00:14:10.593 Teacher clarity, teacher credibility, and teacher estimates of achievement 00:14:10.833 --> 00:14:12.813 as I have already mentioned. 00:14:14.223 --> 00:14:18.423 I want to single out teacher clarity at 0.85. 00:14:19.053 --> 00:14:25.413 Which relates to organization, explanation, examples and guided 00:14:25.443 --> 00:14:31.083 practice, and assessment of student learning and that can involve clearly 00:14:31.083 --> 00:14:36.333 communicating the learning intentions of the lesson and the success criteria. 00:14:37.083 --> 00:14:38.703 Clear learning intentions, 00:14:38.883 --> 00:14:44.163 describe the skills, the knowledge, the attitudes and the values 00:14:44.343 --> 00:14:46.383 that the students need to learn. 00:14:46.983 --> 00:14:48.813 And this all sounds so basic. 00:14:49.233 --> 00:14:52.683 It's what good effective teachers do all the time. 00:14:53.073 --> 00:14:57.513 It involves being organized because no one works well in chaos. 00:14:57.843 --> 00:14:59.853 Knowing what you're teaching. 00:15:00.333 --> 00:15:07.473 Communicating it really clearly modeling it, and holding them to high expectations. 00:15:08.013 --> 00:15:12.033 There is so much in the news about how poorly our children are doing at school. 00:15:12.303 --> 00:15:14.463 And then there's always this debate about whether it's the 00:15:14.463 --> 00:15:16.713 curriculum or teacher competency. 00:15:17.583 --> 00:15:21.843 There are a lot of external factors too, things like technology use and parenting 00:15:21.873 --> 00:15:24.453 styles that are not within our control. 00:15:24.963 --> 00:15:27.813 There's nothing we can do about the curriculum or what 00:15:27.813 --> 00:15:29.553 goes on in children's homes. 00:15:29.823 --> 00:15:33.123 But we do have control over the strategies we use in the 00:15:33.123 --> 00:15:35.583 classroom and our own pedagogy. 00:15:35.973 --> 00:15:39.843 We've seen today just what the big influences are. 00:15:40.113 --> 00:15:45.993 And we need to start taking responsibility for our part and our own shortcomings 00:15:46.203 --> 00:15:47.853 and do better if we need to. 00:15:48.753 --> 00:15:51.543 For us as teachers to be really effective. 00:15:52.143 --> 00:15:54.153 It starts with the right mindset. 00:15:54.663 --> 00:15:59.703 An inquiry mindset, a growth mindset, a positive attitude, 00:15:59.943 --> 00:16:01.473 putting your game face on. 00:16:02.193 --> 00:16:03.903 How many of us stop to think. 00:16:04.623 --> 00:16:06.603 Not just about what we're doing. 00:16:07.173 --> 00:16:08.673 But why we're doing it. 00:16:09.363 --> 00:16:10.983 This is not just for educators. 00:16:10.983 --> 00:16:14.523 It's just about being aware of what you're doing as a human. 00:16:15.033 --> 00:16:17.913 And when it comes to trying new strategies, because perhaps you finally 00:16:18.153 --> 00:16:22.323 come to realize that what you're doing, isn't working too well, that perhaps 00:16:22.563 --> 00:16:26.313 not all the children are engaged as they should be, or perhaps there's a lot of 00:16:26.313 --> 00:16:31.083 sloppy work and messy stuff and kids are falling short of their full potential. 00:16:31.653 --> 00:16:36.723 Trying new strategies can be scary and you're going to mess up and 00:16:36.723 --> 00:16:37.983 you're going to make mistakes. 00:16:38.343 --> 00:16:41.283 And there might even be a little bit of chaos for awhile. 00:16:42.273 --> 00:16:46.353 But learning from our mistakes and sharing that with the students or sharing with 00:16:46.353 --> 00:16:51.213 them that you'll be trying something new, and outline the process and your thinking 00:16:51.573 --> 00:16:54.333 and together, embarking on this journey. 00:16:55.203 --> 00:16:57.723 And when things go wrong, you talk about it. 00:16:58.173 --> 00:17:01.173 Because it helps children see that mistakes are a normal part 00:17:01.173 --> 00:17:05.343 of learning and they learn grit and perseverance by watching how 00:17:05.343 --> 00:17:07.413 we handle failures and setbacks. 00:17:07.983 --> 00:17:11.793 I wrote about this kind of thinking of trying new things and allowing our 00:17:11.793 --> 00:17:14.193 children and students to see us fail, 00:17:14.493 --> 00:17:18.243 and the lessons we learned from this in my weekly newsletter, 00:17:18.303 --> 00:17:21.273 Get Curious, to my subscribers. 00:17:21.543 --> 00:17:24.753 And if you want to Get Curious and receive more of these types of 00:17:24.753 --> 00:17:29.723 insights in directly into your mailbox you should subscribe so go to 00:17:29.723 --> 00:17:33.643 resources.bloomingcurious.com/getcurious. 00:17:33.713 --> 00:17:36.743 I'll put the link in the show notes and sign up there to 00:17:36.743 --> 00:17:38.873 be part of this community. 00:17:40.143 --> 00:17:44.283 I think we can conclude that it's not just one strategy, that's the be all 00:17:44.283 --> 00:17:50.313 and end all, but that we need a whole quiver of strategies when it comes 00:17:50.313 --> 00:17:52.113 to effective teaching and learning. 00:17:52.803 --> 00:17:57.423 But for me, inquiry based learning when well done covers a multitude of 00:17:57.423 --> 00:18:03.483 factors that influence learning and that ultimately it's, it's only through inquiry 00:18:03.483 --> 00:18:08.043 based strategies that we get kids to think and become independent learners. 00:18:08.733 --> 00:18:11.823 And ultimately for me, that's real learning. 00:18:13.413 --> 00:18:17.643 If getting started with inquiry is something you're interested in. 00:18:18.483 --> 00:18:23.073 And you want to start dipping your toes in, because perhaps you've been 00:18:23.073 --> 00:18:25.173 listening to Blooming Curious for awhile. 00:18:25.473 --> 00:18:30.273 Or perhaps you've had a PD with an inquiry teaching specialist or an 00:18:30.273 --> 00:18:36.483 inquiry consultant, and, and you really want to integrate inquiry into 00:18:36.483 --> 00:18:38.433 your classroom, but you're afraid, 00:18:38.433 --> 00:18:40.533 you're just not sure how to start. 00:18:40.533 --> 00:18:44.313 You're unsure about what, what what's going to happen in the classroom? 00:18:44.313 --> 00:18:45.483 Is there going to be chaos? 00:18:45.483 --> 00:18:47.073 How do you actually structure it? 00:18:47.583 --> 00:18:53.313 Well, I have a little step-by-step guide for you called inquiry 1 0 1 00:18:53.643 --> 00:18:58.173 that takes you through the steps of beginning inquiry in your classroom. 00:18:58.593 --> 00:19:03.193 You go to resources.bloomingcurious.com/inquiry101 00:19:04.053 --> 00:19:08.043 and I'll link it in the show notes, and you can go and get it there and 00:19:08.043 --> 00:19:13.953 start to integrate inquiry into your existing lessons, because remember, 00:19:14.613 --> 00:19:16.653 you're not giving up what you're doing. 00:19:17.343 --> 00:19:23.103 You're actually adding a lens to it because inquiry isn't a separate subject, 00:19:23.583 --> 00:19:25.503 it's a way of thinking and teaching. 00:19:25.923 --> 00:19:31.383 It's a pedagogy and a strategy that is used across all subjects. 00:19:31.863 --> 00:19:35.343 And once it becomes part of your fabric, neither you, nor your 00:19:35.343 --> 00:19:36.903 students will ever look back. 00:19:37.393 --> 00:19:39.433 So follow the link and check out the guide. 00:19:39.523 --> 00:19:42.103 And I'll also leave a link to Blooming Curious my newly 00:19:42.103 --> 00:19:44.713 updated website and blog too. 00:19:44.713 --> 00:19:49.123 So check out all the information there on curiosity and inquiry. 00:19:49.963 --> 00:19:51.913 This has been a bit of an episode. 00:19:51.913 --> 00:19:52.543 Hasn't it? 00:19:53.023 --> 00:19:54.673 I just want to thank you for being here. 00:19:54.703 --> 00:19:56.593 I really appreciate you being here. 00:19:57.073 --> 00:20:00.133 And if you like my content, then the ultimate compliment 00:20:00.133 --> 00:20:01.633 would be to leave a review. 00:20:02.173 --> 00:20:05.443 And you do that by going to the show, not this individual episode and you 00:20:05.443 --> 00:20:08.623 scroll right down to the bottom and you'll see where it says, leave a review. 00:20:09.373 --> 00:20:13.963 And if you could do that, it would be absolutely wonderful and seriously make 00:20:13.963 --> 00:20:20.323 my day because it's reviews that really get this podcast to the top of the pile. 00:20:21.443 --> 00:20:23.093 So, thanks in advance for that. 00:20:23.423 --> 00:20:27.833 I can't wait to see your reviews and hopefully I'll be in your inbox too. 00:20:28.133 --> 00:20:34.343 So go Get Curious by subscribing and until next week, stay blooming curious.