(1) The document uses a winter mountaineering metaphor to represent the spirit of inquiry learning, involving deep intellectual and emotional engagement in an environment demanding respect. (2) Participants must have background knowledge and skills to ask the right questions, collect data, think critically to solve problems and make effective decisions. (3) Successful inquiry also requires social intelligence, collaboration, and navigating challenges with balanced risk-taking - building self-efficacy and knowledge through experience.

1. ART OF TEACHING: ENGAGING STUDENTS IN INQUIRY LEARNING
Introduction
Winter Mountaineering Metaphor
As an orientation to the spirit and intent of this video, we begin with a
metaphor that attempts to capture some of the key elements of inquiry
learning, offering images of deep emotional and intellectual engagement in an
environment that naturally commands respect and attention.
Entering the winter mountain environment, participants must have basic
fundamental background knowledge and skills. From this base, they learn to
ask the right questions about where and how to travel. Once the right
Summary of Themes:
questions are clearly framed, skills of observation, collection of data, and
analysis of information become essential for effective problem solving and  Winter mountaineering –
decision making – in other words, those traveling in the winter environment the domain of natural
inquiry
learn to apply solid critical thinking in their practice of inquiry.
 Learning to ask the
To make the wilderness experience safe and rewarding, along with basic skills important questions
and crisp decision making, they need to learn to function with social  Learning the requisite
intelligence, to exercise the capacity to interrelate constructively with other theory & background
team members and contribute to the team journey. The ability to collaborate knowledge – collecting
in the making of critical decisions is recognized as ‘positive interdependence’ information from the
immediate situation
that is essential to both the success and survival of all those involved.
 Critical thinking-in-action;
Another relevant characteristic is the human quest for challenge. Many fully-considered decisions
learners seek the level of risk that demands a measured balance of confidence and effective problem
and caution. Successful navigation of a difficult learning situation in which there solving in response to
is perceived risk – emotional, intellectual or physical – can engender for the questions
learner a significant sense of personal self-efficacy and healthy self-knowledge.  Deepening knowledge
through assessing and
Being able to reflect intelligently on the questions that framed the experience, reflecting on experience
the way decisions were made, the manner in which problems were solved, and  Working with challenges
how the teams functioned is another key attribute to continued learning. of teamwork &
collaborative decision
The questions that we ask as we move from the metaphor to the classroom are: making
Is it possible to infuse our university classroom classrooms with a similar degree  Authentic Assessment;
of engagement and passion? How do we create opportunities for inquiry real consequences are
learning that similarly engage our learners, expand their capacity to think the measure of success
critically, extend their capacity to take well-measured risks, and to experience
real consequences?
The film takes these questions into an exploration of six different university
classrooms in an attempt to discover how different teachers in very diverse
disciplines use various strategies to foster student inquiry. It also reveals how
the teachers themselves are on a parallel journey of inquiry as they take risks
and reflect on their abilities to build instructional practices that both challenge
and enrich student learning.