This document discusses using mysteries to teach content through inquiry. It provides roles for teachers in an explore phase, such as asking probing questions, providing time and acting as a consultant. It also discusses cognitive overload and includes a diagram outlining the steps of making a hypothesis, including suggesting a hypothesis, making a prediction, concluding if the hypothesis is correct, and observing what happens. The diagram provides sentence starters for students to follow at each step.

1. Teaching enquiry
through Mystery
Tony Sherborne
Curriculum Director

2. Why did that happen?

4. Enquiry for teaching content

5. Teacher roles in Explore
• Provides answers
• Provides information, facts
or guidance that solve the
problem
• Provides closure
• Encourages
• Observes and listens
• Asks probing questions
• Provides time
• Acts as a consultant

6. cognitive overload

7. Hypothesise
LIFELINE
Prediction – what you expect to happen
Conclusion - what you have found out
Hypothesis - explanation of what you are going to test
Observation - what you can see (hear or smell)
Key
Words
Suggest a hypothesis
Make experimental
prediction
Conclude if hypothesis is
correct
What did you see
happen?
My idea (hypothesis) for
why it happened is ...
The science to back up
my explanation is ...
If my idea is correct,
And, I do an
experiment to …
Then, I predict what will
happen is...
In my test, I found
that...
I can conclude that
my idea is
__________ because ...
SS1
The reason for my
prediction is ...

8. The Chi Wheel mystery

9. teachingmysteries.eu
Tony Sherborne
t.sherborne@shu.ac.uk