The document outlines different thinking strategies for an inquiry classroom including tuning in, finding out, sorting out, making conclusions, going further, and reflecting and taking action. Tuning in involves engaging students in the topic and identifying questions. Finding out focuses on locating information from various sources and clarifying questions. Sorting out is about making sense of experiences and organizing information. Making conclusions is articulating new understanding and answering questions. Going further provides alternative avenues of inquiry. Reflecting and taking action involves considering the implications of what was learned.

1. THINKING
STRATEGIES
For the Inquiry Classroom

2. TUNING INEngaging students in the issue / topic
Establishing the relevance and/or worth of the
topic
Focusing learners on their prior knowledge and
experience of the topic
Keying teachers in to the needs and knowledge
level of the learners
Beginning to identify questions or problems to
investigate

3. FINDING OUT
Locating and gathering information from a range of
source
Further clarifying or extending questions
Challenging students’ prior knowledge, belief and
values
Providing shared experiences for students to process
and reflect on
Developing research and information literacy skills

4. SORTING OUT
Making sense of experiences and data
Organising information gathered in a range of ways
Analysing information from a range of perspectives
Developing and understanding of processing tools and
strategies

5. MAKING CONCLUSIONS
Articulating new understanding
Developing skills in synthesising and generalising
Supporting students in understanding at the
conceptual level
Answering and refining questions
Stimulating newer, deeper questions for independent
investigation
Demonstrating students’ progress towards the unit
objectives

6. GOING FURTHER
Alternative experiences or avenues of inquiry to gain new
or deeper insights
Opportunities for individual or small group pathways
The development of independent research skills

7. REFLECTING AND TAKING
ACTION
Doing something with or about what has been learnt
Considering the bigger picture: what does this mean
for me as a learner?
Celebrating the learning journey