1. WAVE LEARNING
SOLUTIONS www.wavelearningsolutions.com
CONTENTS
1 Getting started
2 Assessing and evaluating
3 Wondering and questioning
4 Investigating and exploring
5 Making sense
6 Reflecting and sharing
7 Wrapping it up
THINQ 4-6
THINQ 4-6 applies the big ideas of inquiry to
the specific needs and characteristics of
junior learners, teachers and classrooms.
• Big ideas thinking
• Classroom contexts
• Teacher perspective
• How-to focus
NEW from
Jill COLYER &
Jennifer WATT
ISBN: 9780995001800
Pub date: March 2016
Length: 160 pages

2. WAVE LEARNING
SOLUTIONS www.wavelearningsolutions.com
CONTENTS
Chapter 1 - Getting started: inquiry-based learning
in the junior classroom
1.1 What is inquiry learning?
1.2 What are inquiry dispositions?
1.3 You say inquiry, I say inquiry. Are we talking about the same
thing?
1.4 Is there a standard type or method of inquiry?
1.5 Why is inquiry a better way to learn?
1.6 What is the junior teacher’s role in inquiry learning?
1.7 Are inquiry-based learning and the junior larger a good fit?
Chapter 2 - Assessing and evaluating: considering
how junior learners are doing”
2.1 What is inquiry assessment?
2.2 How do I assess what’s essential to inquiry along with
everything else?
2.3 How can we partner with our students in assessment?
2.4 How do I gather, interpret and respond to assessment
evidence?
Chapter 3 - Wondering and questioning: the key to
inquiry-based learning
3.1 How can I nurture wonder in my classroom?
3.2 How can I use inquiry questions to drive learning?
3.3 What does inquiry questioning look like?
3.4 What questions can help student inquiry thinking?
3.5 How can I assess students as they ask questions?
Chapter 4 - Investigating and exploring: finding
answers to inquiry questions
4.1 How do I get my students interested in finding answers to
their questions?
4.2 What is the role of the junior teacher during the investigation
stage of inquiry?
4.3 How should I facilitate the investigation stage of an inquiry?
4.4 How do I assess the investigation phase of the inquiry
process?
Chapter 5 - Making sense: synthesizing and
consolidating learning
5.1 What do we mean when we ask students to synthesize?
5.2 What are some obstacles in the synthesis process?
5.3 How can I help students consolidate or “make sense” of
evidence?
5.4 What are some simple tools to help students draw
conclusion?
5.5 How do I assess the consolidation phase of the inquiry
process?
Chapter 6 - Reflecting and sharing: pushing
learning to a deeper level
6.1 Why does reflection and sharing matter?
6.2 What does effective reflection and sharing look and sound
like?
6.3 How do I get students to respond to supportive critique?
6.4 What are some practical strategies for helping students
reflect and share?
Chapter 7 - Wrapping it up: what matters most
7.1 What are the big ideas about inquiry?
7.2 How do I move forward from here?
THINQ 4-6