choices? Should I be simply connecting their learning back to simple
musical elements? How could I be asking better questions in order to
seek more depth in the children’s learning?
Jessica: We reflect together on how these inquiries go. This dialog is
happening in the conversations with the children too. We continue to
bring the work and conversations back to the children and ask them more
questions. “Can you tell us more about this?”.
How do you know when an Inquiry is done?
Jessica: Where can we take this to next, that they are interested in going?
To me that’s the question. It's really about reading, asking, and following
the students’ energy. After they had all made individual dragons, I had
asked them “Would you like to make one big dragon?” and they were so
excited about that idea. If they hadn’t been excited, then I think we would
have been done with the dragon or taken it in another direction that was
appealing for them.
Angela: I don’t even know if a meaningful project ever really finishes,
they might come back to it later in their lives and I still feel few of them
will be interested and might come back to it in grade 1.
Working together to create a big paper mache dragon.