Students' spontaneous questions - when they reflect GENUINE curiosity - can be a powerful place to start. Equally, there are often times when the teacher initiates the inquiry process through a question based on a key concept in the curriculum.

When the classroom culture is one that views ideas as improvable, students will work hard to continuously improve the quality, coherence and utility of ideas - both individually and collectively (Scardamalia, 2002)

When the entire class is working toward a common goal of understanding – and different perspectives and approaches to problems are not only welcomed but also encouraged – all class members benefit by contributing to a knowledge base that is greater than the sum of individual contributions alone.

Educators have the privilege of introducing students to ideas that do not emerge spontaneously and from discovery alone, and similarly, they must assume the role of helping children notice things that would not otherwise be seen.

As the teacher engaged in this kind of learning process, it’s about knowing that the kids will be heading down a particular road, and that they may need to know certain things in order to reach their destination.

In an effort to help students stay focused on their line of inquiry and avoid getting sidetracked, educators must be prepared and comfortable with teaching on a need-to-know basis.