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2 2 T R E V O R D AY S C H O O L n W I N T E R 2 0 1 6 – 2 0 1 7 Learning Inquiry- Based Scott Reisinger Head of School with contributions by Morgan Porzio Director of Marketing & Communications A s Head of Trevor, I am often asked what makes our school unique. My three years here have given me plenty of student experiences to recount in answer to that key question. I recently observed an excited group of lower schoolers in the lobby of the Andrew Goodman building, bundled up to protect against the elements. "Where are you off to?" I asked one enthusiastic student. He answered readily, "We are going to the park and to the trees, to ask them questions!" I immediately recognized inquiry-based learning at work. Because our approach to teaching and learning at Trevor is built upon the power of inquiry, we always begin with a question—such as: l Why is there poverty in prosperous times? l How can I express myself when I don't have a complete vocabulary in my target language? l Do artists have a responsibility to their audiences? l What can the trees in Central Park tell us about themselves? Inquiry-based learning is a process that involves open-ended investigations that begin with a question or a problem, requiring students to engage in evidence- based reasoning and creative problem solving. We use inquiry-based learning as our pedagogical umbrella because it is a flexible and powerful way to learn. On any given day at Trevor, you might, for example, see a teacher using the Harkness Method to discuss the themes of a Shakespeare play, project-based learning in a Makerspace, or leading an investigation of trees in Central Park. All of these approaches inspire deep understanding in our students, and they all start with questions. Inquiry-based learning is also a dynamic way to teach. In building a curriculum or daily lesson plan, teachers begin with essential questions: Where do we want our students to be at the end of a course? What enduring understandings do we desire? What essential questions will we explore? From these end points, a Trevor teacher then maps out the methodologies that will most effectively reach students and build long-lasting knowledge. ere are integral elements that you can expect to see in a great inquiry- based classroom. l It starts with a question or a problem. Teachers provide structured, yet open-ended questions that are rich for exploration and that require critical thinking, high-level reasoning, and creative problem solving to answer. is dynamic approach encourages students to ask their own questions and actively participate in their learning. l It is a student-centered process. e question or problem should have meaning to the students, and teachers must have the skills and flexibility to adapt to each individual's unique reasoning or continued inquiry. ere is an important recognition in inquiry- based learning that there are many interesting, valid paths to reach a final answer—and, sometimes, different answers. l e emphasis is on constructing meaning, not just reproducing information. Inquiry-based learning is a hands-on and minds-on approach. We increase intellectual engagement and foster deeper understanding when our students engage in authentic investigations through methodologies, including discussion, fieldwork, and utilizing primary sources and digital technologies. We guide students to curricular mastery while helping them develop critical thinking skills and the self-confidence to use them.

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