Session Title

Introduction to Inquiry Journeys


Session Plan



In this introductory session, teachers explore the essential elements of the Inquiry Process and examine the structure of an Inquiry Journeys Unit.


  • Develop their understanding of the Inquiry Process used in Inquiry Journeys

  • Become familiar with the structure and flow of an Inquiry Journeys Unit

  • Build their working knowledge of

  • Preview their first Unit


  • Develop their understanding of the Inquiry Process used in Inquiry Journeys

  • Become familiar with the structure and flow of an Inquiry Journeys Unit

  • Build their working knowledge of

  • Preview their first Unit


1. Optional: Review the facilitation plan below to better understand the flow of the entire session (please note that the same facilitation notes are provided in the notes section of the corresponding slides).

2. Review the slide presentation and the corresponding facilitation notes for each slide.

  • Preview all videos linked within the slides.

  • Take note of directions for accessing platform tours.

3. Provide teachers with their username and password if they have not already accessed the platform.

4. Prepare the district goals and guidelines for implementation of Inquiry Journeys to share with teachers.

5. Prepare to describe onsite supports that you will provide for teachers as they implement Inquiry Journeys.

6. Make copies of the "Unit Notetaker" handout (one per teacher). 



  • Slide projector with audio

  • Individual technology: Teachers should bring devices to access

Slide Presentation: "Introduction to Inquiry Journeys" 

  • A Google Slide Deck that contains slides, videos, and speaker notes

Handout: “Unit Notetaker

  • A tool that helps teachers explore their first Unit

  • One copy per teacher


OPENING (10 Minutes)

Facilitator Notes

1. Welcome teachers and help them prepare for the session.

  • As teachers enter the room, welcome them, distribute any needed materials, and help them log into (Slide 2).

2. When you are ready to begin, share the goals for the session with teachers.

  • Review the goals (Slide 3).

  • Note the instruction for use of technology (Slide 4).

3. Introduce teachers to Inquiry Journeys.

  • Transition to a discussion of Inquiry Journeys (Slide 5).

  • Note that Inquiry Journeys uses the Inquiry Process in every lesson (Slide 6).

  • Describe the phases of the Inquiry Process: Launched by an Inquiry Question, Moves through a sustained investigation, and culminates in Informed Action (Slide 7).

4. Facilitate a “Fist to Four” to gauge teacher familiarity with the Inquiry Process.

  • Using the prompts on slide 8, ask teachers to hold up the number of fingers that correspond to their entry point to the Inquiry Process (Slide 8).

  • Ask teachers to share their entry points with their table group.

  • Acknowledge that there are a variety of entry points. Some teachers have in-depth experience with inquiry, while others are newer to the Inquiry Process used in Inquiry Journeys.

Note: After they log into, teachers will not need individual technology until the Active Inquiry.

The Opening will be most effective if teachers are engaged with the session and each other.


Facilitator Notes

(10 min)

1. Facilitate an overview of  Inquiry Journeys.

  • Share “Inquiry Journeys: First Steps” video (Slide 9).

2. Engage teachers in a discussion of memorable and engaging learning experiences.

  • Share your answer to the question “What has been one of your most powerful, engaging learning experiences?” (Slide 10).

  • Facilitate a Think Pair Share that prompts teachers to consider and share their answers to the same question (Slide 11).

(10 min)

3. Facilitate a deeper dive into an Inquiry Journeys Unit.

  • Transition to a unit exploration (Slide 12).

  • Prompt teachers to be “Be On the Lookout” for the Inquiry Process (Slide 13).

  • Share “Inquiry Journeys in Action” video (Slide 14).

  • After the video, facilitate a Think, Square, Share table discussion using the prompts provided in the slide presentation (Slide 15).

(20 min)

4. Facilitate a platform tour and unit preview.

  • Transition to a platform tour (Slide 16).

  • Prompt teachers to “Be On the Lookout” for the Objectives, Assessments,  Resources, and Module Types  provided within Inquiry Journeys (Slide 17).

  • Distribute the “Unit Notetaker” handout.

  • Share instructions for starting the tour (Slide 18).

Depending upon the time available, teachers could complete this unit tour outside of the session.

CLOSING (10 Minutes)

Facilitator Notes

1. Share or review school or district expectations.

  • Transition to the “Next Steps” (Slide 19).

  • Describe the goals and guidelines regarding when implementation should begin, how many units should be implemented, and any other important considerations (Slide 20).

2. Reassure teachers that they will have support on their journey.

  • Share the ways that you or others on-site will support them, as well as the sources of support provided by inquirED (Slide 21).

3. Share what is “Up Next” for teachers in their experience with Inquiry Journeys, including agreed-upon dates for completing the unit preview (if applicable) and the subject and details of the next session (Slide 22).

It is not uncommon for teachers to have a range of reactions to learning about a new curriculum. Some may feel energized and ready to jump in, while others may feel reticent and overwhelmed. Sharing basic expectations can be helpful for all.

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