Ideas and Suggestions: 

• Using teacher discretion, sometimes it might be helpful to have students only properly cite their top 4 resources, and leave the rest as a url list. Otherwise, a major inquiry could result in a massive job to properly cite everything, and this can disincentivise collecting numerous resources or citing sources properly. Sometimes a full and proper reference list is necessary, when that is one of the learning outcomes, but it need not be the outcome every time.

• "Tips for Teachers" boxes throughout Focus on Inquiry (Alberta Learning, 2004), such as:

  • "Tips for Teachers: Building a Culture of Inquiry

    • Approach inquiry with enthusiasm and excitement.

    • Admit that inquiry involves the unexpected for you and for students.

    • Model the inquiry process in your instruction (show as well as tell).

    • Use the language of inquiry.

    • Post the Inquiry Model (see p. 10) in your classroom and the school library.

    • Facilitate the process—discuss, clarify, support and monitor.

    • Evaluate the process (and make it really count).

    • Use technology to do what would be impossible otherwise.

    • Set a specific time for inquiry-based learning.​" (p. 5)

  • "Tips for Teachers: Building for Student Success

    • For those students with little or no background knowledge of a topic, teachers must provide information and background that motivate students. Students need past experience and knowledge of a topic in order to do productive inquiry (Jonassen, 2000)" (p. 11).

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