Learning Lab Inquiry Questions: A Representative Example from Previous Cohorts


A good inquiry question takes time to draft, which is why we commit a couple months to the drafting of these questions. It’s a great way to get to know each other, thinking out loud about the particular line of inquiry we want to pursue. Here are some examples of inquiry questions from previous Learning Lab-ers:

“How can we empower student voice and facilitate student-centered learning while exploring themes of social justice and equity?”  —Andrea Gratton & Kyle Chadburn

“How can goal setting happen in a way that inspires students and helps them own their learning?” — Cassie Santo

“How can I personalize learning for teachers through coaching and professional development so they can personalize learning for their students?” *Melissa Rice

“How can school in general look more like Genius Hour work?”*Tom Drake, principal Crossett Brook Middle School

“How does a guided structure for project based learning help students make real-world connections across all disciplines?” —Stephanie Zuccarello, Elizabeth Emerson, Jennifer MacDonald & Bill Fishell

“How can a focus on Digital Badging for transferable skills increase student engagement and create a common language in the PLP process?”*Noah Hurlburt

“How can using math menus increase personalization in my math classroom?” *Melissa Richard

“How can a flexible schedule within a school day create opportunities for personalization and help students meet their graduation proficiencies?”*Alena Digen & Sarah Marcus

“How can students drive the learning in the classroom, in a way that is equitable to all learners?  How does the democratic curriculum process work, and what level of release does it take?” — Robin Bebo-Long

“How can a student-negotiated curriculum model provide the opportunity for personalization for students at all levels and allow them to take ownership over their own learning?” — Evy Gray

“What systems and processes can be implemented to sustainably engage students and teachers in personalized learning that is aligned around our [district’s] core transferable skills? How can we encourage students to become more self-directed and reflective in their  Personal Interest Projects (PIPs) and Genius Hour work while maintaining their seemingly high level of engagement?” *Allan Miller