Post questions, share insights, and discuss teaching strategies with fellow educators. This is a space for collaborative learning and peer support throughout your TIBT journey.
My students are used to very teacher-directed lessons. I'm looking for low-stakes ways to introduce the idea of asking their own questions...
The course talks about differentiation but I struggle with 44 students in one class. How do others manage inquiry with large groups?
I designed a 5E lesson on ecosystems for Grade 6. I'd love feedback on the explore phase and whether my driving question is open enough...
I'm building a rubric for an inquiry project and want to assess both process and product. What criteria do others include?
My micro-teaching session is next week and I'm nervous. Any tips for keeping it focused and natural within the time limit?