You can see the finished lab report. You can’t see the decisions the student made before they picked up a pen.
Skills aren’t monolithic. They’re clusters of micro-decisions, and years of teaching one is exactly what stops you noticing them — the expert’s blindspot. So you model the skill, students copy the shape of it, and the ones who stall are stalled at a step nobody ever named. The fix isn’t more modelling. It’s deconstruction: breaking the skill into chronological phases, then writing the prompts that walk a student through the thinking they can’t yet do alone.
In 45 minutes, you'll walk away with
You work on one skill from your own subject, not a generic example.
One skill taken apart in front of you
A facilitator-led walkthrough of the analytical paragraph (PEEL) and the IBDP Individual Oral planning form: how a framework moves from orienting anchors to thinking prompts to doing prompts — and the exact point where it stops a student listing and makes them analyse.
Three questions that surface the invisible steps
The Threshold: what must a student decide or define before they start? The Pivot: where does gathering information turn into making meaning? The Complexity: which move separates a basic response from a sophisticated one? Run on your own skill, they give you its three or four chronological phases.
Your framework scaffold, drafted with subject peers
Fifteen minutes of drafting in a subject breakout — orienting anchors, thinking prompts, doing prompts — down to the evaluative verbs that mark sophistication in your discipline (“paradoxically” in literature, “statistically significant” in science) and where to put them so students reach for them.
The coherence check before you hand it to students
Does the framework leave room for a counter-argument or a nuance? How does a student know they have finished? And the one that decides everything: does it give them the answer, or the map to find their own? A framework that answers for them is a worksheet.
The “Framework for a Framework” template
Phase 1, the setup: two or three orienting questions. Phase 2, the core: three or four thinking and doing prompts that build in complexity. Phase 3, the synthesis: one or two reflective questions that check coherence. You use it on one skill in the session and reuse it on the next.
The “Framework for a Framework” template
Not a framework for one subject — the tool for building them. Three columns and three phases: what has to stay in view, what the student asks themselves, and the move they make next. You fill it in during the session for one skill, then run it again on the next one.
Orienting anchors
Before you begin
What is the North Star of this task — the global issue, the hypothesis, the design brief, the question actually being asked?
The non-negotiables
Which constraints shape the work? Two works, not one. Show your working. Justify with evidence. Answer in the units requested.
The claim
What is the student actually trying to prove or solve?
The evidence
How do they tell relevant evidence from data they merely have?
The analysis
Which evaluative verb does your subject demand at this step, and why that one?
Thinking prompts → doing prompts
For each anchor: the question the student asks themselves, then the action it triggers — “What is my one claim about this extract?” → “Name the craft choice, then use an evaluative word.”
The coherence check
Does the framework allow a counter-argument or a nuance? How does the student know the task is done? Does it hand over the answer, or the map to find it?
Yours to keep, alongside the worked IBDP Individual Oral planning form as a finished example of the same three columns.
This is for you if
- You teach K-12 — any subject, PYP, MYP, DP, CP, or outside IB entirely — and teach the same core skill to every new cohort
- You can model the skill perfectly and still can’t say why one student gets it and the next one stalls at step two
- You want to leave with a scaffold you drafted yourself — no prior experience with inquiry-based learning needed, this is the taster
Skip it if
- You want finished frameworks handed over — you leave with the first draft of one of your own, not a set to download
- You’re building a whole-school skills continuum or an ATL mapping exercise — this is one teacher, one skill, one framework, in forty-five minutes
Bonus: The Inquiry-Driven Classroom Starter Kit
Register and all five field guides land in your confirmation email — 60+ templates, 50 driving questions, and AI-resilient task designs.
The Lesson Flip Kit
12-page guide · 10 templates
The Differentiated Inquiry Toolkit
10-page guide
The Question Flip
9-page guide · 50 questions
The 30-Second Close
6-page guide
The AI-Resilient Lesson Design Guide
8-page guide
The kit is free either way at edodo.app/download/inquiry-starter-kit — registering just saves you the form.
Ioana Badicioiu
Workshop Leader · Coordinator, The Inquiry-Driven Educator
International educator and inquiry practitioner supporting concept-based learning across the DP and MYP programme.
Brian Jackson
Workshop Leader · The Inquiry-Driven Educator
International educator focused on inquiry-driven practice and disciplinary thinking in the secondary classroom. Brian works with MYP, DP and CP teachers on making quality visible to students — exemplars, criteria, and the questions that drive real thinking.
Ioana and Brian teach this the way they teach everything: you experience the move as a learner first, then plan it as a teacher.
Will there be a recording?
Yes — every registrant gets the recording. But the middle of the session is you working with other educators and getting live feedback, and that part doesn’t survive being watched later. Come live if you can.
Is it really free? What’s the catch?
Really free, no card, and the toolkit is yours regardless. These sessions are how Ioana and Brian teach — if you love working with them, their seven-week certificate is the deeper version. No pitch beyond one slide at the end.
Do I need to prepare anything?
Only one thing: arrive with a single skill in mind — the one your subject makes you teach every cohort. Language & Literature: building analysis from claim to evidence. Mathematics: problem → method → justification. Sciences: data → pattern → sound conclusion. Visual Arts: intent → medium and method → resolved piece. Language Acquisition: gist → meaning → accurate expression. That is the skill you will deconstruct, so bringing it decides how much you leave with.
What about my timezone?
This page, your confirmation email, and the calendar invite all show the session in your local time. One link, works everywhere.
Who is this NOT for?
School leaders looking for a policy framework, and anyone hoping to listen with the camera off — the session is built around doing.
My subject isn’t literature — does the PEEL example transfer?
That is why it is the example: everyone can read one paragraph in ninety seconds, so the deconstruction is what you watch, not the content. The three columns are subject-neutral, breakouts are grouped by subject, and the facilitators bring the discipline-specific moves — maths and science justify the choice of method rather than the calculation, arts and PE work on the intentionality of a technique (“why this brushstroke for this effect?”), and in PYP and early years the doing prompts are spoken or physical rather than written.
Will I actually have a finished framework by the end?
No, and it would be dishonest to promise it. In forty-five minutes you get the scaffold: the phases named, the orienting anchors written, and enough thinking and doing prompts to see the shape of the thing. The template you leave with is what turns that into a framework you can put in front of students.
Stop teaching the skill. Start teaching the steps inside it.
Saturday, August 29, 2026, 8:00 AM – 8:45 AM UTC
Free · Live on Zoom · 45 minutes · No prep needed
Save my seat — free