What happens when teachers step back and allow inquiry to drive learning? How can classrooms remain purposeful and inclusive when students lead their own learning? In what ways can inquiry help all learners participate meaningfully, beyond speed and performance?
This webinar explores how inquiry-based learning unfolds when teachers intentionally step back and allow learners to take the lead. Participants will examine the key stages of the inquiry process—from wondering and questioning to investigating, reflecting, and taking action—through concrete, classroom-ready examples. Practical strategies will show how teachers can scaffold inquiry without control
Key points to be covered:
Webinar Type: Teaching Best Practices
Categories: Instructional Design, Lesson Planning/Ideas
Teaching Sectors: Elementary, Secondary, Self-employed, TESL trainers
Participant Level: No previous knowledge required
Marcela Cecilia Danowski is an English language educator, teacher trainer, and educational consultant based in Buenos Aires, Argentina, with over 20 years of experience across primary, tertiary, and teacher education contexts. She holds a BA in English Language and is currently pursuing a master’s degree in neuropedagogy, with a professional focus on inquiry-based learning, inclusive pedagogy, and learner agency. Marcela regularly presents at national and international conferences and supports educators in designing classrooms where students lead their own learning.
LinkedIn: https://www.linkedin.com/in/marcela-cecilia-danowski/
Instagram: https://www.instagram.com/marceladanowski/
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* Members must be a member of the TESL Ontario group on Tutela.
Please note: TESL Canada and TESL Ontario are separate entities. Your TESL Canada membership does not include free access to TESL Ontario webinars. To learn more about TESL Ontario Standard Membership, please click HERE.