Meanings are made not found. p. 4

. . . It becomes clear that learning is as much a social as an individual endeavor and that the meanings that are constructed occur, not within, but between individuals. p. 5

But perhaps the most energizing and productive inquiries are those that are motivated by problems that are both practical and intellectual. p. 6

So often, students are presented with questions that their teachers think are important to answer. And, at one level, the teachers may well be right. But that does not make them real questions. What makes a question real is the commitment of the questioner that energizes him or her to persist in efforts to make an answer to it, that he or she finds personally satisfying. p. 7

At the heart of the inquiry-oriented curriculum are the questions that individuals or small groups of students choose to investigate. Helping them to develop questions that are both real, in the sense of being personally significant, and also amenable to investigation in a worthwhile manner with the resouces available, is one of the most challenging aspects of this mode of teaching. p. 9

. . . an inquiry typically consists of three major components: Research, Interpretation, and Presentation p. 9

. . . when the curriculum is approached from the perspective of inquiry, it becomes clear that product and process are interdependent. p. 14

. . . discourse, in both spoken and written modes, has a vital function to perform in inquiry-oriented learning. . . p. 16

. . . the teaching-learning relationship is essentially dialogic. p. 24

    by Gordon Wells.     in Language and the inquiry-oriented curriculum. Curriculum Inquiry.