I never pictured a world where marijuana would be anywhere close to legal and it's mind-blowing to me that mushrooms are being decriminalized everywhere. Comedian Shane Moss tours the country discussing his psychedelic experiences. But I know that I'm hallucinating. I don't think that it's real. I'm not like, oh my God! The walls are bleeding! It's more like, oh my God! The walls are bleeding! Reason caught up with him at the Psychedelic Science 2023 conference held in Denver this June, where he participated in a roast of the psychedelic scene. DMT is always like, oh man, if I would just want to pull the thing out that it was telling me, if I just want to remember the thing. Oh, I could have saved the planet! Better smoke it again. I got a planet to save. The conference was sponsored by the Multidisciplinary Association for Psychedelic Studies, or MAPS, and a reported 13,000 people gathered in the Mile High City to discuss every aspect of drug policy, research, and culture. Moss, who also hosts a science podcast called Here We Are, shared his thoughts about the mainstreaming of psychedelic drugs, the surprising pace of legalization efforts, and the role that Joe Rogan and other public figures play in normalizing psychedelics. We're in a psychedelic renaissance, a lot of people call it. It's certainly a psychedelic moment. What does the psychedelic renaissance mean to you? I don't know what the psychedelic renaissance means to me. I tell you that as someone who was born in 1980 and experienced much of the Reagan era, just say no to drugs in early 90s, PSAs, and the frying egg, and this is your brain on drugs type stuff, I never pictured a world where marijuana would be anywhere close to legal, and it's mind blowing to me that mushrooms are being decriminalized everywhere. I started a science podcast, Here We Are, eight years ago, and at that time the number of organizations even attempting to jump through all of the regulatory hoops to just test psychedelics in any way at all was just maps, which was much smaller even just eight years ago, doing it in a couple other small organizations. And now there's all sorts of Johns Hopkins and Stanford and the Zillian universities are getting into it. What do you think changed? Like why now? Why are psychedelics suddenly everywhere? That is a very good question. I think... Why now? I have no idea. I don't know what changed. I don't know if this is just what progress looks like and it's inevitable. I don't know that that's the case. I have no idea. I didn't see this coming. I think that maybe just the war on drugs was such horrible policy in the first place that it was never going to last. So it's kind of like communism, right? Eventually it runs out of something? Yeah, perhaps. I don't know. I don't know enough about public policy to speculate on. One of the things... You're kind of a psychedelic comedian, right? Yeah. You talk a lot about that. You have a show which is built around your psychedelic experiences. What do you like about psychedelics? Psychedelics just changed my life. I did them just as kind of a goof when I was a teenager just to be a rebel or whatever and had smoked weed and laughed a bunch and thought it was great. But psychedelics were something more meaningful for me. I always had pretty serious depression issues from the age of 10 years old, I would say. And they were something that really helped with that. When we say they, what kinds of psychedelics are you talking about? Mushrooms were my all-time favorite, my go-to for a very, very long time. And then I think if it weren't for DMT, I probably wouldn't have a science podcast. I was always interested in how the mind worked. And then when I first smoked DMT, I became absolutely obsessed with trying to figure out what the heck was that. What was the... Can you describe the experience that you had that you're like, I got to figure out what's going on here? Well, I've always been... I was raised in a strict religious household. I didn't fit into that. I was always an atheist, especially in my younger years. I was a very angry, bitter atheist. I felt very bitter about my strict upbringing. What kind of religion was it? Catholic. Well, so you have the Holy Sacrament. I mean, you have LSD. Yeah, exactly. And I think that to have a DMT experience that seems like you're talking with entities or in some other world or is this an afterlife or how do you explain, is this some other dimension? That is the subjective feeling of a lot of experiences. It just made me go, well, how could I perceive something like that? Because usually by the end of it, I'd be like, I actually don't think I was in some other dimension. I think I was in my brain. So then the question is how would a brain make a perception that is so different than this conscious experience? And it just got me really digging into how the subconscious mind works and neuroscience and it was incredibly impactful for me. Over and over again, psychedelics have had, I started doing ketamine years ago and I've been falling on ketamine and scraping my face. It's been nothing but really interesting. Is falling and scraping your face on ketamine the new thinking you can fly on LSD? I guess. This looks much worse than it is. I'm a bit of a psychonaut of sorts. I don't suppose to do the most reasonable ways of doing psychedelics. And so if anyone watches my documentary, Psychonautics or anything, they'll see it. I think I have kind of a balance to take on psychedelics. And I have a lot of inherent disclaimers just in my own. You can look at this face and go like, well, maybe I should pause before doing ketamine outside of a nightclub so I don't fall over. You know, psychedelics have become big enough where you participated in a roast of the psychedelic community. What are the parts of the psychedelic community that you like the most? And then we'll get to what you find objectionable about. What's great about not just the drugs but the community that's building up around it? I've always liked the community. I did psychedelics just alone pretty much for a very long time until I started experimenting with doing a psychedelic show. I think 2015 was when I first started doing a few of those. And I'd never been to Burning Man. I'd never been to any psychedelic festivals. And so once I started meeting the people that would, the type of people that would come out to a psychedelic comedy show, one, it wasn't the cliche burnout, you know, dreadlocked, their only hygienist sound bath type.  It was never like that.  But you would just meet the most interesting intelligent people. I'd been doing science shows for years and it could be tough sledding sometimes, getting people to like have the attention span to listen to jokes about biology or whatever. And when I first, I remember the very first time that I did a show about psychedelics, the engagement was overwhelming. And afterwards there was a line of people. I've been a successful comedian since 2004 and I've been on late night and everything else and you'll go and do shows and just absolutely blow the roof off this place. And afterwards a lot of times people will be like, hey, nice show and leave. You do a psychedelic comedy show and like there is a line of people that has a million questions and they're meeting each other in line and connecting and the psychedelic community is just so inquisitive and so open. And I would say like my criticism is sometimes maybe a little too open-minded. What do you mean by that? Maybe a little... I would like to see a little more critical thinking and some of the aspects of... Yeah, what are the parts of the psychedelic community or kind of known psychedelic users that you find objectionable or annoying? Sure. Well, I mean I can tell you as someone that, I did a 111 city psychedelic comedy tour and ended in 2017. It was just the greatest tour of my life. I loved meeting people every show. I loved starting going to festivals and everything else. And then COVID happened. And as someone who interviews biologists and epidemiologists and things like that, the number of just insane, not just conspiracies, but absolute like anger and harassment that just anyone doing any kind of science is like a like killer messenger. Granted, this is the internet and you're seeing the worst of worst cases, but it certainly opened my eyes to I think some of the problematic errors in thinking within the community, some of the magical thinking, a lot of the grifting in the space.  There are a lot of or an increasing number of very public people who talk about their psychedelic use. Joe Rogan is one. Is he a purveyor of misinformation or uncritical thinking? Absolutely. I mean, I've been on Joe Rogan's show. I find him to be a good interviewer or a nice guy and you know, he's just... Alex Jones is one of the best friends. It's just his shtick. He's been into, you know, oh, did the aliens make the pyramids? He had a show where he would like go and talk to bigfoot hunters. You know, I guess it's a little discouraging someone who likes science when I watch like the animal planet and finding bigfoot is the most popular show or I've tried to watch the History Channel to learn something and Ancient Aliens is the most popular show on there. And it is what it is, but I think that it's created a kind of, you know, any show, if you're going to like get on late night, each late night person or Comedy Central or Netflix is looking for something different. And to get on Joe Rogan's show, a way to get on Maher is to have like some big controversial idea or something like that. And yeah, I think that he ends up kind of being subjected to just a lot of griptors and just a lot of people that are telling him what he already wants to hear and dressing it up in some sciencey-sounding thing that is not really... Do you think the psychedelic community is more open to kind of bad thinking or conspiracist thinking or anti-science thinking, then like the population at large? The population at large, I don't know. I find the psychedelic community to be very intelligent, but I would say that, you know, because of the nature of it being such an underground thing, I think it has drawn people that are unconventional, that maybe don't like authority as much and which is great. I mean, I think we should all absolutely be questioning science and authorities and laws all of the time. I very much support that. I think that it sometimes, like as someone who can be too much of a contrarian themselves sometimes, it's just... Sometimes it's like a race to see who can have the most far out idea, because there's a lot of creative people in this space and then also you want to like get attention for your ideas and advertise your ideas and some of those like more far out ideas are sexier and more tantalizing than, you know, reality for some people. I think reality is very interesting. Some people think reality is like very boring and...  Then there's also the like a whole subset of people who are like, I'm going to use these incredibly, you know, visionary, weird, whacked out drugs in order to become a better office worker.  Yeah, what's your beef with the optimizers? I don't have a real... Listen, this is the optimizers, the life hackers out there. I mean, I just find them a little funny and comical sometimes. I think some of the motivational stuff is probably just because my personal resistance and problems with self-care are probably just projecting a little bit like I don't want to hear that or whatever. But I think it's... It seems like there's a lot of commonality where you are overly prescriptive within these influencers in like the self-help community. And it's very... If you give people like very, very odd and particular instructions, then one, that increases the placebo effect. Two, if it doesn't work for them, you're ending up, you're putting the ownership on the user and you go, well, you just must not have done the protocol correctly. There's not a problem with my protocol or my advice that I'm giving you as the user. You did step three when you should have been doing step two or something. Exactly.  You must not have done enough of them or maybe you did too many of them or you didn't do it for long enough Exactly. You've done a bunch of different psychedelic theme shows, documentaries you have a science show. What's the role of cultural production for lack of a better term in kind of making psychedelics normalized? Yeah, I mean... So like I said, I started comedy in 2004. I was like a typical late night like short joke absurdist comedian and I would, I've always been interested in psychedelics so even back then I would sprinkle in a few psychedelic jokes here and there and I found that if I did a regular comedy club I could do five minutes of psychedelic jokes and it would be funny. Usually they were like goofy ones like I ate too many mushrooms and saw this weird thing, you know and if I talked about it much more than that you would start getting funny looks like what's up with this guy? Why is he talking about drugs so much? And more and more as this becomes just more part of the mainstream I mean I can tell you distinctly my 111 city psychedelic comedy tour ended in May of 2017 and I had all of these deals potentially in the works and ran into all sorts of barriers with like showtime and HBO not wanting to they didn't have a problem talking about drugs they had a problem talking about potential benefits and these talking about psychedelics as medicines that was very taboo to them they wouldn't touch it and I think June 2017 is when Michael Pollan's book came out and was the first time there was a psychedelic book on the front of almost every bookstore in the country they made it like say for NPR I mean like he mainstreamed the discussion and so it was already making progress for sure I had seen that over 10 or 15 years and there's like little things like that where there's a pop and suddenly my mom has a Michael Pollan's book and that's something I never have you ever tripped with your mom oh no that's I can't imagine that ever I would I certainly would I'd have a better shot with my dad maybe but I don't think that that makes me sad it's something that I think about sometimes when I can be a reckless user of psychedelics but I have a lot of beautiful meaningful experiences that I learn a lot from sometimes I think about people like I lost my grandma recently that she never got to have an experience like that in her entire life that my parents will probably never get to have an experience like that that I won't get to have an experience with them because of all of the past propaganda and war on drugs and just how much of an impact that had on culture I mean Nixon and a lot of the first criminalizing of drugs did start very conspiratorial and it was very like Machiavellian and everything else but once it took effect it didn't take any of that it didn't it was just a natural emergent like it didn't no longer required people to like be plotting against you know civil rights groups or whatever else it just enough people just bought into the propaganda that even people that were open minded about it it was never going to be on their radar to get rid of these laws and so just so recently with you know Michael Pollan's books and then opening the doors for others for all of my criticisms of people like Aaron Rodgers or someone that might be peddling a bunch of anti-science nonsense it's still to have some like huge NFL Hall of Famer you know praising psychedelics there's pros and cons I don't expect you know NFL football players to you know be the most scientifically informed and nor do I expect multimillionaires to be able to check their ego all the time so what do you think the benefits would be to society where psychedelics are just normalized that's a really interesting question because I'm not exactly one of those people that's like if you just put LSD in the drinking water and everyone did LSD like the world would be peace and love and I've seen the negative effects of psychedelics I've been to a psych ward twice myself I know that psychedelics aren't perfect and the very things that can help some people's mental health can hurt others and and I think that ultimately although I have mixed feelings about just like making everything legal the war on drugs is a horrible failure I mean I don't know what else there is to do but just to get rid of the absurd laws around them and you know it will make me nervous when people are doing psychedelics more and more willy nilly because there's unexpected things like you know I marijuana changed my life I no longer like this stuff but absolutely just I had such a beautiful few year run with marijuana I loved it I never saw marijuana being legalized I was thrilled even though it's no longer my cup of tea thrilled to see it go so legal and get so popular and have my grandma I think did CBD before like my god I never saw that coming and then you know sometimes you go oh did people forget that also marijuana can make you like paranoid and stuff as well and you know I wonder if you know would Joe Rogan be as into peddling conspiracies and anti-vax propaganda if he didn't smoke weed all day and that was like his whole big shtick I don't know you know what's it like or how do you feel about this conference seems to be part of the process where a psychedelic culture which is underground or a subculture or counterculture is like moving above ground and you know as somebody who's been in this space for a while are you like I liked LSD's early work you know before everybody knew about it I mean how what's it like to be part of a world you know a community a movement that is moving from underground to above ground I've been a big supporter of maps for years I've actually defended a lot of like criticism you know a lot of people are worried they've gone to corporate and so I worry about that as well I worry about any organization when they like get really big or whatever else I just love finding ways to legitimize the scientific process I actually if I were king or if I were just you know a politician with a little bit of influence say I think that one very reasonable step would just to not make psychedelics a schedule one maybe make them a schedule two which means schedule one means it has no accepted medical use and a high potential for addiction and the only thing that making something a schedule one does effectively is it doesn't deter use in any way because no one's like what schedule is this drug that I'm going to put in my mouth most people are just unfamiliar and then it also doesn't necessarily influence the laws so there's like no deterrent property for like hey don't do this or you'll go to jail well you'll get in more trouble for a schedule two cocaine than you will a schedule one marijuana that's legal in most places so the only thing that having it being a schedule one really does is it makes it so incredibly difficult for scientists to just run basic studies like you'd test anything else I mean we've made many black holes and particle accelerators they used to think that if you did that the universe would implode and it turns out it doesn't but you can test whether or not the universe will implode easier than you can test lsd on rats and I think that's that's going to create more harm if we can't investigate these things so I'm I'm not about being the cool kid hipster about psychedelics I'm thrilled to see more and more scientific organizations getting to be a part of it I have more pause about some of the influencer community out there and some of the wellness community that is I think a lot of it comes from a good place but I've seen some stuff that I'm like what do you mean you know my mom growing up was always falling for every you know like door-to-door salesman pyramid scheme type so I was just so used to being exposed to these multi-level pyramid scheme things you know having Tupperware parties and getting you know this and that vitamin is going to do this and you got to get magnets in your shoes and as my whole life I've seen you know why people like that stuff and you know take 40 different vitamins that don't do anything rather than getting the actual exercise and and so there's just there's a lot of things out there being sold to people that I'm like I don't know I mean I think that life is about finding the placebo that works for you ultimately so you know I would say just make your own snake oil it's going to be more effective if you go out there and you catch the snake yourself research how to oil it's going to increase the placebo effect and your subconscious is going to go well I wouldn't have chased around a snake and oiled it for nothing you know it's going to be more likely to work and so there's just I'd say that there is a there's a fair amount of snake oil out there that I think just overlaps with alternative thinking in more creative communities and I think it's like you know we all kind of want to pretend we have magic powers are going to be immortal or whatever I think that there's opportunities for people to take advantage of people's hope if you project you know I don't know 20 years 30 years 40 years into the future where you know things have been psychedelicized you know what's that what's that world look like huh a lot of good questions what does a world look like 40 years from now where potentially psychedelics are continue to track and become like really normalize I think that for people to have more options even just to like escape reality or responsibility or whatever even in like more reckless use of things than just shrinking their face off every day you know I think that I think that there is a correlation between younger people aren't drinking as much and I think part of that has to do with marijuana and some of these other substances becoming more normalized that there's like lots more alternatives for people so I think even the lowest bar of that of just like less drunk driving less alcoholism and I think that I think that there will be a lot of excitement for a while and hopefully 40 years from now this will just be commonplace we'll be bored with these there will be no use for a psychedelic comedy show because who cares it's like you know marijuana the based comedy is almost like kind of old and tacky by now and I think that's wonderful I think that's a sign of progress I hope that five years from now it'd be the hokeyest dumbest thing for me to still be doing a psychedelic show I think that might be a little soon for it but I'm hopeful that that will be the case I have other stuff I'd like to talk about what's your favorite psychedelic my favorite psychedelic oh my gosh mushrooms are my all-time favorite absolute my go-to for depression and for creativity if I'm putting together a new act or something like that I have such wonderful epiphanies on psychedelics I have such funny insights and meaningful takeaways ketamine is the only psychedelic that I do like very willy nilly because typically consequence free but it doesn't require the same like building up so I get to have like a very fun interesting experience without having to worry as much about the integration and like hyping myself up and nausea DMT is the most interesting thing I've ever done in my life I've had a hundred DMT breakthroughs and it never got more boring it only got weirder I stopped because it kept getting too interesting and I did 5MAO DMT recently and it was like that had to have been the most profound psychedelic experience that I've ever had MDMA if I'm in a relationship and maybe we're talking through relationship problems in a loving and meaningful way so context is very important if I only get one for the rest of my life it's mushrooms but I'm going to be so sad to say goodbye to those others Shane Moss, thanks for talking


Good. And it's my pleasure now to introduce to you Cori Ziegler, she's the implementation and implementation support facilitator for Edmonton Regional Learning Consortium. And today's webinar, what is inquiry or project-based learning and what are the benefits, is brought to you jointly with, through Edmonton Learning Regional Consortium and the Alberta School Council Association. So Cori, with that introduction, I'm turning the webinar over to you. And let's all enjoy and listen to what Cori has to say. Thank you. Oops. Cori is maybe just having a moment's struggle with her, with her microphone there. Okay. Can you hear me now, Cori, because we just can't hear you. I see that Cori can... Yeah, good morning. Yeah, I think it's on now. Can you hear me? Okay. We can hear you now. Yes, we can. Hello? I can hear you. Hello? Yeah. I can hear you, but it seems like we're having some trouble. I've got my phone on. Oh, great. Okay. Well, that's always an interesting start. But good morning, everyone, and so glad to have you join us for the webinar this morning. As mentioned, we're going to talk today about what is inquiry or project-based learning and what are the benefits. And so just going right into that, then, today, by the end of this webinar today, I hope that you will deepen your understanding of the definition of inquiry-based learning, why teachers are using this approach, and the benefits, just as mentioned in the previous slide. And so before moving further, I just wanted to talk a little bit about myself. I am the mother of Twin Boy. They're now almost 36 years old. And I'm also the grandmother of five grandchildren, ranging from ages three to 11. So I bring to you today not only my knowledge and experience as an educator, but also as a parent and a grandparent. And from my perspective, if we can keep our children curious, if we can keep them inquisitive, asking questions, thinking critically, working together to solve complex challenges, they will have a much better chance of success in learning, living, and life. And so I'm pretty passionate about that. And I'd like to spread the word anywhere and any way I can. And so today is an opportunity for that. And so if you've been part of my previous two webinars or previous three, you know that I'd like to get to know you a little bit before going into the webinar. I can help you. Once I know that about you, I can hopefully tailor the webinar to your needs. And so my first question for you is, are you a parent of elementary children? Junior high youth or high school youth? And if you want to put down D, I should have put D as well. If you have a combination, you have more than one child and there are different divisions, put D down. This will give you a minute to do that. You have A, elementary. Thanks, Jen. See Jackie is typing. Wendy is a grandparent of both. How nice. Congratulations, Wendy. And a university student D. Well, nice. OK, wonderful. I have a range here. And certainly when we look at inquiry at the university level, we're getting into some deep inquiry there. So thank you for participating in that poll.  How special. We're in the same boat here. So I have limited knowledge of inquiry-based learning, some knowledge of inquiry-based learning, or deeply understand what inquiry-based learning is. And again, if you could participate, A, B, or C. So we have some that are just beginning to think about this. A few that have some knowledge, so that's good to know. And waiting to give Jackie a moment. I think she's probably working on typing in her response. Thanks, Jackie. So we have some with a bit of a base, and we can move forward and build on that. Thank you so much for responding to that. And again, if you participated in my previous webinars, you're just some guidelines for our work together today, be open, come with a sense of curiosity, and see this as an opportunity to learn something new. Or perhaps, those of you that have some existing knowledge of inquiry or a project-based learning, you may change your existing ideas. Ask questions. As I've mentioned before, I always want this to be interactive, but especially today, because this is about inquiry. It is about asking questions. And I encourage you to ask your questions throughout this webinar. You can put them in the chat room. You can raise your hand. You can share your questions that way. Please feel free at any time to ask questions. And as Mary had mentioned, you have emoticons there. Using your emoticons keeps you engaged, but it also helps give feedback to me in terms of how we're doing with this webinar. And I really do appreciate that feedback. So feel free at any time. Share your thinking through the emoticons as well. So I'd like to start this webinar by a little bit of reflection on your part. And think back to your own experiences in school or with those of you that have older children and those that are in university already. Maybe some of their experiences in school. And what do you remember as a favorite project? What do you remember about? How did it make you feel? And you can use your emoticons to type in your feelings there. And if you'd like to type in a response to the question around what may be experience so special, feel free to do that too. And I'll just give you a couple of minutes to reflect on that. And maybe to put in a response. Thanks, Wendy. In grade five, you're at a small city in your classroom. Well, that sounds like quite the comprehensive project. And how did that make you feel, Wendy? What were some of the feelings that went through you as you were engaged in that project? You can use words or you can use emoticons to share your thinking there. It really good. My friend and I ran little Jerry Queen. It sounds wonderful. We sat in a circle. Made this wonderful way to feel like a community in the classroom. Very nice. Thank you for sharing that. Welcome, Tracy. Glad to see you joined us. And Tracy, we're just reflecting on projects we may have been involved in when we were in school and reflecting on that experience. Jackie says, I remember doing a button blank in grade four, which was very rewarding. We sat in a circle and made this wonderfully. Oh, to make us feel like we were a community in the classroom. Very nice. Grade six, choosing a person in history. Influenced me as a child and a learner. Loved being able to personalize the project and find information in different mediums. Nice. Great to reflect back on that. And it's intentional on my part to get a frame around your thinking around projects that you might have been involved in. And then comparing your thinking to the way it may have evolved over time and how project-based learning or inquiry may have evolved since you were involved in it. Personally speaking, I remember completing many projects during my elementary, junior high and high school years. And what I remember most is how engaging that kind of learning was. It was fun. It was an exciting way to learn. And I think I can still talk quite confidently about the concepts that the projects were all about. I can talk very confidently around we grew beans in our classrooms and we made observations and why beans need life. They need water. They need heat. And it was memorable because of the engagement and the active hands-on times of learning that I was involved in. I was doing things. I was making observations. I made adjustments over time. I refined my thinking. And to me, it was much more engaging than simply listening to the teacher talk and me completing perhaps a worksheet or some other assignment related to that. So with that kind of background and that kind of reflection in mind, we'll look at how inquiry has evolved over time and how teachers are supporting their students through inquiry and why this approach is so beneficial for our students. So let's begin with the definition of what we mean now when we say inquiry-based learning. And this definition comes from a document from Alberta Education and you do have the link to this document. It's an amazing document. And for teachers, it is an extremely beneficial resource for them. So in this document, it stated that inquiry-based learning is a process where students are involved in the learning. They formulate questions. They investigate widely and then build new understanding, meanings, and knowledge. So it's very much about them being active. It's very much about a process. And that process piece is really where the deep learning takes place and it's always based on a question, something that they have to investigate. So by observing, by questioning, and by trying new things, we grow as people. And so by learning from our experiences and the experiences of others and trying new things in new ways, we grow some more and our learning deepens. And inquiry is something that starts when we are young. And if you look at the picture of the baby here, inquiry is the way people are wired to learn, beginning when we are babies. And if we look at a baby and how it learns, think about a baby sitting in a high chair and there are toys on the tray. And initially, the baby is just randomly knocking things off the tray as they swing their arms around because they do that. They swing their arms. They're not intentionally trying to knock the toy off. They're simply swinging their arms. But soon enough, as the baby swings the arm and knocks something off, the adult puts it back, the baby realizes that they're the ones that are in control of this.  So if mom or dad puts the item back on the tray, the baby will quickly knock it off again. The baby has learned that if they hit things, they fall. But it gets interesting if a parent puts something different, for example, a balloon on the tray and gives it to the baby, and then the baby tries to knock it off. Well, the baby is kind of surprised at first, hmm, that didn't quite work the same way. And so that's where the inquiry starts. It gets even more interesting if the mom or dad gives the baby a helium filled balloon. Because now the balloon goes up in the air when it's knocked off, instead of falling to the floor. So the sense of wonder that we see on the baby's face is the same sense of wonder that teachers want to bring into their classrooms all the way from kindergarten up to grade 12. We want to see the baby, as the baby does, revise their thinking and try some new experiments to satisfy their curiosity. And so the baby goes, hmm, this is different. It goes up in the air. Now I have to think differently about this, and that's what we want with our students in our classrooms as well. This is essentially what we call a cycle of inquiry. It begins at a very young age, and it's the process of trying things out, coming to a conclusion, adding something different to it, and then needing to revise the thinking or the conclusion again. So the baby tried it out with the toy first, tried something different with the balloon, and something different again with the helium balloon, and coming to different conclusions each time. And that's how we make sense of the world around us. And this is this little chart here on the next slide. Thank you for that feedback, Jen. Love it. It shows how natural the inquiry-based process is, and absolutely it's so true. And so when we went to school, or at least when I went to school, if you look at this continuum here, I think that your teacher, my teacher most definitely, was more on the left-hand side of the continuum, where it involved me in tasking with what you see there. There was a lecture. There may have been a textbook assignment. There was a class discussion, but it was led by the teacher, and you were expected to listen. Practice what you heard by yourself quite often, complete some worksheets, and then write a test to show what you learned. In an inquiry-based classroom, we're moving further and further toward the right side of this diagram here. And students are now learning while doing. It is the doing process where the deep learning occurs. So you can see the student debate. Now the students are the ones talking, debating with each other and learning throughout that process. Students might be leading lessons, or students are involved in project-based learning or inquiry. And educators call this kind of approach a constructivist approach. The children construct their own knowledge as they engage in inquiry. That's not to say that the teacher doesn't have an important role to play in this. Absolutely. Their role is still very critical. They make decisions all the time about how to support students so that they're successful in constructing knowledge. They make decisions about how much time they need the students to grapple with an idea or a question, to test it out and to come to their own conclusions, or when they need to step in and give them any lesson or provide some support to the students. So the first thing I really want to clear up is inquiry is not about leaving the children on their own to just everything learning. It's about the teacher carefully and skillfully guiding their students through the process of inquiry. So it is about learners learn while doing. That phrase there. So inquiry is learning while doing instead of learning first through the teacher's instruction and then doing something. So I love this quote here. The meaning of knowing has shifted from being able to remember and repeat information to being able to find and use it. And that's very much an important and critical piece to remember. It's not about regurgitating and remembering what the teacher has said through a test or through an essay or something. It's about taking information, applying it and coming to new conclusions or new knowledge. A very important shift. And it really, through this process of applying the information and coming to new knowledge, the students are learning and practicing very important skills for learning, living and life, as well as understanding new knowledge. So you may have heard from your teachers or from your children or from your adult children many different terms around what we mean when we say inquiry. And inquiry is an umbrella term that covers a number of other inquiry-based approaches to teaching and learning. You may have heard of problem-based learning, project-based learning, career and technology foundation courses, or you may have heard of terms like design thinking. And all of these approaches, in all of these approaches, students are involved in solving sometimes messy, a complex problem or challenge that they may encounter in the real world. We really try to emphasize and inquiry a connection to the real world. They're actively engaged in solving the challenge or problem. They develop skills around finding information, around identifying what information they still need, thinking about that information and synthesizing it. And they often share their findings with an audience outside the classroom, which really creates that authenticity. This makes the work meaningful and the students feel like they're making a new difference. So if they can solve or if they can share their solution with somebody outside of the classroom where it matters, where they feel like it makes a difference, it makes the learning authentic and real. Shifting to this approach may be difficult for some of our students. Students that are familiar with the traditional classroom where the teacher tells the students what to do every step of the way, these students may be uncomfortable initially with inquiry-based learning. The teacher will need to work with these students to guide them through the process and help them understand that there may not be one right answer to solve the problem. There may be many different solutions. And it's not about figuring out the teacher's one right answer. So these students often ask questions like, well, what do I have to do to get an A? Or what do you really want me to do, teacher? And they may feel a little disjointed in inquiry-based learning roles. The roles may be unfamiliar to them, tracking down the best evidence related to the problem, critically examining the best evidence, working with peers and collaborating, reporting back with the best solution, reporting back and communicating in that way can be quite an intimidating experience for our students until we work with them to develop that comfort level around all of those skills. So to wrap this slide up in inquiry-based learning, it's not about the student trying to figure out and deliver exactly what the teacher wants. It's more about finding their own research-based solution to a complex problem and coming up with constructing their own solution to that and throughout that process some deep learning and deep thinking occurs. And so this continuum is beautiful in seeing the continuum around what may happen in classrooms across the province. And for various reasons, teachers are somewhere on this continuum in relation to introducing and using inquiry in their classrooms. Some are engaging their students in independent inquiry, which you see on the right-hand side of the slide. Well, others are using a more structured approach, which you see in the second box there. But for both the teacher and the students who are more familiar with the traditional approach to teaching, it's quite a shift to move from standing in front of the class and sharing information as the teacher to helping students to acquire their own knowledge and understanding through inquiry. And so where the teacher and where the classroom and the students are at in their inquiry is very dependent on so many different factors. The students' skills in terms of approaching inquiry, their knowledge base, their age and the academic ability of them to handle this approach to learning, the ability to work in teams. And teachers make judgments in relation to the depth of inquiry based on the students' needs as well as the experience and comfort level of the teacher in terms of this approach, because we have to remember some teachers are becoming comfortable with this approach as well. So... Corey, we have a question now, Jen. Oh, great. Hi, Jen. What's your question? Hi, Corey. I'm just curious. I've tried this in the past. I'm coming back into teaching after quite a long break. And doing independent inquiry is so fascinating to me, but so difficult to assess on an individual level. I'm wondering, is that a completely different seminar or we could discuss how do you... how do you assess project-based learning dependent on the child or the project? And, yeah, I guess that's going to get a question. And that's a good... Thanks so much, first of all, for your question, Jen. And I do appreciate that you put your question out there. The assessment of inquiry or project-based learning is, again, very much related to learner outcomes. And the teacher needs to decide before, for example, in project-based learning, before even launching the project with the students, what are those key ideas, key learner outcomes that I'm going to assess? And it may be scale-based outcomes in terms of the ability to think critically, the ability to research, the ability to work collaboratively in groups. And you may be assessing that on an individual basis for each student, not in terms of how they're working in teams. But you also may be assessing some of the learner outcomes, whether it be in social studies or in science, that they will construct knowledge of throughout the process of the project or the inquiry task. And that's a very short, quick answer, but I can go into a deeper discussion about that later, after the webinar, if you want to contact me. Does that help? Yes, I see that. Got it. Many thanks. Okay, great. Okay, so moving on then. Inquiry begins with a driving question. And the driving question sets the tone and purpose for the learning. It should set the tone and purpose for the learning. And so it should inspire the students and the teachers. So that means it has to be a question that's very much tapping into their interests and into what they think is important. It should be open-ended. So there's no single right answer or the teacher's right answer, as I talked about before. And so the question shouldn't be something that is Google-able. And you can get the answer right away. You may Google some aspects to get to a response to a complex question, but you shouldn't be able to get the answer in one minute because you've Googled it. And so with that in mind, let's take a look at a few sample driving questions that teachers have used in the past. And you can see the questions are lettered A to F. And if you could use your polling mechanism, read through the questions and decide which one of those questions is not a good example of a good driving question. And I'll give you a minute to take a look at that. We have one response here. I think most of us are responding, and most of you have said E, and you're absolutely right. It is E, and you know, when we look back to... Let me just go back to it. We said E, which it says which party won the federal election. Well, we can Google that right away and we know that it would be the liberals that won. It's really not a question that's complex at all. It may inspire some students, but it really, once that question is answered, there's no inspiration after that. So, absolutely right, you've got it. That E is not a good example of a driving question. But here are some examples of driving questions and I'll also give you a sense of the kinds of projects or inquiry that's happening in classrooms all across Alberta. So a project or inquiry may revolve around a philosophical issue, such as when do we grow up? Or what does it mean to work? Or may examine an historical event or a time period or episode in nature. So you can see some examples of that around an historical event. It may solve a challenging situation. What should we do about mice in our school? And I don't know any school that doesn't have mice and so this is a great real-life example of inquiry.  Another great hands-on kind of inquiry task. It may look at a contentious issue. And we all know the carbon tax issue right now and should we have carbon tax on gas? Or it may be to produce, create, or design something, and in this case, a museum exhibit and plan in advance that explains and celebrates the history of our community. And you can see in each one of these examples there's some research involved. They have to create a plan in how to, if we go back to the mice in our school, first of all, where are the mice? How can we eliminate mice in an environmentally-friendly way? What would be our plan to do that? How do we get permission from the principal and from the teachers in terms of the plan that we're going to move forward? How do we communicate with everyone around eliminating mice in our school? You can see how that's a very complex kind of challenge but still very engaging and motivating for our students. And if we look here, you can see more examples and these ones are really tapping into some of our older students, our crime salt. What a great question to answer. Should killer whales be kept in captivity? And you can read through the rest yourself but you can see how these are very much complex questions but also very engaging and inspirational for students. And as teachers, we look at how we can now connect these questions to learner outcomes within the curriculum so then we can make decisions around what to assess. So before engaging in inquiry in classrooms, teachers need to be thinking about some elements that need to be in place in classrooms to ensure that students are successful with an inquiry-based approach to learning. And so again, going back to if students are used to that traditional approach to learning, one where the teacher provides that direct instruction and the students listen, it's important to create that culture of inquiry in your classroom. It's important that teachers encourage and give students permission again to be curious, to ask questions rather than to sit and just listen and just believe that the teacher's answer is the only answer that's the right answer. And this is something that you can try at home as well. Encourage your children to ask those questions and to explore those questions together. So value that curiosity, that wonder, and that risk-taking. And thinking back to that baby, they just naturally are curious and they have that sense of wonder and they take risks. We see that in kindergarten, but as our children are continually exposed to the more traditional approach, we lose that wonder and that risk-taking. We lose that diversity of thought, of actions, and ideas. And so teachers providing choice within a frame helps students to get that wonder and that curiosity back again. And helping students to foster rich opportunities for questioning and testing ideas is an important element that needs to be in place. And students are comfortable with the whole idea of inquiry before engaging in an official or more formal kind of task of inquiry. The other piece would be to help our children ask better questions. And if you want to go through that little slide so that your moderators have sent you a link for that, but I can give you a bit of a synopsis around that. And thinking about your children in the classroom, the first thing teachers need to do is make it safe to ask questions. And for your child, it may be a scary step to put the hand up in the classroom when past questioning was not really encouraged. The students, your child, may also feel like it's an admission to the world and to their classmates that they don't have the answer. And they feel like they're not very smart by putting their hand up and asking a question. So we have to shift that kind of culture in our classroom. And create an environment where questioning becomes a strength, where it's welcomed and it's desired, and we thank them for the questions that they ask. They work with their students to ensure that their students' questions aren't judged or edited and that all questions can contribute to deep learning. And really they do. When students ask questions, it's about going deep in terms of their understanding. And it's really about acknowledging and recognizing diversity of thinking or maybe not quite there yet needing further explanation to have them understand something. So the second would be to make questioning cool. And this is a tough one for many kids. It's cool to already know or to not care. And we think of junior high, you know where it's like, I'm not going to let anybody know, but I don't know. It's cool to know. So making the shift to asking questions, helping them to make that is a cool thing. And we often do that by helping our students to understand that people who ask questions are actually some of the coolest people in the world. They're the ones breaking new ground in music, let's say, or in movies or in the arts. They're the explorers. They're the mavericks and sometimes even the rebels. And they make the world an interesting place. So making questions cool by looking at others who ask questions is a great strategy. Next, make it fun. And so teachers do strategies such as instead of asking or giving the answers, I want you to flip it into questions only where there's an element of play involved when you turn an answer statement into a question. Or they turn open questions into closed questions or closed questions into open questions and really get a sense of what is a good question. Next would be to make it rewarding. So celebrate when questions are asked. It's important to show that if a student is willing to spend time on a question and ask it and then grapple with it and share it with others and build on it, that question leads to something rewarding and something worthwhile. And finally is to make that idea of questioning stick, that it becomes a long-term goal or a lifelong kind of approach that they challenge and they question and make it a habit, a part of the way that they think. And with that in mind, students will become successful in life. Teachers also need to teach students how to work together. A big part of inquiry-based learning is working with others. And if, again, if they've only been exposed to listening to the teacher and working alone, this is a shift that needs to be taught. So the students need to understand that we have a common goal or problem and it's jointly shared by a team. They need to share responsibility and what does that look like in terms of participating in a project or an inquiry and that we're sharing the responsibility in the decision-making. That they have equal accountability for the outcome. It's kind of like that we think or swim together and everybody owns it. It's not if it works. Everybody celebrates and we share the success and we share if it's not going in the direction that we thought it might. Everybody shares that as well, reflects on that and thinks about how to do it differently. Everyone's contribution is valued equally and again, there's equality in the decision-making and we share the materials and the human resources. These skills need to be taught. The students need time to practice them. They need to give feedback on these skills and move their collaborative work and when they're in place, when students are involved in more formal kinds of inquiry, the chances of success are that much greater. So, students take time to build in comfort level with all these things before moving into project-based learning or inquiry-based learning. The next concept that I'd like to talk about is understanding the difference between doing a project and inquiry-based learning or what we call project-based learning. And I'd like to compare it to what we call the main course versus the dessert. In a traditional classroom where the teacher teaches and then the students complete tasks that are directed by the teacher, there may often be a project at the end of the unit of study whereby the student shows what they have learned. This is project work. Often when I was in school, I did a project at the end of a unit of study. And this is what we call more of the dessert kind of instruction. In this kind of instruction, the teacher covers the topic with a combination of lectures, textbook readings, maybe some worksheets, perhaps some short activities, video, and then the students are given an assignment to do on their own or even at home and like they create a poster, they maybe show of a disease, they show the effects of it, they show how the body reacts and how it's treated. These projects may be displayed in the classroom but are not formally presented or discussed in detail. Then there might be a test at the end emphasizing factual recall. The teacher shares the information in a traditional way and then a short project is delivered up for dessert. You see that dessert part coming in there. This project is really about the students demonstrating what they remembered or learned as a result of the teacher's direct instruction. So we compare this to the dessert part of the meal. In an inquiry-based approach to learning, it is about the main course. The students are challenged to find their own solution to real life authentic problems. They are the ones engaged in research to find the solution to their problems. They tap into all kinds of sources of information, community experts, online resources, hard copy resources, videos and photos, and then they work towards the solution and then they refine their solution based on feedback that they get from their teacher, from each other, perhaps from outside experts until they're ready to share publicly something in terms of a solution. And this person or group that they share with is generally speaking somebody outside and beyond the classroom. So the learning takes place during the main course. The students learn to collaborate, learn to ask questions, learn to find answers, learn to perfect their solutions, make sense of the content and question what they have discovered and deepen their understanding of the topic or content of their study. It is this main course, this process of coming up with a solution where the true learning takes place. And the teacher in this kind of learning acts as the guide, makes careful observations, gives feedback to ensure the inquiry process is successful, may give many lessons throughout the inquiry task when needed and has a critical role to play. But it is very different from that traditional role that the teacher played. So the teacher is providing support where necessary. Sometimes, as I said, giving a mini lesson. Sometimes it might be providing support to one group that needs it, while the other groups are rolling along quite nicely. So in inquiry, the emphasis is on the main course, not so much on the dessert. So let's look at a real example of where this happens. And this is, this example here is of a grade six student. They're from St. Gerard School up in Grand Prairie. And these students were actually, these are grade six students. And really, when you think about this, how deep and how authentic is this learning? They're debating the merits of the NDP budget in front of parents and local wild rose and progressive conservative MLAs. And when you think about that, talk about authentic learning and meaningful learning, presenting in front of a real live audience important dignitaries from across their city. The teacher said that this project began when he played Rachel Motley's televised address, remember the kitchen address to Mel Burton's in 2014. And when he played it, his students demonstrated various reactions to it. He said that some were quite interested in what Premier Motley had to say. Some of the kids were saying, I don't think this is going to work. And some were saying, I think this is a good idea. And so the teacher decided to take advantage of this real life event, as well as the interest and passion that the students demonstrated and use this as a topic for an inquiry project. The teacher said this project tied in beautifully with the grade six social studies curriculum in which students study the provincial government. And this project made those learner outcomes from the curriculum come alive. It made it meaningful and it made it real. As with any inquiry task, this inquiry began with the question. And their question was, in the 2016 Alberta Provincial Budget, no, is the 2016 Alberta Provincial Budget an effective one for driving our economy forward? And the students then were divided into five groups. They had to research both sides of this question and each group had to share their responses to the question in front of that public audience. Each group gave presentations and based on their research, they either praised the NDP government or provided compelling reasons why they did not agree with the NDP government. Using provincial government data on the economy, three of the groups argued in favor and two made a case for conservatism. By the end of the project, the pro NDP side argued that infrastructure spending was necessary because of population growth, praised the government's child benefit plan and gave gloomy warnings about what would happen if spending were cut. And just think, wow, the depth of research and understanding that these students demonstrated through this inquiry was just absolutely wonderful. On the other side of the debate, the students said hiking taxes, increasing the minimum wage and taking on a massive debt is bad for the economy. And so each group had to reach a consensus on which side to take and this initially the teacher said led to some very interesting conversation amongst the students. The teacher added that the students had to research both sides of the debate. He explained that it was a good intellectual exercise to join the side of the debate that you disagree with. And isn't that a great learning activity as well? The students realized it was important to see and understand things in a way that you may not have seen them before. This is an excellent example of main course projects. The students learned to collaborate, learned to ask questions, find answers, refine and perfect their presentations as they practice them, learn to make sense and question what they discovered and be able to then share it in a way that made sense to them. And finally, deep in their understanding of how the provincial government works, grade six learner outcomes, such an amazing experience. And I see there's a question here. Is inquiry based learning a daily implementation of all areas of the programs of studies? Or is it a philosophy where it can be implemented like this? Example on a large project. We talk about what we call big I inquiry and little I inquiry. This example I shared with you is an example of big I inquiry. And teachers may involve their students in big projects such as this two, maybe three times throughout the year. But little I inquiry is important in terms of what I talked about before, those questions, those short questions that we also address. And we encourage that inquisitive, questioning kind of approach to learning. And so we do have a combination of both. And certainly inquiry happens in every subject area. And when we look at big projects like this, we ask teachers, we look at what are those outcomes in our programs of studies that really lend itself to that inquiry-based approach? And I hope that answers your question. So just to wrap this piece up, inquiry-based learning is not just about students having fun. And sometimes we think a project says, oh, let's just be light and have fun and do something engaging with the kids. It is way more than that. It is both deep learning and your child's achievement of the attitude, skills and knowledge from the grade level curriculum that the child is expected to learn. So teachers are very intentional around connecting inquiry to what they have to teach. And so if you think about this grade six project, besides social studies, what other subjects do you believe are connected to this project? What other, like, is it language arts, is it science, maybe math? And feel free to type in what other subjects you think are connected to this project in the chat room. I'm going to repeat that. What other subjects do you think are connected to that grade six project that I just described? Yes, somebody said mathematical comparisons. Absolutely. There's math in there. When you talk about budget, you're looking at money. Yeah, absolutely. Statistics. Great. You can see how it's cross-curricular. And many inquiry projects or tasks are cross-curricular. Of course, the social studies program of studies, absolutely. Just give one more minute until somebody else is still typing. I would say that it's very much tied to the language arts programs of study as well. When you have to make presentations and communicate morally to a group, it very much is connected to language arts. When you're looking at research and how to research, very much connected to language arts skills as well as social studies skills. So really a good example of a cross-curricular project. Another benefit of inquiry is that it's very much aligned with the ministerial order on student learning. And this order is a legal document. It was passed in May of 2013 by the Alberta Education Department of the Government of Alberta. And this ministerial order is actually a direction teachers need to take for future instruction. And in this order, it speaks to the changes in education. And one of the shifts that is clearly outlined in this order is a shift to inquiry-based approach to learning. And so teachers that are using an inquiry-based approach are very much aligned with what is laid out in the ministerial order. And here you can see some of those shifts that teachers are expected to make. And I'll just read the bolded red parts. So they're expected to make a shift to inquiry, discovery, and the application of knowledge. And that's what was described in the previous slide. They're to make shifts to discoveries through inquiry, through reflection. An important piece of inquiry is that whole idea of reflection. That is exploration and experimentation and trial and error. So much of peace of inquiry-based learning. They identify problems and then find the best solutions. As a team member, integrate ideas from a variety of sources and thinking back to that Grand Prairie project, you can see how they did that. And communicate your ideas with others. And an authentic outside the classroom audience is best. And I love this last section here of the ministerial order. The children believe there is no limit to what knowledge that can be gleaned, what skills can be accumulated, and what may be accomplished in cooperation with others. And they learn that through an inquiry-based approach. Skills for life. Also in the ministerial order are listed eight competencies. In my last two webinars, I talked about those competencies. And I talked about how developing these competencies in our children certainly will help them in terms of being successful in learning living life. An inquiry-based approach to learning is one way to support competency development. So again, using the chat room, I want you to think about that project and describe that Grade 6 NDP budget project and list three competencies that you think the students used when working through this project. Did they use critical thinking? Then you would put A in the box. Did they use problem solving? And so on. So take a look at the competencies. Did they manage information? Were they creative and innovative? Or was it about communication? Collaboration? And so on. So I'll give you a minute to think about that. Jen said, C, managing information. Absolutely. They had to do a lot of research. And they have to manage that information, make sense of it, look at different sources, and see that the information actually is consistent across those to ensure it's reliable and valid. I see Mary also agrees with that. When do you put D, F, and E? Absolutely. There was some problem solving going on. That collaboration in teams. Interesting collaboration that they're debating across from each other and being respectful around that. And E, communication? Absolutely. So you can see how competencies are practiced, applied, refined through an inquiry-based approach. I'm going to go back to BC and F from Jackie. And I think we've talked about those a little bit. Thank you all again for responding through the chat room. And I would venture to say that in any inquiry task, our students are probably using all of these competencies. I would say that critical thinking is one of the key competencies developed through inquiry, problem solving, and maybe of collaboration and communication are big, but any one of these competencies would be addressed and practiced and refined through inquiry. So let's now talk a little bit about the benefits of inquiry-based learning. You've probably heard some of the benefits already as we went through this webinar, but we'll just quickly move through some of these. It supports students' diverse needs, interests, and passions. And you can see that the teacher built on the students' passion and interests to develop the project, that grade six project that we talked about. They were engaged because they had the opportunity to take a stand, to defend their personal position. The teacher capitalized on that event and took a real-world example to engage his students. It was child-centered and hand-bound. The students were actively involved in gathering and analyzing data, synthesizing information from various sources, and then the process developed useful skills that they can use in their future. Project-based learning provides relevant and meaningful learning opportunities. And certainly, what's more relevant than looking at our own Alberta government in a meaningful way? The traditional approach would have been, I would say, a bit dry and boring, but the approach through inquiry engaged the students and made it meaningful. The students took on professional roles. I would say that they were critics of the provincial government, a professional role that they see in real life. They took on, in other projects, students will take on roles such as an artist or a scientist or a historian. And they often have the opportunity, through their inquiry, to connect with these real professional people who actually do this as part of their work in their real life. So by taking on these real professional roles, they begin to make connections between what they learn in school and what happens in the real world. So it reduces that, oh, why do I have to learn this question and help them to make those connections themselves? And obviously, students are engaged and excited about learning. That's a given, and you could see that in that Grade 6 project. It provided them the opportunity to use technology in many meaningful ways. Part of their presentation, part of their research, technology was an engaging piece of this and a critical component to the process of learning. It instilled the importance of service and ethical citizenry, and the students were involved in this budget now have a much deeper understanding of the issues of population growth, of child poverty, of so many different issues, and they can start to see now, even at the Grade 6 level, they can make a difference in the world. It engages parents in the greater community. You saw an example of that, and bringing in those experts is an important piece. And I'd like to talk about this last slide as well because it's all about the learning and we're all in this for deep learning. And when we look at this column of learning, if you look at the top tip of the triangle, if the students only read after two weeks, they remember approximately 10% of that. If the students only listen, perhaps to what the teacher is saying, they remember about 20%. If the students see, they remember about 30%, and as you go down, you can see combinations of that. So we'll get to the bottom of that triangle, and the students are able to say here, do, see, they remember 90% of the learning.  And that's why I think I remember the projects that I was engaged in when I went to school because I was able to see, to hear, to say, and to do, and how powerful that is in terms of learning. So, in Car-Re-Build, students' confidence in themselves as learners, they start to see themselves as real learners. When children are allowed to experiment, take risks, and play with their own ideas, we give them permission to trust themselves as learners. You don't have to wait for the teacher to give the direction all the time. They see themselves as learners who have good ideas and can transform their own ideas into reality. We really empower them to inquiry. So involve your children in inquiry at home. And these are examples that we're taking from the competency slide, great ways to begin inquiry at home. Design your own compositor. Get rid of the mice in your own garage. Design a healthy menu that your entire family would enjoy. You probably have other projects that you could involve your children in. So that kind of wraps up this, and I think I'm one minute over, but I want to thank you again for participating in this webinar. And my contact information is there if you have any other questions or if you have a question right now, feel free to put your question in the chat room. And thank you again. Will, my goodness.