In this video, Sam Modest discusses the process he and his co-teacher, Erin Metcalf, are going through to refine structured word inquiry practice in their Grade 2 class at the Nueva School. See how they work to balance “teacher-led inquiry” — where they select orthographic topics for study — and “inquiry-led teaching” — where they draw on questions from students to provide the bases of their inquiries — even when they do not yet know the “answers” to those questions. They purposely take on questions like the morphological structure of the word “hypnosis” even though they don’t know what it is.