It’s difficult to anticipate what will happen during an inquiry process, as it largely depends on what the student groups do—the questions they raise, the answers they find or construct, and so on. The less we, as teachers, indicate what needs to be done, the harder it is to predict the work session by session.

However, this doesn’t mean that nothing can be anticipated. One option is to make an initial exploration of the path to identify possible directions, foresee certain difficulties, and spot dead ends or impossible routes—similar to a guide who scouts ahead to ensure the hiking group can pass through.

It’s also helpful to plan part of the process together with the student group, making them co-responsible: “We have these days, and on this date we need to present a response—how shall we organise ourselves?” An interim report halfway through the process can be proposed, allowing for a review of progress made. And it’s important to remain flexible with the initial ambitions.