Rather than present Geography topics as a list of facts to be memorised, we identify the key concepts to be understood and what is to be understood about each concept. Then we design an appropriate set of queries, supported by the appropriate resources to further the inquiry. The facts presented are then support for building an understanding of the concept in the context of the inquiry.

The team uses a ‘trigger’ such as a PowerPoint presentation, article or video as a basis for a discussion. This is an active process for all participants as they dig deeper into the concept, asking questions, exploring different ways of looking at the topic, and articulating their new understanding.

The initial focus is on helping learners initiate a process of inquiry into the topics on their own. This opens up avenues for each mentor to do their own study of the topic and come together to share with the team. The team then builds further on the knowledge that has been gathered individually. We try to introduce activities that make this process more relevant for everyday life. The possibility of replicating these activities in the classroom is also considered while designing. Mentors articulate all the questions they have at the beginning of each new topic and we ensure their involvement in the inquiry design at each turn.

The biggest hurdle to achieving concept clarity in History lies in the nature of the subject. There is a need for wide and deep reading, especially of primary sources, along with correlation of perspectives to arrive at some understanding of the topic. We begin the process by providing a base document which is a compilation of essential concepts from a few authentic sources, and put it up for discussion. The discussion builds knowledge with additional inputs provided by experts and clarifications emerging from queries of mentors. All of this is then incorporated into a comprehensive PPt along with other supporting material, for the use of teachers preparing to teach the topic in their classroom.