When we presented the survey model to the class, our goals were to define what the survey model is, inform the class about the importance of the survey, identify the results of the survey , explain how it differs from other approaches and explains its advantages. We thought that delving into these aspects would give the class a clearer and better understanding of the topic. Our opening statement was giving the class a clear definition of what the inquiry model means. It contains many different things in the definition. Some of the things we emphasized are that “it involves engagement that leads to understanding; you must have skills to seek solutions to questions while acquiring new knowledge, it means seeking information through the form of questions and, above all, it is a student-centered and teacher-led teaching approach (thirteen and online).” Some of the most important parts of inquiry-based learning are “generating new questions, asking questions, creating hypotheses, investigating, constructing new knowledge, reflecting on findings, and applying newly acquired knowledge in one's life (inquiry-based learning). " then went on to discuss the background information and how this all started. One of the key events we shared was the Ten Rational Powers that occurred in 1961. “The Education Policy Commission proposed “ten rational powers” ​​that they believed were essential for students. The “ten rational powers” ​​were remembering and imagining, classifying and generalizing, comparing and evaluating, analyzing and synthesizing, deducing and inferring. Today these are considered the basic foundations of inquiry-based learning (thirteen and online).”Reviewing the history of the Inquiry Model and analyzing how it came about prompted our group to then discuss the importance of using it as an individual. The main idea we wanted to convey in the lesson was that it is much more important to actually understand the information rather than simply memorizing the facts about the information given. Of course in certain situations or courses this may not be the case, but in life in general this is certainly true. It is not advisable to memorize things because the most important thing is to understand something as a whole rather than small specific random facts. Another thing we have highlighted is that to learn at an efficient pace, it is absolutely mandatory to look for suitable solutions to problems. For example, in a chemistry class, your task is to come up with a hypothesis for the lab you are doing.