Marcela Cecilia Danowski is an Argentinian English educator, teacher trainer, speaker, and educational consultant with over two decades of experience in English language teaching. She holds a BA in English Language and a Master’s degree in Neuropedagogy. Marcela has worked across primary, secondary, tertiary, and teacher training contexts, and has presented at national and international conferences on topics such as inquiry-based learning, visible thinking, inclusion, neurodiversity, assessment, creativity, and innovation in ELT. Her work focuses on helping educators rethink classroom practices through critical thinking, multimodal learning, and meaningful learning experiences that connect language education with real-world issues and 21stcentury skills. She also contributes to academic journals, webinars, and professional development initiatives worldwide.

In today’s rapidly changing educational landscape, teaching is no longer simply about delivering content or completing a lesson plan. Teachers are increasingly called to become leaders of learning: professionals who inspire curiosity, guide thinking, foster creativity, and create meaningful opportunities for students to explore the world around them. This session explores the role of the teacher within inquiry-based learning environments and reflects on how educators can move from controlling learning to intentionally guiding it. Through practical examples, visible thinking routines, collaborative learning experiences, and reflective practices, participants will discover how inquiry can transform classrooms into spaces where students actively construct understanding, ask meaningful questions, and develop deeper connections with learning. The presentation also highlights the importance of human connection, emotional safety, and learner agency in inquiry-based classrooms. Participants will leave with practical strategies to nurture curiosity, scaffold thinking, and lead learning experiences that place students at the centre while maintaining purpose, structure, and academic rigour.