It allows teachers to organize their essential questions or learning outcomes into structured categories in order to increase thinking in small, manageable steps. Lower-order thinking skills are less challenging and engaging than higher-order thinking skills. While the emphasis is on higher order thinking skills, the challenge must be within certain limits of the student. This is where Vygotsky's Zone of Proximal Development comes into play. Any task or question asked that stays within the boundaries of what a child knows or has mastered may be perceived as unengaging. When a task or question is asked within the scope of what can be learned with assistance, it is called a ZPD. The goal within the classroom of inquiry is to master the art of questioning, placing them in the right levels of thought. With just enough challenge, kids go looking for their own answers. Obviously the ZPD is different from one child to another and therefore the principle of constructivism/prior knowledge inquiry approach allows children to work within their zones. Taking this into account, IBL allows different students with different ZPDs to walk away from producing the same thing, in the same way, and using the same tools. Connect the inquiry process to history/geography (Reynolds, 2012, p.68). Children's differences (perspectives) favor them, because they know things that no one else knows and could bring into the room (discussion) that no one else could bring and allows each child to work at their individual skill level and, overall, understand the topic more deeply. Paragraph 3: The Challenges of IBL/Art of Asking Questions (NEED FOR FAT