Organizers Gordon Uno guno@ou.edu, University of Oklahoma, presenter Muriel Poston, Pitzer College Anna Monfils, Central Michigan University Science process and critical thinking skills play prominent roles in the revised Advanced Placement (AP) Biology curriculum, Vision and Change (AAAS, 2009, 2012, 2020) for undergraduate biology education, and other undergraduate teaching reform efforts e.g. Gordon Conference in Undergraduate Biology Education. In this interactive workshop, participants will engage in simple, yet effective, methods for instructors to help students develop science practice skills ranging from generating questions based on observations of the usual and unusual to exploring alternative explanations.  Each person will leave the workshop with tested examples, ideas for using and adapting them in any science classroom, and increased confidence to promote student-centered learning and to introduce inquiry into an existing curriculum. The workshop has several major goals:  1) to demonstrate how to introduce inquiry instruction in a science classroom, to engage workshop participants in inquiry activities, and to work with participants to develop their own inquiry-based lessons; 2) to demonstrate the breadth of botanical examples that can be used to teach major biological concepts while using active learning; 3) to outline the key barriers to equity instruction in a science classroom and help workshop participants create activities that focus on scaffolded skills and concepts based on their own interests; 4) to illustrate the benefits and use of effective formative assessments in a science classroom and how instructors can create their own concept inventory questions; and 5) to identify methods for engaging a diversity of students in the study of science through an exchange of best practices and ideas among the entire workshop group.