We delineate some types of structured practice (modeling, requests, feedback, and space-making) that help students learn to pose appropriate questions and to initiate exploration of those questions. Developing skills requires practice, so we suggest ways to embed structured practice into existing class sessions. Including structured practice is nuanced, instructor-specific, and depends on context. Therefore, we give examples of implementation in an inquiry-based learning (IBL)-influenced calculus class, in a partially IBL mathematics for liberal arts class, and in a completely IBL class for gifted high school students.