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Inquiry Paths to Literacy Learning, a collection of chapters from secondary teachers and university researchers, offers English language arts teachers several models and considerations for how to design and implement inquiry-based teaching and learning. As the contributors demonstrate, an inquiry approach can significantly boost student achievement, understanding, and transfer of learning. The chapters in this collection present classroom-tested approaches, activities, and assignments that teachers can use right away, but that also serve as models for designing learning experiences that most engage and benefit learners. Focusing on issues that adolescents find consequential, the sample learning activities promote the development of complex literacy skills, engage students in evidence-based reasoning, and foster an environment of cooperation, collaboration, and respect for different points of view. Together, the contributions in this book envision the English language arts classroom as a supportive environment for authentic inquiry and for the genuine democratic processes involved in grappling together with tough perennial and contemporary issues.
In Looking Closely and Listening Carefully: Learning Literacy through Inquiry, teacher researcher Tim O'Keefe teams up with university partners Heidi Mills and Louise B. Jennings to bring to life insights and strategies from Tim's class at the Center for Inquiry, a small elementary magnet program in Columbia, South Carolina. Mills and O'Keefe's earlier book (with Diane Stephens), Looking Closely, focused on phonics in Tim's holistic, transition-first-grade classroom; Looking Closely and Listening Carefully expands and refines this earlier work by painting a portrait of the ways in which Tim's second and third graders learn literacy through inquiry. While Tim has been engaged in careful kidwatching, Heidi and Louise have been teacherwatching. Their combined perspectives illuminate the relationship between literacy and inquiry and demonstrate the power of a balanced literacy curriculum in an inquiry-based classroom. The authors take us through a typical day in Tim's classroom, describing the curricular structures and instructional strategies that make a difference as Tim supports his readers and writers through exploration, morning meetings, reading and writing workshops, read-alouds, math workshop, focused study, and end-of-day activities. Because Tim teaches the same students for two full years, the authors take the opportunity to track the paths of literacy learning across the lives of two students. They also explore the role of state standards in Tim's teaching and provide clear demonstrations of the strategies he uses to promote democracy and community in his classroom. Additionally, the authors use a letter written by Tim directly to his fellow teachers to explicate the assessment, reporting, and parent communication strategies Tim employs. Tim is never willing to settle for what is typical in education, so this journey through his classroom, rich with stories, vignettes, and classroom examples, illustrates "what is possible when teachers, parents, university partners, and children inquire together." Looking Closely and Listening Carefully is both a theoretically sound and a practically relevant book.
Inquiry Units for English Language Arts is an engaging and relevant collection of instructional units that delve into contemporary problems related to equity, justice, identity, freedom, and social reform. Designed by practicing classroom teachers, these units integrate reading, writing, speaking, and listening as modes of investigation in the Language Arts classroom. Each chapter provides specific guidance in planning, initiating, managing, and assessing a unit’s line of inquiry to ensure that students’ academic, social, and emotional growth are central to the classroom experience. The units in this book illustrate how guided inquiry prioritizes inductive learning by framing problems that require students to work collaboratively as they develop the critical thinking skills necessary to be active participants in a democracy.
Improve reading achievement for students from diverse backgrounds with research-supported practices and culturally responsive interventions in phonemic awareness, phonics/decoding, fluency, vocabulary, and comprehension.
Although the Common Core and C3 Framework highlight literacy and inquiry as central goals for social studies, they do not offer guidelines, assessments, or curriculum resources. This practical guide presents six research-tested historical investigations along with all corresponding teaching materials and tools that have improved the historical thinking and argumentative writing of academically diverse students. Each investigation integrates reading, analysis, planning, composing, and reflection into a writing process that results in an argumentative history essay. Primary sources have been modified to allow struggling readers access to the material. Web links to original unmodified primary sources are also provided, along with other sources to extend investigations. The authors include sample student essays from each investigation to illustrate the progress of two different learners and explain how to support students’ development. Each chapter includes these helpful sections: Historical Background, Literacy Practices Students Will Learn, How to Teach This Investigation, How Might Students Respond?, Student Writing and Teacher Feedback, Lesson Plans and Materials. Book Features: Integrates literacy and inquiry with core U.S. history topics. Emphasizes argumentative writing, a key requirement of the Common Core. Offers explicit guidance for instruction with classroom-ready materials. Provides primary sources for differentiated instruction. Explains a curriculum appropriate for students who struggle with reading, as well as more advanced readers. Models how to transition over time from more explicit instruction to teacher coaching and greater student independence. “The tools this book provides—from graphic organizers, to lesson plans, to the accompanying documents—demystify the writing process and offer a sequenced path toward attaining proficiency.” —From the Foreword by Sam Wineburg, co-author of Reading Like a Historian “Assuming literate practice to be at the core of history learning and historical practice, the authors provide actual units of history instruction that can be immediately applied to classroom teaching. These units make visible how a cognitive apprenticeship approach enhances history and historical literacy learning and ensure a supported transition to teaching history in accordance with Common Core State Standards.” —Elizabeth Moje, Arthur F. Thurnau Professor, School of Education, University of Michigan “The C3 Framework for Social Studies State Standards and the Common Core State Standards challenge students to investigate complex ideas, think critically, and apply knowledge in real world settings. This extraordinary book provides tried-and-true practical tools and step-by-step directions for social studies to meet these goals and prepare students for college, career, and civic life in the 21st century.” —Michelle M. Herczog, president, National Council for the Social Studies
This teacher’s guide provides the background information, STEM concepts, and strategies needed to successfully implement an early STEM curriculum (Ramps and Pathways) with young children, ages 3–8. R&P actively engages young children in designing and building ramp structures using wooden cove molding, releasing marbles on the structures, and observing what happens. Children use logical-mathematical thinking and problem-solving skills as they explore science concepts related to motion, force, and energy. This guide helps teachers to: Structure and organize an engaging STEM learning environment. Understand and promote logical-mathematical and scientific thinking during investigations. Promote social settings that enhance communication, cooperation, and collaboration. Make the necessary accommodations and modifications for diverse learners. Integrate STEM concepts and skills with other content areas. Align teaching and learning with Next Generation Science Standards (NGSS) and Common Core State Standards (CCSS). Assess STEM learning using formative and summative assessments. Establish adult learning communities to support ongoing professional development. Help children develop habits and behaviors that contribute to positive attitudes toward STEM. This one-of-a-kind resource uses a newly created Inquiry Teaching Model (ITM) as the conceptual framework and devotes specific attention to the importance of an inclusive and social, STEM learning environment in which children are free to collaborate, take risks, and investigate within the context of exploratory and constructive play.
It can be a tough thing to admit: Despite hearing so much about the importance of inquiry-based science education, you may not be exactly sure what it is, not to mention how to do it. But now this engaging new book takes the intimidation out of inquiry. Science as Inquiry in the Secondary Setting gives you an overview of what inquiry can be like in middle and high school and explores how to incorporate more inquiry-centered practices into your own teaching. In 11 concise chapters, leading researchers raise and resolve such key questions as: What is Inquiry? What does inquiry look like in speccific classes, such as the Earth science lab or the chemitry lab? What are the basic features of inquiry instruction? How do you assess science as inquiry? Science as Inquiry was created to fill a vacuum. No other book serves as such a compact, easy-to-understand orientation to inquiry. It's ideal for guiding discussion, fostering reflection, and helping you enhance your own classroom practices. As chapter author Mark Windschitl writes, "The aim of doing more authrntic science in schools is not to mimic scientists, but to develop the depth of content knowledge, the habits of mind, and the critical reasoning skills that are so crucial to basic science literacy." This volume guides you to find new ways of helping students further along the path to science literacy.
Humans, especially children, are naturally curious. Yet, people often balk at the thought of learning scienceâ€"the "eyes glazed over" syndrome. Teachers may find teaching science a major challenge in an era when science ranges from the hardly imaginable quark to the distant, blazing quasar. Inquiry and the National Science Education Standards is the book that educators have been waiting forâ€"a practical guide to teaching inquiry and teaching through inquiry, as recommended by the National Science Education Standards. This will be an important resource for educators who must help school boards, parents, and teachers understand "why we can't teach the way we used to." "Inquiry" refers to the diverse ways in which scientists study the natural world and in which students grasp science knowledge and the methods by which that knowledge is produced. This book explains and illustrates how inquiry helps students learn science content, master how to do science, and understand the nature of science. This book explores the dimensions of teaching and learning science as inquiry for K-12 students across a range of science topics. Detailed examples help clarify when teachers should use the inquiry-based approach and how much structure, guidance, and coaching they should provide. The book dispels myths that may have discouraged educators from the inquiry-based approach and illuminates the subtle interplay between concepts, processes, and science as it is experienced in the classroom. Inquiry and the National Science Education Standards shows how to bring the standards to life, with features such as classroom vignettes exploring different kinds of inquiries for elementary, middle, and high school and Frequently Asked Questions for teachers, responding to common concerns such as obtaining teaching supplies. Turning to assessment, the committee discusses why assessment is important, looks at existing schemes and formats, and addresses how to involve students in assessing their own learning achievements. In addition, this book discusses administrative assistance, communication with parents, appropriate teacher evaluation, and other avenues to promoting and supporting this new teaching paradigm.
Connect inquiry to improved teaching and learning across your district! Now that federal and state initiatives require school districts to provide job-embedded professional development, the next step is making it happen. This book helps districts define, develop, and implement a systematic inquiry-based process with a laser-like focus on both adult and student learning. This book′s inquiry model challenges educators and students to: Define questions they are passionate about exploring Collect and analyze data to inform their questions Share what they have learned through the process with others Collaborate to build on their results and improve student achievement The authors′ award-winning school improvement program, featured in the text, offers a fresh look at how to improve the quality of teaching and learning across a district. Administrators, teachers, and students will find an invaluable road map for tackling real-world challenges and taking control of their own learning.