This professional resource provides a clear and practical tool for educators, curriculum leaders, and administrators! Highly visual and accessible, it explains the inquiry process and offers practical suggestions and tools for successfully implementing inquiry-based learning in the classroom.
Sample chapter Click here
1. An Introduction to Inquiry
1.1 What is inquiry-based learning?
1.2 Why is inquiry-based learning effective?
1.3 What are various types of inquiry?
2. Assessment of Inquiry
2.1 How do I gather valid evidence of learning during an inquiry?
2.2 How do I model and assess
growth of inquiry dispositions?
2.3 Where and how do I begin planning for an inquiry with a focus on assessment?
2.4 How can feedback raise student achievement?
3. Formulate Questions
3.1 Why bother creating inquiry questions?
3.2 What does a good inquiry question look
3.3 How can I help my students develop their own inquiry questions?
3.4 How can I use questions to help my students analyze their thinking?
3.5 How can I assess students as they create, refine, and as further questions?
4. Improve Communication
4.1 What is the essential
vocabulary of communicating inquiry thinking?
4.2 How do I purposefully attend to communication during an inquiry?
4.3 How can communication be assessed in a final product?
5. Gather and Analyze Sources
5.1 What are the key considerations when gathering sources?
5.2 What are some
practical strategies for analyzing sources?
6. Synthesize, Evaluate, and Draw Conclusions
6.1 How can I help my students make sense of their evidence and data?
6.2 How should students use evidence and data to evaluate and draw conclusions?
7. In Closing
7.1 Ten key points
Looking back, moving forward
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Jennifer Watt is an Instructional Leader for Beginning Teachers at the Toronto District School Board. She has been a history, politics, social science, and English teacher, and a consultant and a coordinator for 25 years. Throughout her career, she has supported both new and experienced
classroom teachers at all grade levels and subject areas in thinking about how to share their knowledge, experience, and practices to improve student learning and establish professional communities. Jennifer's work with teachers, teacher candidates, and administrators in Canada and internationally
has focused on teacher and student identity, the adolescent learner, assessment practices, and how to build more inclusive classroom communities. She is the author of several books for teachers and students, as well as exemplars and curriculum units. Jennifer has a Master's Degree focusing on the
assessment of teacher practice.
Jill Colyer is currently the National Coordinator of The Historical Thinking Project, a pan-Canadian history education reform initiative that is working toward the incorporation of historical thinking concepts into curricula, classroom resources, and
teacher supports. She works closely with ministries of education in each province and territory, advises educational publishers on resource development, and facilitates professional development workshops for teachers and administrators across the country. Jill has been a teacher and a writer of
curriculum materials since 1991. She has taught secondary school students in Canada and Malaysia, and has worked as an instructor in the Continuing Education Department at the Ontario Institute for Studies in Education at the University of Toronto. Her work in curriculum development includes the
writing of courses, textbooks, teaching guides, and assessment tools. Jill has also been a writer and editor for the CBC since 1996.