Concept-Based Inquiry in Action
Purchase
Description
"This is exactly what my school needs right now to support colleagues to build on the foundations of our written concept-based curriculum and to take-off our taught curriculum to the next - and highest - levels."
Neville Kirton, Deputy Head of Secondary
Colegio Anglo Colombiano, Bogota, Colombia
"Filled with strategies, illustrations, diagrams, and pictures, this book really gives you the insight you need to help students better understand what they are learning. So many great ideas that can be used in any classroom. A must read for all educators."
Amanda McKee, 9th, Algebra/Geometry, Secondary Certified Instructor/Mentor
Johnsonville High School, Johnsonville, SC
Create a thinking classroom that helps students move from the factual to the conceptual
All students deserve the opportunity to think conceptually. But seeing conceptual relationships does not come naturally to every student. How can teachers construct thinking classrooms where students can move from the factual to the conceptual level of thinking?
Concept-Based Inquiry in Action has the answers. In this book, the authors marry theory with practice to create a new framework for inquiry that promotes deep understanding: Concept-Based Inquiry. The key is helping students to inquire into concepts and the relationships between them using guiding questions developed by the teacher, the students themselves, or by the teacher and students together. Step by step, the authors lead both new and experienced educators to implement teaching strategies that support the realization of inquiry-based learning for understanding in any K–12 classroom.
The book and its accompanying website are rich with the resources necessary to facilitate the construction and transfer of conceptual understanding, including
- Numerous practical teaching strategies, aligned to each phase of Concept-Based Inquiry, that can be modified for diverse populations
- Visual notes that represent significant ideas discussed each chapter
- Videos of instructional strategies and teacher interviews that show Concept-Based Inquiry in action in K–12 classrooms around the world
- Templates of graphic organizers, sample anchor charts, and blackline masters that support the use of teaching strategies in the classroom
- Planners that show how the phases of Concept-Based Inquiry come together in a unit
In a world filled with complexity, the role of the teacher as a facilitator of conceptual understanding has never been more pressing. Concept-Based Inquiry in Action provides teachers with the tools necessary to organize and focus student learning around concepts and conceptual relationships that support deep understanding.
Contents
Foreword by H. Lynn Erickson and Lois A. Lanning
Foreword by H. Lynn Erickson and Lois A. Lanning
Acknowledgments
Acknowledgments
About the Authors
About the Authors
About the Illustrator
About the Illustrator
Introduction
- Chapter 1: The Foundations of Concept-Based Inquiry
- Bringing Together Inquiry-Based and Concept-Based Learning
Part 1: Exploring Inquiry-Based Learning
- Inquiry Approaches in Concept-Based Inquiry
Part 2: Exploring Concept-Based Learning
- Concepts as Organizers
- The Structures of Knowledge and Process
- Disciplines Draw From Knowledge and Process
- Pause and Reflect
- Chapter 2: Concept-Based Inquiry
- A Model of Concept-Based Inquiry
- The Phases of Concept-Based Inquiry
- The Complexity of Inquiry
- Concept-Based Inquiry and the Inductive Approach
- Creating a Culture of Concept-Based Inquiry
- Pause and Reflect
- Chapter 3: Planning for Concept-Based Inquiry
- What Planning Steps Support Concept-Based Inquiry?
- How Can Teachers Enhance Their Understanding of a Unit?
- What Role Do Guiding Questions Play in Concept-Based Inquiry?
- What Do the Phases of Concept-Based Inquiry Look Like in a Unit?
- Pacing in Concept-Based Inquiry
- How Do the Phases of Inquiry Support Teacher Planning for Concept-Based Inquiry?
- What Are Approaches for Making Interdisciplinary Links?
- Connecting to the Phases of Inquiry
- Pause and Reflect
- Chapter 4: Engage
- Activating Prior Knowledge Using Engagement Strategies
- Using Strategies to Motivate Students
- Initial Questions, Initial Thinking
- Rethinking Our Use of Engagement Strategies
- Opinion-Based Strategies
- Experiential Strategies
- Discussion-Based Strategies
- Assessment in the Engage Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 5: Focus
- Using Concept Formation Strategies to Focus an Inquiry
- Concepts Provide Breadth and Depth
- Levels of Conceptual Thinking
- Effective Concept Formation Practices
- Concept Formation Strategies: Deductive and Inductive Approaches
- Choosing Concept Formation Strategies
- Assessment in the Focus Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 6: Investigate
- The Power of Factual Examples
- Case Study Approaches
- Focus on Skill Development
- A Preface to Strategies
- Assessment in the Investigate Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 7: Organize
- Making Meaning Using Organizers
- Cognitive Load Theory and the Importance of Organizing
- Representation and Conceptual Understanding
- Sharing Findings as a Community of Inquirers
- A Preface to Strategies
- Assessment in the Organize Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 8: Generalize
- An Inductive Approach to Generalizing
- Developing Strong Generalizations
- Scaffolding Thinking
- The Value of Recording Generalizations
- The Importance of Discussion
- A Preface to Strategies
- Assessment in the Generalize Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 9: Transfer
- Transfer That Deepens Understanding
- Testing and Justifying Generalizations
- Understanding New Events and Situations
- Predicting and Hypothesizing
- Applying Learning
- Taking Action
- Assessment in the Transfer Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 10: Reflect
- The Power of Reflection
- The Reflective Cycle
- Building Agency
- Reflection Throughout the Inquiry
- Assessing Reflection Throughout the Inquiry
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 11: Concluding Thoughts
- A Vision for Thinking Classrooms
- Understand and Adapt
Resources
- Resource A. Concept-Based Inquiry Glossary of Terms
- Resource B. Concept-Based Inquiry Planner
- Resource C. Sample Concept-Based Inquiry Planner: Industrialization Unit
References
References
Index
Index
Resources
Companion Website
connectthedotsinternational.com/members-onlyAdditional materials
Description
"This is exactly what my school needs right now to support colleagues to build on the foundations of our written concept-based curriculum and to take-off our taught curriculum to the next - and highest - levels."
Neville Kirton, Deputy Head of Secondary
Colegio Anglo Colombiano, Bogota, Colombia
"Filled with strategies, illustrations, diagrams, and pictures, this book really gives you the insight you need to help students better understand what they are learning. So many great ideas that can be used in any classroom. A must read for all educators."
Amanda McKee, 9th, Algebra/Geometry, Secondary Certified Instructor/Mentor
Johnsonville High School, Johnsonville, SC
Create a thinking classroom that helps students move from the factual to the conceptual
All students deserve the opportunity to think conceptually. But seeing conceptual relationships does not come naturally to every student. How can teachers construct thinking classrooms where students can move from the factual to the conceptual level of thinking?
Concept-Based Inquiry in Action has the answers. In this book, the authors marry theory with practice to create a new framework for inquiry that promotes deep understanding: Concept-Based Inquiry. The key is helping students to inquire into concepts and the relationships between them using guiding questions developed by the teacher, the students themselves, or by the teacher and students together. Step by step, the authors lead both new and experienced educators to implement teaching strategies that support the realization of inquiry-based learning for understanding in any K–12 classroom.
The book and its accompanying website are rich with the resources necessary to facilitate the construction and transfer of conceptual understanding, including
- Numerous practical teaching strategies, aligned to each phase of Concept-Based Inquiry, that can be modified for diverse populations
- Visual notes that represent significant ideas discussed each chapter
- Videos of instructional strategies and teacher interviews that show Concept-Based Inquiry in action in K–12 classrooms around the world
- Templates of graphic organizers, sample anchor charts, and blackline masters that support the use of teaching strategies in the classroom
- Planners that show how the phases of Concept-Based Inquiry come together in a unit
In a world filled with complexity, the role of the teacher as a facilitator of conceptual understanding has never been more pressing. Concept-Based Inquiry in Action provides teachers with the tools necessary to organize and focus student learning around concepts and conceptual relationships that support deep understanding.
Contents
Foreword by H. Lynn Erickson and Lois A. Lanning
Foreword by H. Lynn Erickson and Lois A. Lanning
Acknowledgments
Acknowledgments
About the Authors
About the Authors
About the Illustrator
About the Illustrator
Introduction
- Chapter 1: The Foundations of Concept-Based Inquiry
- Bringing Together Inquiry-Based and Concept-Based Learning
Part 1: Exploring Inquiry-Based Learning
- Inquiry Approaches in Concept-Based Inquiry
Part 2: Exploring Concept-Based Learning
- Concepts as Organizers
- The Structures of Knowledge and Process
- Disciplines Draw From Knowledge and Process
- Pause and Reflect
- Chapter 2: Concept-Based Inquiry
- A Model of Concept-Based Inquiry
- The Phases of Concept-Based Inquiry
- The Complexity of Inquiry
- Concept-Based Inquiry and the Inductive Approach
- Creating a Culture of Concept-Based Inquiry
- Pause and Reflect
- Chapter 3: Planning for Concept-Based Inquiry
- What Planning Steps Support Concept-Based Inquiry?
- How Can Teachers Enhance Their Understanding of a Unit?
- What Role Do Guiding Questions Play in Concept-Based Inquiry?
- What Do the Phases of Concept-Based Inquiry Look Like in a Unit?
- Pacing in Concept-Based Inquiry
- How Do the Phases of Inquiry Support Teacher Planning for Concept-Based Inquiry?
- What Are Approaches for Making Interdisciplinary Links?
- Connecting to the Phases of Inquiry
- Pause and Reflect
- Chapter 4: Engage
- Activating Prior Knowledge Using Engagement Strategies
- Using Strategies to Motivate Students
- Initial Questions, Initial Thinking
- Rethinking Our Use of Engagement Strategies
- Opinion-Based Strategies
- Experiential Strategies
- Discussion-Based Strategies
- Assessment in the Engage Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 5: Focus
- Using Concept Formation Strategies to Focus an Inquiry
- Concepts Provide Breadth and Depth
- Levels of Conceptual Thinking
- Effective Concept Formation Practices
- Concept Formation Strategies: Deductive and Inductive Approaches
- Choosing Concept Formation Strategies
- Assessment in the Focus Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 6: Investigate
- The Power of Factual Examples
- Case Study Approaches
- Focus on Skill Development
- A Preface to Strategies
- Assessment in the Investigate Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 7: Organize
- Making Meaning Using Organizers
- Cognitive Load Theory and the Importance of Organizing
- Representation and Conceptual Understanding
- Sharing Findings as a Community of Inquirers
- A Preface to Strategies
- Assessment in the Organize Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 8: Generalize
- An Inductive Approach to Generalizing
- Developing Strong Generalizations
- Scaffolding Thinking
- The Value of Recording Generalizations
- The Importance of Discussion
- A Preface to Strategies
- Assessment in the Generalize Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 9: Transfer
- Transfer That Deepens Understanding
- Testing and Justifying Generalizations
- Understanding New Events and Situations
- Predicting and Hypothesizing
- Applying Learning
- Taking Action
- Assessment in the Transfer Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 10: Reflect
- The Power of Reflection
- The Reflective Cycle
- Building Agency
- Reflection Throughout the Inquiry
- Assessing Reflection Throughout the Inquiry
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 11: Concluding Thoughts
- A Vision for Thinking Classrooms
- Understand and Adapt
Resources
- Resource A. Concept-Based Inquiry Glossary of Terms
- Resource B. Concept-Based Inquiry Planner
- Resource C. Sample Concept-Based Inquiry Planner: Industrialization Unit
References
References
Index
Index
Resources
Companion Website
connectthedotsinternational.com/members-onlyAdditional materials
Reviews
Concept-Based Inquiry in Action
Strategies to Promote Transferable Understanding
June 2018 | 368 pages | Corwin
| Format | Published Date | ISBN | Price |
|---|---|---|---|
| Paperback | 01/01/2025 | 9781506391298 | $40.95 |
| Lifetime | 01/01/2025 | 9781506391281 | $37.00 |
"This is exactly what my school needs right now to support colleagues to build on the foundations of our written concept-based curriculum and to take-off our taught curriculum to the next - and highest - levels."
Neville Kirton, Deputy Head of Secondary
Colegio Anglo Colombiano, Bogota, Colombia
"Filled with strategies, illustrations, diagrams, and pictures, this book really gives you the insight you need to help students better understand what they are learning. So many great ideas that can be used in any classroom. A must read for all educators."
Amanda McKee, 9th, Algebra/Geometry, Secondary Certified Instructor/Mentor
Johnsonville High School, Johnsonville, SC
Create a thinking classroom that helps students move from the factual to the conceptual
All students deserve the opportunity to think conceptually. But seeing conceptual relationships does not come naturally to every student. How can teachers construct thinking classrooms where students can move from the factual to the conceptual level of thinking?
Concept-Based Inquiry in Action has the answers. In this book, the authors marry theory with practice to create a new framework for inquiry that promotes deep understanding: Concept-Based Inquiry. The key is helping students to inquire into concepts and the relationships between them using guiding questions developed by the teacher, the students themselves, or by the teacher and students together. Step by step, the authors lead both new and experienced educators to implement teaching strategies that support the realization of inquiry-based learning for understanding in any K–12 classroom.
The book and its accompanying website are rich with the resources necessary to facilitate the construction and transfer of conceptual understanding, including
- Numerous practical teaching strategies, aligned to each phase of Concept-Based Inquiry, that can be modified for diverse populations
- Visual notes that represent significant ideas discussed each chapter
- Videos of instructional strategies and teacher interviews that show Concept-Based Inquiry in action in K–12 classrooms around the world
- Templates of graphic organizers, sample anchor charts, and blackline masters that support the use of teaching strategies in the classroom
- Planners that show how the phases of Concept-Based Inquiry come together in a unit
In a world filled with complexity, the role of the teacher as a facilitator of conceptual understanding has never been more pressing. Concept-Based Inquiry in Action provides teachers with the tools necessary to organize and focus student learning around concepts and conceptual relationships that support deep understanding.
Table Of Contents:
- Foreword by H. Lynn Erickson and Lois A. Lanning
- Acknowledgments
- About the Authors
- About the Illustrator
- Introduction
- Chapter 1: The Foundations of Concept-Based Inquiry
- Bringing Together Inquiry-Based and Concept-Based Learning
- Part 1: Exploring Inquiry-Based Learning
- Inquiry Approaches in Concept-Based Inquiry
- Part 2: Exploring Concept-Based Learning
- Concepts as Organizers
- The Structures of Knowledge and Process
- Disciplines Draw From Knowledge and Process
- Pause and Reflect
- Chapter 2: Concept-Based Inquiry
- A Model of Concept-Based Inquiry
- The Phases of Concept-Based Inquiry
- The Complexity of Inquiry
- Concept-Based Inquiry and the Inductive Approach
- Creating a Culture of Concept-Based Inquiry
- Pause and Reflect
- Chapter 3: Planning for Concept-Based Inquiry
- What Planning Steps Support Concept-Based Inquiry?
- How Can Teachers Enhance Their Understanding of a Unit?
- What Role Do Guiding Questions Play in Concept-Based Inquiry?
- What Do the Phases of Concept-Based Inquiry Look Like in a Unit?
- Pacing in Concept-Based Inquiry
- How Do the Phases of Inquiry Support Teacher Planning for Concept-Based Inquiry?
- What Are Approaches for Making Interdisciplinary Links?
- Connecting to the Phases of Inquiry
- Pause and Reflect
- Chapter 4: Engage
- Activating Prior Knowledge Using Engagement Strategies
- Using Strategies to Motivate Students
- Initial Questions, Initial Thinking
- Rethinking Our Use of Engagement Strategies
- Opinion-Based Strategies
- Experiential Strategies
- Discussion-Based Strategies
- Assessment in the Engage Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 5: Focus
- Using Concept Formation Strategies to Focus an Inquiry
- Concepts Provide Breadth and Depth
- Levels of Conceptual Thinking
- Effective Concept Formation Practices
- Concept Formation Strategies: Deductive and Inductive Approaches
- Choosing Concept Formation Strategies
- Assessment in the Focus Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 6: Investigate
- The Power of Factual Examples
- Case Study Approaches
- Focus on Skill Development
- A Preface to Strategies
- Assessment in the Investigate Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 7: Organize
- Making Meaning Using Organizers
- Cognitive Load Theory and the Importance of Organizing
- Representation and Conceptual Understanding
- Sharing Findings as a Community of Inquirers
- A Preface to Strategies
- Assessment in the Organize Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 8: Generalize
- An Inductive Approach to Generalizing
- Developing Strong Generalizations
- Scaffolding Thinking
- The Value of Recording Generalizations
- The Importance of Discussion
- A Preface to Strategies
- Assessment in the Generalize Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 9: Transfer
- Transfer That Deepens Understanding
- Testing and Justifying Generalizations
- Understanding New Events and Situations
- Predicting and Hypothesizing
- Applying Learning
- Taking Action
- Assessment in the Transfer Phase
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 10: Reflect
- The Power of Reflection
- The Reflective Cycle
- Building Agency
- Reflection Throughout the Inquiry
- Assessing Reflection Throughout the Inquiry
- Connecting Phases of Inquiry
- Pause and Reflect
- Chapter 11: Concluding Thoughts
- A Vision for Thinking Classrooms
- Understand and Adapt
- Resources
- Resource A. Concept-Based Inquiry Glossary of Terms
- Resource B. Concept-Based Inquiry Planner
- Resource C. Sample Concept-Based Inquiry Planner: Industrialization Unit
- References
- Index