The Inquiry Design Model – Conceptual Principles: Inquiry Topics and Outcomes are grounded in the New York State Social Studies Framework Lately, I have been talking to teachers, friends and colleagues, about how they decide on the curriculum to use in their social studies courses. We had interesting discussions of
The Inquiry Design Model – Conceptual Principles: Inquiry Begins with a question This one might seem obvious and we have certainly talked a great deal about questions within these many blog posts. I’ve talked about the importance of questioning more broadly and about crafting compelling questions that aren’t just interesting
The Inquiry Design Model certainly was a significant part of my experience with the C3 Framework during 2015, but I believe 2016 is poised to be the year of IDM. Last week, we sent out an update on two big projects for the C3 Framework: the Inquiry Challenge and IDM
Inquiry is on the move in Winston-Salem North Carolina schools where teachers and students are making some sweet applications of the Inquiry Design Model – literally! Students in Rebecca Craps 5th grade classroom just completed an inquiry on the economics of chocolate and yes it came with the real thing. You
With the new year upon us, it’s hard to avoid reflecting back on 2015, both in terms of personal experiences, but also the changes we have seen impact our world. It feels like more than ever the social studies are needed. And no, NOT because history repeats itself. My problem
Writing inquiries are frustrating. Our pre-service teachers at the University of Kentucky, who have been working on their own this semester, would certainly agree with that sentiment. I don’t exactly come out and say it, but their aggravations are exactly what we want to see. Teachers should be wrestling with
“All I see is red.” “What happened? It looks like it’s bleeding to death.” Recently, while having coffee with some former students of mine, they reminisced about being in my class, specifically the way I would mark up their essays. Though they didn’t always appreciate the grade they received, they
Since joining the C3 Teacher team, I have noticed the Framework infiltrating my thinking. My teaching practice has certainly evolved, reflecting my refined pedagogical philosophies. I have been trying to foster more mindfulness in my personal life, so I think the appropriate term would be that I am becoming C3-minded.
Previously in Carly’s inquiry…in last month’s post, I introduced readers to my non-traditional class on “happiness” for Kentucky’s Governors Scholars Program. Empowered with a C3-mindedness, I was ready to apply the Inquiry Design Model to our unpacking of this complex idea. (See below for the blueprint.) Though they aren’t always
C3 Instructional Shifts – Shift 5: Provide tangible opportunities for taking informed action I re-read my previous blog post discussing the fourth dimension of the C3 Framework, which discussed the idea of students “Taking Informed Action.” If you go back, you’ll see I was very excited about the idea, but
