Starting with Inquiry:
A Need for Change: As a new administrator in an urban public school in New Jersey, I began my journey into Social Studies curriculum reform with a fundamental question: How do we effectively implement the New Jersey Social Studies Disciplinary Practices in a way that is engaging, meaningful, and culturally responsive for our diverse, multilingual learners? This inquiry led me to explore various instructional frameworks that would align with our district’s specific needs. It became clear that we needed a “core resource” that was rigorous and “culturally relevant and accessible” to our student population. That search led us to the Inquiry Design Model (IDM), an approach that shifts Social Studies from rote memorization to deep, student-driven inquiry.
Piloting IDM in Summer Enrichment:
Before launching a full-scale implementation, we needed evidence that IDM would work for our students and teachers. Over the course of three years, we piloted IDM during our summer enrichment program, allowing us to test inquiry-based units in real classroom settings. These pilot experiences were invaluable —we observed firsthand how students engaged in compelling questions, analyzed primary sources, and developed their own interpretations of historical events. The impact was clear: students were not just learning history; they were “doing history”— asking questions, evaluating evidence, and formulating arguments. Encouraged by these successes, we decided to expand IDM to every K-6 classroom in the district.
Scaling Up: Bringing Inquiry to Every Classroom
With a vision to implement one full inquiry in every K-6 classroom, we knew that professional development and support for teachers would be critical. This led us to partner with Dr. SG Grant from C3 Teachers, a national expert in IDM and inquiry-based learning. With his guidance, we established a cohort model for training teachers, ensuring that educators received the necessary coaching, modeling, and curriculum-writing support to confidently implement IDM. Teachers engaged in collaborative curriculum writing, developing inquiries that were grounded in our students’ lived experiences while aligning with state standards. Throughout this process, administrative coaching was essential. Supporting teachers in shifting from traditional instruction to an inquiry-based framework required ongoing encouragement, classroom modeling, and troubleshooting challenges as they arose.
Challenges and Triumphs
As with any transformational change, our IDM journey was not without its challenges. Some educators were initially hesitant, concerned about time constraints, student readiness, and adapting to a new instructional approach. Others worried about the complexities of multilingual learners engaging with rigorous primary sources. As an administrator in a very large district, I found my content competing with other disciplines for professional development time. However, through strategic professional development, peer support, and real classroom successes, these concerns gradually gave way to confidence. Teachers saw students thinking critically, making connections, and leading their own learning in ways they hadn’t before.. The framework also empowered multilingual learners, as inquiry-based learning allowed them to engage through multiple entry points—discussion, analysis, and creative expression.
The Impact: Student and Teacher Growth
By embedding IDM into our district’s Social Studies framework, we cultivated a culture of inquiry that benefited both students and teachers: – Students became active participants in their learning, developing skills in critical thinking, analysis, and civic engagement.
Teachers grew as facilitators of inquiry, fostering discussions, debates, and deep analytical thinking among students.
Multilingual learners thrived in an environment where collaborative inquiry and multimodal learning allowed them to engage meaningfully with content.
Why I Strongly Recommend IDM
Given the current political climate—where Social Studies education is increasingly scrutinized and sometimes politicized—it is more important than ever to use a framework that encourages inquiry, critical thinking, and diverse perspectives. IDM does just that. It allows students to ask hard questions, engage in civil discourse, and explore history and social issues with depth and nuance. In a time where misinformation is widespread, teaching students how to think rather than what to think is a powerful and necessary shift.
Looking Ahead: Continuing the Inquiry
The implementation of IDM in my district is an ongoing journey, one that continues to evolve as we refine our curriculum, support our teachers, and empower our students to become engaged citizens. For administrators and educators considering IDM, my advice is simple: Lean into the inquiry. The process will challenge you, but the rewards—for students, teachers, and the greater community—are immeasurable.
