Concept-Based Inquiry in Action

Carla Marschall is an experienced educator, curriculum developer, and pedagogical leader, who has worked in a variety of leadership roles in international schools in Switzerland, Germany, Hong Kong, and Singapore over the past ten years. She currently works as the Director of Teaching & Learning at UWC South East Asia, with the mission to make “education a force to unite people, nations and cultures for peace and a sustainable future.” A certified Lynn Erickson Concept-Based Curriculum and Instruction Consultant, Carla is the co-author of Concept-Based Inquiry in Action (Corwin, 2018). Carla holds a Masters in Elementary Education from Teachers College, Columbia University and a Masters in Applied Educational Leadership and Management from the Institute of Education, University of London. Website: http://www.connectthedotsinternational.com/Rachel French, MA Ed, Rachel is a full-time educational consultant and presenter. Through workshops and ongoing consultation Rachel supports schools around the world with the planning and implementation of Concept-Based Inquiry.  She also coaches and provides feedback to teams of teachers on curriculum development. She is experienced in aligning Concept-Based Inquiry and the IB programmes.Rachel is an international teacher, who has worked in schools in South America, Africa, Europe, and Oceania. She is a certified Independent Consultant, Presenter and Trainer with Lynn Erickson and Lois Lanning. Rachel has presented numerous workshops in Europe and Asia, including workshops with Dr. Erickson, Dr. Lanning and Carla Marschall.Rachel is also the director of Professional Learning International (PLI), a company she founded to support  international schools and educators in accessing leading professional development opportunities. Through PLI, Rachel French is now the sole provider of the annual Dr. H. Lynn Erickson and Dr. Lois A. Lanning Certification Institute for Concept-Based Curriculum and Instruction Trainers and Presenters.E-mail: Rachel_french@prolearnint.comWebsite: www.professionallearninginternational.com

"For all its pedagogical purity, concept-based learning continues, no doubt, to perplex in practice. This book synchronizes concept and inquiry-based learning, demystifying the theories that underpin them and providing a wealth of practical classroom strategies that, ultimately, serves to deepen students’ conceptual understandings. 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."

• Foreword by H. Lynn Erickson and Lois A. LanningAcknowledgmentsAbout the AuthorsAbout the IllustratorIntroductionChapter 1: The Foundations of Concept-Based InquiryBringing Together Inquiry-Based and Concept-Based LearningPart 1: Exploring Inquiry-Based LearningInquiry Approaches in Concept-Based InquiryPart 2: Exploring Concept-Based LearningConcepts as OrganizersThe Structures of Knowledge and ProcessDisciplines Draw From Knowledge and ProcessPause and ReflectChapter 2: Concept-Based InquiryA Model of Concept-Based InquiryThe Phases of Concept-Based InquiryThe Complexity of InquiryConcept-Based Inquiry and the Inductive ApproachCreating a Culture of Concept-Based InquiryPause and ReflectChapter 3: Planning for Concept-Based InquiryWhat 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 InquiryHow Do the Phases of Inquiry Support Teacher Planning for Concept-Based Inquiry?What Are Approaches for Making Interdisciplinary Links?Connecting to the Phases of InquiryPause and ReflectChapter 4: EngageActivating Prior Knowledge Using Engagement StrategiesUsing Strategies to Motivate StudentsInitial Questions, Initial ThinkingRethinking Our Use of Engagement StrategiesOpinion-Based StrategiesExperiential StrategiesDiscussion-Based StrategiesAssessment in the Engage PhaseConnecting Phases of InquiryPause and ReflectChapter 5: FocusUsing Concept Formation Strategies to Focus an InquiryConcepts Provide Breadth and DepthLevels of Conceptual ThinkingEffective Concept Formation PracticesConcept Formation Strategies: Deductive and Inductive ApproachesChoosing Concept Formation StrategiesAssessment in the Focus PhaseConnecting Phases of InquiryPause and ReflectChapter 6: InvestigateThe Power of Factual ExamplesCase Study ApproachesFocus on Skill DevelopmentA Preface to StrategiesAssessment in the Investigate PhaseConnecting Phases of InquiryPause and ReflectChapter 7: OrganizeMaking Meaning Using OrganizersCognitive Load Theory and the Importance of OrganizingRepresentation and Conceptual UnderstandingSharing Findings as a Community of InquirersA Preface to StrategiesAssessment in the Organize PhaseConnecting Phases of InquiryPause and ReflectChapter 8: GeneralizeAn Inductive Approach to GeneralizingDeveloping Strong GeneralizationsScaffolding ThinkingThe Value of Recording GeneralizationsThe Importance of DiscussionA Preface to StrategiesAssessment in the Generalize PhaseConnecting Phases of InquiryPause and ReflectChapter 9: TransferTransfer That Deepens UnderstandingTesting and Justifying GeneralizationsUnderstanding New Events and SituationsPredicting and HypothesizingApplying LearningTaking ActionAssessment in the Transfer PhaseConnecting Phases of InquiryPause and ReflectChapter 10: ReflectThe Power of ReflectionThe Reflective CycleBuilding AgencyReflection Throughout the InquiryAssessing Reflection Throughout the InquiryConnecting Phases of InquiryPause and ReflectChapter 11: Concluding ThoughtsA Vision for Thinking ClassroomsUnderstand and AdaptResourcesResource A. Concept-Based Inquiry Glossary of TermsResource B. Concept-Based Inquiry PlannerResource C. Sample Concept-Based Inquiry Planner: Industrialization UnitReferencesIndex