E-book | THINQ Grades 1-3 by Jill Colyer, Teresa Cariglia-Bull, Liz Davis, Shannon Simpson & Maria Swift

Prices

Original price: £35

The price listed is for lifetime purchase. Other pricing options are available for this e-book:
30 Days: £11.92
60 Days: £13.62
120 Days: £15.32
180 Days: £17.03
1 Year: £25.54

For further information, please visit Routledge website.

Description

THINQ Grades 1--3
Inquiry-Based Learning in the Classroom (Make inquiry-based learning a practical reality for every classroom.)
Many educators understand that inquiry-based learning holds great potential but still need guidance to implement inquiry in their daily instructional practice. In this book, the authors provide a clear and concise approach to making inquiry-based learning a reality for any classroom. Discover why and how elementary teachers should adopt inquiry-based assessment and instructional practices to benefit their first- to third-grade learners.

Grades 1–3 teachers can use this book to:
Recognize how they can realistically and gradually integrate inquiry-based learning into their classrooms
Answer questions individually or with colleagues to reflect on their journey into inquiry-based learning
Read real-life accounts of inquiry in action across grade levels
Assess what effective reflection and sharing look like in grades 1–3
Access reproducibles that will help them with inquiry-based learning

Contents:

Introduction: About THINQ
Chapter 1: Getting Started—Inquiry-Based Learning With Elementary Learners
Chapter 2: Assessment and Evaluation—Understanding How Elementary Learners Are Doing
Chapter 3: Wondering and Questioning—The Heart of Inquiry
Chapter 4: Finding Out—The Investigation and Exploration Phase of an Inquiry
Chapter 5: Making Sense—Helping Elementary Students Synthesize, Consolidate, and Reflect
Chapter 6: Reflecting and Sharing—Pushing Learning to a Deeper Level
Chapter 7: Wrapping It Up—What Matters Most
References and Resources
Index

Table of Contents

Cover Page
Title Page
Copyright
Acknowledgments
Table of Contents
About the Series Editors
About the Authors
Foreword
Introduction: About THINQ
Professional learning — a personal journey
Book study notes
Getting Started: Inquiry-based learning with primary learners
1.1 What is inquiry learning?
1.2 Is inquiry a better way to learn?
1.3 How can we support inquiry dispositions in primary classrooms?
1.4 Is there a standard model or method of inquiry?
1.5 What is the primary teacher’s role in inquiry learning?
1.6 Is inquiry appropriate for primary learners?
1.7 How does inquiry differ from a traditional program?
Revisit and reflect
Reproducible 1A An inquiry process model
Reproducible 1B Teacher inquiry readiness checklist
Reproducible 1C 7 big ideas about inquiry-based learning at the primary level
Assessment and Evaluation: Understanding how our primary learners are doing
2.1 How do we assess inquiry?
2.2 What exactly do we assess during inquiry learning?
2.3 How can we become partners with our students in assessment?
2.4 How can I use feedback to improve learning during an inquiry?
2.5 Why is balanced assessment important in primary classrooms?
2.6 How can we use evidence and documentation to improve learning?
Revisit and reflect
Reproducible 2A How to model and assess inquiry dispositions
Reproducible 2B The six essential inquiry abilities for assessment
Reproducible 2C An inquiry rubric
Reproducible 2D Student exploration: Can you identify an argument?
Reproducible 2E 28 ways to document learning
Reproducible 2F A protocol for analysis of pedagogical documentation
Reproducible 2G 6 big ideas about inquiry assessment
Reproducible 2H Teacher checklist: Purposeful planning for inquiry
Wondering and Questioning: The heart of inquiry
3.1 How can I nurture wonder in my classroom?
3.2 How do inquiry questions drive learning?
3.3 What are some ways to provoke and launch an inquiry?
3.4 How can I help students develop their questioning abilities?
3.5 Does every interest, wondering and question become an inquiry?
3.6 How do I assess students as they ask questions?
Revisit and reflect
Reproducible 3A 8 characteristics of effective inquiry questions
Reproducible 3B Assessment planning template: Asks questions
Reproducible 3C Inquiry rubric and self-check: Asks questions
Reproducible 3D Student exploration: What I see, what I think, what I wonder, what I feel
Reproducible 3E 6 big ideas about wondering and questioning in primary
Reproducible 3F Teacher checklist: Wonder and questioning in my classroom
Finding Out: The investigation and exploration phase of an inquiry
4.1 How do I get my students interested in finding answers to their questions?
4.2 Where does literacy fit into inquiry?
4.3 How can I support primary students in working with information, data and evidence?
4.4 How can I ensure my students use information that is reliable and credible?
4.5 How do I assess the investigation and exploration stages of the inquiry process?
Revisit and reflect
Reproducible 4A Evaluating sources and evidence: P.A.S.S.
Reproducible 4B Evaluating sources and evidence: R.A. D.A. R.
Reproducible 4C Assessment planning template: Understands what is currently known
Reproducible 4D Inquiry rubric and self-check: Understands what is currently known
Reproducible 4E Teacher checklist: Investigative mindset in my classroom
Making Sense: Helping primary students synthesize, consolidate and reflect
5.1 What does the “making sense” part of inquiry involve?
5.2 What are some obstacles to the synthesis process?
5.3 How can I help students consolidate their information?
5.4 What are some simple tools to help students draw conclusions?
5.5 How do I assess the “making sense” phase of the inquiry process?
Revisit and reflect
Reproducible 5A Putting it all together
Reproducible 5B Support for my inquiry question/big Idea
Reproducible 5C Making sense of my inquiry question
Reproducible 5D Student self-check: Making sense
Reproducible 5E PMI Chart
Reproducible 5F Balance of evidence
Reproducible 5G Drawing a conclusion: The ladder of inference
Reproducible 5H Assessment planning template: Puts it all together
Reproducible 5I Inquiry rubric and self-check: Puts it all together
Reproducible 5J Teacher checklist: Synthesis and consolidation in my classroom
Reflecting and Sharing: Pushing learning to a deeper level
6.1 Why does reflection and sharing matter?
6.2 What do effective refection and sharing look and sound like?
6.3 How can I help primary students to listen and respond appropriately during sharing?
Revisit and reflect
Reproducible 6A Conclusion of inquiry: Student self-reflection
Reproducible 6B Pushing thinking deeper: Self-reflection prompts
Reproducible 6C Critique prompts: Peer feedback
Wrapping It Up: What matters most
7.1 What are the big ideas of inquiry?
7.2 How do I move forward from here?
References and Resouces
Index