The authors set forth the theory and rationale behind adopting a Guided Inquiry approach to PreK–12 education, as well as the expertise, roles and responsibilities of each member of the instructional team.
Worthington, OH: Linworth Publishing. Durbin, G., S. Morris, and S. Wilkinson. (1990). Learning from Objects. London: English Heritage Press. Educational Testing Service (ETS) (n.d.). iSkills Assessment. Available at www.ets.org/iskills ...
The companion book, Guided Inquiry: Learning in the 21st Century, explains what Guided Inquiry is and why it is now essential now. This book, Guided Inquiry Design: A Framework for Inquiry in Your School, explains how to do it.
Supplying classroom-tested lessons and unit plans that can serve as templates, this book demonstrates exactly how to integrate and implement Guided Inquiry Design® (GID) theory into practice.
This book helps educators foster academic success and college readiness: it demonstrates how to instruct high school students to find, process, and think about new information, and then synthesize that knowledge.
Edited by the cocreator of the Guided Inquiry Design® (GID) framework as well as an educator, speaker, and international consultant on the topic, this book explains the nuances of GID in the high school context.
Aligned with the Common Core, this book enables teachers and librarians to develop lessons and workshops as well as to teach high school students how to research and write a humanities paper using a guided inquiry approach.
This book explores Guided Inquiry Design®, a simple, practical model that addresses all areas of inquiry-based learning and sets the foundation for elementary-age students to learn more deeply.
This text follows the principles of inquiry-based learning and correspondingly emphasizes underlying chemistry concepts and the reasoning behind them.
The volume begins with an overview of POGIL and a discussion of the science education reform context in which it was developed. Next, cognitive models that serve as the basis...
With eight institutional case studies drawn from colleges and universities in English-speaking countries, this volume provides a clear description of inquiry-guided learning based on best practice.