Classroom practice

Everybody can do inquiry

Everybody can do inquiry. Everybody does do inquiry. One time my 2-year-old daughter and I pulled up alongside a school bus and my daughter pointed to it and said “school bus.” I asked her “how do you know that’s a school bus?” She replied “it’s yellow.” She had used evidence—the yellowness of the bus—to communicate […]

C3 in a special education setting

This is the first in a two-part blog from special education teacher Lauren Burda with her social studies colleague Heather Vivan. Part two is available here.  As a high school special education teacher, I have grown to know, understand, and anticipate the diverse needs and challenges faced by my students. Understanding special education has allowed me to individualize my instruction and challenge my students to accomplish […]

Modifying sources and using scaffolds to support inquiry

This is the second in a two-part blog from special education teacher Lauren Burda with her social studies colleague Heather Vivan. Part one is available here.  With a basic understanding of the C3 Framework and the Inquiry Design Model (IDM), Heather and I were ready to try it out. We developed an inquiry on global trade routes and cultural diffusion […]

For All Ages: A Question’s Enduring Issue

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 but are important to know. […]

Teaching Inquiry in My Three-Ring Circus

In my school, there are always a million acts to juggle with numerous priorities vying for attention. My school sometimes feels like three-ring circus, but I mean that in a good way. It’s is nestled in a “persistently low achieving” Title 1 school with a brand new interim principal, plenty of educational recovery specialists from the state, data […]

The Year of IDM: Coming Attractions

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 Handbook. Additionally, C3Teachers and the […]

C3 and IDM in practice in Winston-Salem Forsyth County Schools

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 can read more about this […]

2016: Enduring Lessons, but No Repeats

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 with the answer is, I […]

Taking In4med Action: 45 Options for Dimension 4     

  In the Summer of 2015 I facilitated a two week workshop with 8 high school social studies teachers on performance based assessments (PBA). This curriculum project provided the opportunity, and context, to formally introduce the C3 Framework and IDM to Fairfax County Public Schools. The team was comprised of 8 teachers who represented the […]

“Who Cares?” Writing Inquiries Worth Caring About

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 the concepts and topics of […]