Reflections on the C3

The Limits of Inquiry

One thing the C3 Teacher team hears over and over when we introduce IDM to teachers is how they like the idea of it, but think they can only use it for certain classes: only advanced levels or for older grades or for one well-behaving class versus another, etc. Whatever qualification you want to use […]

C3 and PBL: A (Taking) Informed (Action) Crosswalk

History literally means “inquiry.” I always love seeing teachers’ reactions when I share this insight in conversations about instruction, or during workshops, or whenever I get the chance to really. I have noticed that this somewhat trivial piece of information elicits an “A-Ha!” moments which, to some extent, reframes the teaching and learning in their […]

In Defense of Studying the Social Studies

The Inquiry Design Model – Conceptual Principles: Promote Literacy Practices and Outcomes As someone employed in a social studies field, you are aware of how studying one of these disciplines is often discouraged, undervalued, and even, the butt of jokes. AND sometimes the attacks come from people IN social studies-related fields. For example, in April, Kentucky’s […]

Recipe for Inquiry: Learning to DO SOMETHING

The Inquiry Design Model – Conceptual Principles: Disciplinary knowledge and skills are integrated within an investigation I have stopped buying my niece and nephew presents. I know, I know. I’m a horrible aunt, right? What I do instead is give them each a coupon for a date with their Aunt Carly to do whatever they […]

The C3 Framework and Market Based Reforms

It has been a long time since I have written a blog post on C3 teachers however, my examination into the framework has continued. Along the way I’ve become interested in how the C3 Framework interacts with the market-based reform movement that has grown to become the standard for education reform. In this post, I […]

Unpacking Informed Action or Do we always have to march on Washington?

  One of the highlights of my job as a social studies curriculum manager is going to schools in D.C. and seeing teachers and students doing their work firsthand in the classroom. Just last week I had the pleasure of judging students in the Soapbox competition of the Mikva Challenge. Students in the required 12th […]

C3 and the NY Project: How Far We’ve Come

I love the C3 Framework. I think I might have been the first teacher to have publicly come out in favor of them. It’s easy to be excited about new things, though. Recently, as the C3 has become less new, I’ve thought more and more about a conversation I had with a professor whose thinking […]

Heavy Lifting

As I stared at the white box which held all the files for my undergraduate social studies methods course, I silently asked it, “What went wrong?” Well, perhaps I am overstating the problem. There was nothing “wrong” with the course, per se, but as I finished grading the students’ last assignment, an authentic teaching activity […]

Being C3-Minded in the Non-Traditional Classroom, part II

Previously in Carly’s inquiry…in last month’s post, I introduced readers to my non-traditional class on “happiness” for Kentucky’s Governors Scholars Program. Empowered with a C3-mindedness, I was ready to apply the Inquiry Design Model to our unpacking of this complex idea.  (See below for the blueprint.) Though they aren’t always this easy to write, the […]

Being C3-Minded in the Non-Traditional Classroom

Since joining the C3 Teacher team, I have noticed the Framework infiltrating my thinking. My teaching practice has certainly evolved, reflecting my refined pedagogical philosophies.   I have been trying to foster more mindfulness in my personal life, so I think the appropriate term would be that I am becoming C3-minded. This was especially evident as […]