Concept-based inquiry in action: strategies to promote transferable understanding/ Carla Marschall and Rachel French
Contributor(s): Marschall, Carla and French, Rachel.
Material type:
BookPublisher: [California]: Sage Company, 2018Description: [xxi, 336 pages]: illustrations; 28 cm.ISBN: 9781506391298.Subject(s): Inquiry-based learning
DDC classification: 371.39 Summary: All students deserve the opportunity to think conceptually. But seeing conceptual relationships does not come naturally to every student. How can teachers construct thinking classrooms where students can move from the factual to the conceptual level of thinking? Concept-Based Inquiry in Action has the answers. In this book, Carla Marschall and Rachel French marry theory with practice to create a new framework for inquiry that promotes deep understanding: Concept-Based Inquiry. The key is helping students inquire into concepts and the relationships between them using guiding questions developed by the teacher, by the students themselves, or by the teacher and students together. Step by step, the authors lead both new and experienced educators to implement teaching strategies that support the realization of inquiry-based learning for understanding in any K-12 classroom--back cover.
| Current location | Call number | Status | Date due | Item holds |
|---|---|---|---|---|
| University of Santo Tomas-Legazpi High School Library | 371.39 M315c c2018 (Browse shelf) | Available |
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| 371.3 B647 c2019 Blended learning in practice: | 371.3 B892t c2018 A teachers guide to flexible grouping and collaborative learning: | 371.39/4 F893 2018 Developing Assessment-Capable Visible Learners, grades K-12 : | 371.39 M315c c2018 Concept-based inquiry in action: | 371.4 D191b c2019 Basic counselling skills for teachers/ | 372.4 B792 2015 Lessons & units for closer reading : | 372.465 Sc385 2014 The intensive phonological awareness (IPA) program / |
All students deserve the opportunity to think conceptually. But seeing conceptual relationships does not come naturally to every student. How can teachers construct thinking classrooms where students can move from the factual to the conceptual level of thinking? Concept-Based Inquiry in Action has the answers. In this book, Carla Marschall and Rachel French marry theory with practice to create a new framework for inquiry that promotes deep understanding: Concept-Based Inquiry. The key is helping students inquire into concepts and the relationships between them using guiding questions developed by the teacher, by the students themselves, or by the teacher and students together. Step by step, the authors lead both new and experienced educators to implement teaching strategies that support the realization of inquiry-based learning for understanding in any K-12 classroom--back cover.
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