Holdings Information

Bibliographic Record Display

• Title:Concept-based inquiry in action : strategies to promote transferable understanding / Carla Marschall and Rachel French ; foreword by H. Lynn Erickson and Lois A. Lanning ; illustrations by Andrea Mosteller.
  
•    
• Author/Creator:Marschall, Carla, author.
  
• Other Contributors/Collections:French, Rachel, author.
  Erickson, H. Lynn, writer of foreword.
  Lanning, Lois A., writer of foreword.
  Mosteller, Andrea, illustrator.
  
• Published/Created:Thousand Oaks, California : Corwin, a SAGE Company, [2018]
  

• Holdings

  Holdings Record Display

  • Location:EDUCATION LIBRARY stacksWhere is this?
    
  • Call Number: LB1027.23 .M27 2018
    
  • Number of Items:1
    
  • Status:Available
    

   
• Library of Congress Subjects:Inquiry-based learning.
  
• Description:xxi, 336 pages : illustrations ; 28 cm
  
• 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.
  
• Notes:Includes bibliographical references (pages 327-330) and index.
  
• ISBN:9781506391298 paperback ; alkaline paper
  150639129X paperback ; alkaline paper
  
• Contents:Machine generated contents note: Bringing Together Inquiry-Based and Concept-Based Learning / H. Lynn Erickson / Lois A. Lanning
  Part 1: Exploring Inquiry-Based Learning / H. Lynn Erickson / Lois A. Lanning
  Teaching and Learning Continuum / H. Lynn Erickson / Lois A. Lanning
  Structured, Guided, and Open Inquiry / H. Lynn Erickson / Lois A. Lanning
  Inquiry Approaches in Concept-Based Inquiry / H. Lynn Erickson / Lois A. Lanning
  Part 2: Exploring Concept-Based Learning / H. Lynn Erickson / Lois A. Lanning
  Concepts as Organizers / H. Lynn Erickson / Lois A. Lanning
  Structures of Knowledge and Process / H. Lynn Erickson / Lois A. Lanning
  Structure of Knowledge / H. Lynn Erickson / Lois A. Lanning
  Structure of Process / H. Lynn Erickson / Lois A. Lanning
  Disciplines Draw From Knowledge and Process / H. Lynn Erickson / Lois A. Lanning
  Pause and Reflect / H. Lynn Erickson / Lois A. Lanning
  Model of Concept-Based Inquiry / H. Lynn Erickson / Lois A. Lanning
  Phases of Concept-Based Inquiry / H. Lynn Erickson / Lois A. Lanning
  Engage / H. Lynn Erickson / Lois A. Lanning
  Focus / H. Lynn Erickson / Lois A. Lanning
  Investigate / H. Lynn Erickson / Lois A. Lanning
  Organize / H. Lynn Erickson / Lois A. Lanning
  Generalize / H. Lynn Erickson / Lois A. Lanning
  Transfer / H. Lynn Erickson / Lois A. Lanning
  Reflect / H. Lynn Erickson / Lois A. Lanning
  Complexity of Inquiry / H. Lynn Erickson / Lois A. Lanning
  Concept-Based Inquiry and the Inductive Approach / H. Lynn Erickson / Lois A. Lanning
  Creating a Culture of Concept-Based Inquiry / H. Lynn Erickson / Lois A. Lanning
  Pause and Reflect / H. Lynn Erickson / Lois A. Lanning
  What Planning Steps Support Concept-Based Inquiry? / H. Lynn Erickson / Lois A. Lanning
  How Can Teachers Enhance Their Understanding of a Unit? / H. Lynn Erickson / Lois A. Lanning
  Strategy for Unit Planning: Unit Web / H. Lynn Erickson / Lois A. Lanning
  What Role Do Guiding Questions Play in Concept-Based Inquiry? / H. Lynn Erickson / Lois A. Lanning
  Strategy for Unit Planning: Unpacking Generalizations / H. Lynn Erickson / Lois A. Lanning
  What Do the Phases of Concept-Based Inquiry Look Like in a Unit? / H. Lynn Erickson / Lois A. Lanning
  Pacing in Concept-Based Inquiry / H. Lynn Erickson / Lois A. Lanning
  How Do the Phases of Inquiry Support Teacher Planning for Concept-Based Inquiry? / H. Lynn Erickson / Lois A. Lanning
  Strategy for Unit Planning: Ordering Generalizations / H. Lynn Erickson / Lois A. Lanning
  What Are Approaches for Making Interdisciplinary Links? / H. Lynn Erickson / Lois A. Lanning
  Strategy for Unit Planning: Unit Mapping / H. Lynn Erickson / Lois A. Lanning
  Connecting to the Phases of Inquiry / H. Lynn Erickson / Lois A. Lanning
  Pause and Reflect / H. Lynn Erickson / Lois A. Lanning
  Activating Prior Knowledge Using Engagement Strategies / H. Lynn Erickson / Lois A. Lanning
  Using Strategies to Motivate Students / H. Lynn Erickson / Lois A. Lanning
  Initial Questions, Initial Thinking / H. Lynn Erickson / Lois A. Lanning
  Rethinking Our Use of Engagement Strategies / H. Lynn Erickson / Lois A. Lanning
  Strategies to Engage / H. Lynn Erickson / Lois A. Lanning
  Opinion-Based Strategies / H. Lynn Erickson / Lois A. Lanning
  Four-Corner Debate / H. Lynn Erickson / Lois A. Lanning
  Spectrum Statements / H. Lynn Erickson / Lois A. Lanning
  Experiential Strategies / H. Lynn Erickson / Lois A. Lanning
  Simulation / H. Lynn Erickson / Lois A. Lanning
  Mess About / H. Lynn Erickson / Lois A. Lanning
  Discussion-Based Strategies / H. Lynn Erickson / Lois A. Lanning
  Question Stretches / H. Lynn Erickson / Lois A. Lanning
  Discussion Protocols / H. Lynn Erickson / Lois A. Lanning
  Spider Web Discussion / H. Lynn Erickson / Lois A. Lanning
  Affinity Diagram / H. Lynn Erickson / Lois A. Lanning
  Mother Tongue Connections / H. Lynn Erickson / Lois A. Lanning
  Assessment in the Engage Phase / H. Lynn Erickson / Lois A. Lanning
  Connecting Phases of Inquiry / H. Lynn Erickson / Lois A. Lanning
  Pause and Reflect / H. Lynn Erickson / Lois A. Lanning
  Using Concept Formation Strategies to Focus an Inquiry / H. Lynn Erickson / Lois A. Lanning
  Concepts Provide Breadth and Depth / H. Lynn Erickson / Lois A. Lanning
  Conceptual Lens / H. Lynn Erickson / Lois A. Lanning
  Driving Concepts / H. Lynn Erickson / Lois A. Lanning
  Determining a Unit's Driving Concepts / H. Lynn Erickson / Lois A. Lanning
  Levels of Conceptual Thinking / H. Lynn Erickson / Lois A. Lanning
  Effective Concept Formation Practices / H. Lynn Erickson / Lois A. Lanning
  Concept Formation Strategies: Deductive and Inductive Approaches / H. Lynn Erickson / Lois A. Lanning
  Choosing Concept Formation Strategies / H. Lynn Erickson / Lois A. Lanning
  Strategies for Concept Formation / H. Lynn Erickson / Lois A. Lanning
  Frayer Model / H. Lynn Erickson / Lois A. Lanning
  Concept Quadrants / H. Lynn Erickson / Lois A. Lanning
  All, Some, None / H. Lynn Erickson / Lois A. Lanning
  Adjectives / H. Lynn Erickson / Lois A. Lanning
  Group, Describe, Name / H. Lynn Erickson / Lois A. Lanning
  Concept Riddles / H. Lynn Erickson / Lois A. Lanning
  Create Combine / H. Lynn Erickson / Lois A. Lanning
  Spectrum Sort / H. Lynn Erickson / Lois A. Lanning
  Diamond Ranking / H. Lynn Erickson / Lois A. Lanning
  Concept Graphs / H. Lynn Erickson / Lois A. Lanning
  Dimensions / H. Lynn Erickson / Lois A. Lanning
  Analogies / H. Lynn Erickson / Lois A. Lanning
  Assessment in the Focus Phase / H. Lynn Erickson / Lois A. Lanning
  Connecting Phases of Inquiry / H. Lynn Erickson / Lois A. Lanning
  Pause and Reflect / H. Lynn Erickson / Lois A. Lanning
  Power of Factual Examples / H. Lynn Erickson / Lois A. Lanning
  Case Study Approaches / H. Lynn Erickson / Lois A. Lanning
  Focus on Skill Development / H. Lynn Erickson / Lois A. Lanning
  Preface to Strategies / H. Lynn Erickson / Lois A. Lanning
  Strategies and Resources to Investigate / H. Lynn Erickson / Lois A. Lanning
  Print Resources / H. Lynn Erickson / Lois A. Lanning
  Use of Technology / H. Lynn Erickson / Lois A. Lanning
  Visual Resources / H. Lynn Erickson / Lois A. Lanning
  Experiential Methods / H. Lynn Erickson / Lois A. Lanning
  Human Resources / H. Lynn Erickson / Lois A. Lanning
  Assessment in the Investigate Phase / H. Lynn Erickson / Lois A. Lanning
  Connecting Phases of Inquiry / H. Lynn Erickson / Lois A. Lanning
  Pause and Reflect / H. Lynn Erickson / Lois A. Lanning
  Making Meaning Using Organizers / H. Lynn Erickson / Lois A. Lanning
  Cognitive Load Theory and the Importance of Organizing / H. Lynn Erickson / Lois A. Lanning
  Representation and Conceptual Understanding / H. Lynn Erickson / Lois A. Lanning
  Sharing Findings as a Community of Inquirers / H. Lynn Erickson / Lois A. Lanning
  Preface to Strategies / H. Lynn Erickson / Lois A. Lanning
  Strategies to Organize and Represent / H. Lynn Erickson / Lois A. Lanning
  Cross-comparison Chart / H. Lynn Erickson / Lois A. Lanning
  Trading Cards / H. Lynn Erickson / Lois A. Lanning
  Push, Pull, Hold / H. Lynn Erickson / Lois A. Lanning
  Missing Piece / H. Lynn Erickson / Lois A. Lanning
  Networks / H. Lynn Erickson / Lois A. Lanning
  Flow Diagrams / H. Lynn Erickson / Lois A. Lanning
  Visual Note-Taking / H. Lynn Erickson / Lois A. Lanning
  Annotate It / H. Lynn Erickson / Lois A. Lanning
  Socio-dramatic Play / H. Lynn Erickson / Lois A. Lanning
  Linguistic Representation / H. Lynn Erickson / Lois A. Lanning
  Models / H. Lynn Erickson / Lois A. Lanning
  Assessment in the Organize Phase / H. Lynn Erickson / Lois A. Lanning
  Connecting Phases of Inquiry / H. Lynn Erickson / Lois A. Lanning
  Pause and Reflect / H. Lynn Erickson / Lois A. Lanning
  Inductive Approach to Generalizing / H. Lynn Erickson / Lois A. Lanning
  Developing Strong Generalizations / H. Lynn Erickson / Lois A. Lanning
  Scaffolding Thinking / H. Lynn Erickson / Lois A. Lanning
  Value of Recording Generalizations / H. Lynn Erickson / Lois A. Lanning
  Importance of Discussion / H. Lynn Erickson / Lois A. Lanning
  Preface to Strategies / H. Lynn Erickson / Lois A. Lanning
  Strategies to Generalize / H. Lynn Erickson / Lois A. Lanning
  Conceptual Questions / H. Lynn Erickson / Lois A. Lanning
  Speed Connections / H. Lynn Erickson / Lois A. Lanning
  Connect 4 / H. Lynn Erickson / Lois A. Lanning
  Concept Bank / H. Lynn Erickson / Lois A. Lanning
  Sentence Frames / H. Lynn Erickson / Lois A. Lanning
  Concept Roles / H. Lynn Erickson / Lois A. Lanning
  Concept Mapping / H. Lynn Erickson / Lois A. Lanning
  What's the Connection? / H. Lynn Erickson / Lois A. Lanning
  Pattern Hunters / H. Lynn Erickson / Lois A. Lanning
  Microgeneralizing / H. Lynn Erickson / Lois A. Lanning
  Assessment in the Generalize Phase / H. Lynn Erickson / Lois A. Lanning
  Connecting Phases of Inquiry / H. Lynn Erickson / Lois A. Lanning
  Pause and Reflect / H. Lynn Erickson / Lois A. Lanning
  Transfer That Deepens Understanding / H. Lynn Erickson / Lois A. Lanning
  Testing and Justifying Generalizations / H. Lynn Erickson / Lois A. Lanning
  Understanding New Events and Situations / H. Lynn Erickson / Lois A. Lanning
  Contents note continued: Predicting and Hypothesizing / H. Lynn Erickson / Lois A. Lanning
  Applying Learning / H. Lynn Erickson / Lois A. Lanning
  Taking Action / H. Lynn Erickson / Lois A. Lanning
  Strategies to Transfer / H. Lynn Erickson / Lois A. Lanning
  Stress-Testing Generalizations / H. Lynn Erickson / Lois A. Lanning
  On the Line / H. Lynn Erickson / Lois A. Lanning
  Prove It! / H. Lynn Erickson / Lois A. Lanning
  How Does It Connect? / H. Lynn Erickson / Lois A. Lanning
  Current Events / H. Lynn Erickson / Lois A. Lanning
  "What if... ?" Questions / H. Lynn Erickson / Lois A. Lanning
  Testable Hypotheses / H. Lynn Erickson / Lois A. Lanning
  Performance Assessment / H. Lynn Erickson / Lois A. Lanning
  Create It! / H. Lynn Erickson / Lois A. Lanning
  Student-Led Action / H. Lynn Erickson / Lois A. Lanning
  Assessment in the Transfer Phase / H. Lynn Erickson / Lois A. Lanning
  Connecting Phases of Inquiry / H. Lynn Erickson / Lois A. Lanning
  Pause and Reflect / H. Lynn Erickson / Lois A. Lanning
  Power of Reflection / H. Lynn Erickson / Lois A. Lanning
  Reflective Cycle / H. Lynn Erickson / Lois A. Lanning
  Building Agency / H. Lynn Erickson / Lois A. Lanning
  Reflection Throughout the Inquiry / H. Lynn Erickson / Lois A. Lanning
  Strategies to Reflect / H. Lynn Erickson / Lois A. Lanning
  Generalizing About Reflection / H. Lynn Erickson / Lois A. Lanning
  Talk Prompts / H. Lynn Erickson / Lois A. Lanning
  Question Bank / H. Lynn Erickson / Lois A. Lanning
  Learning Journals and Reflective Blogs / H. Lynn Erickson / Lois A. Lanning
  Task Analysis / H. Lynn Erickson / Lois A. Lanning
  Co-constructing Criteria / Lois A. Lanning / H. Lynn Erickson
  Think Aloud / H. Lynn Erickson / Lois A. Lanning
  Exit Reflections / Lois A. Lanning / H. Lynn Erickson
  Pre-/Post-reflections / Lois A. Lanning / H. Lynn Erickson
  Checklists and Rubrics / Lois A. Lanning / H. Lynn Erickson
  Reflection on Process / H. Lynn Erickson / Lois A. Lanning
  Assessing Reflection Throughout the Inquiry / H. Lynn Erickson / Lois A. Lanning
  Connecting Phases of Inquiry / H. Lynn Erickson / Lois A. Lanning
  Pause and Reflect / Lois A. Lanning / H. Lynn Erickson
  Vision for Thinking Classrooms / H. Lynn Erickson / Lois A. Lanning
  Understand and Adapt / H. Lynn Erickson / Lois A. Lanning
  Resource A Concept-Based Inquiry Glossary of Terms / H. Lynn Erickson / Lois A. Lanning
  Resource B Concept-Based Inquiry Planner / Lois A. Lanning / H. Lynn Erickson
  Resource C Sample Concept-Based Inquiry Planner: Industrialization Unit / Lois A. Lanning / H. Lynn Erickson.