Concept-Based Inquiry in Action: Strategies to Promote Transferable Understanding

Synopsis

"This is exactly what my school needs right now to support colleagues to build on the foundations of our written concept-based curriculum and to take-off our taught curriculum to the next - and highest - levels."
Neville Kirton, Deputy Head of Secondary
Colegio Anglo Colombiano, Bogota, Colombia

"Filled with strategies, illustrations, diagrams, and pictures, this book really gives you the insight you need to help students better understand what they are learning. So many great ideas that can be used in any classroom. A must read for all educators."
Amanda McKee, 9th, Algebra/Geometry, Secondary Certified Instructor/Mentor
Johnsonville High School, Johnsonville, SC

Create a thinking classroom that helps students move from the factual to the conceptual

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, the authors marry theory with practice to create a new framework for inquiry that promotes deep understanding: Concept-Based Inquiry. The key is helping students to inquire into concepts and the relationships between them using guiding questions developed by the teacher, 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.

The book and its accompanying website are rich with the resources necessary to facilitate the construction and transfer of conceptual understanding, including

• Numerous practical teaching strategies, aligned to each phase of Concept-Based Inquiry, that can be modified for diverse populations
• Visual notes that represent significant ideas discussed within each chapter
• Videos of instructional strategies and teacher interviews that show Concept-Based Inquiry in action in K-12 classrooms around the world
• Templates of graphic organizers, sample anchor charts, and blackline masters that support the use of teaching strategies in the classroom
• Planners that show how the phases of Concept-Based Inquiry come together in a unit

In a world filled with complexity, the role of the teacher as a facilitator of conceptual understanding has never been more pressing. Concept-Based Inquiry in Action provides teachers with the tools necessary to organize and focus student learning around concepts and conceptual relationships that support deep understanding.

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Summary

Chapter 1: What is Concept-Based Inquiry?

* Summary: Introduces concept-based inquiry (CBI), an instructional approach that focuses on developing deep understanding of key concepts and their interconnections. CBI emphasizes authentic inquiry experiences and transferable learning.
* Example: A science lesson exploring the concept of "energy" through hands-on investigations with different energy sources (e.g., battery, rubber band). Students investigate how energy is transformed and conserved across various systems.

Chapter 2: Planning for Concept-Based Inquiry

* Summary: Guides teachers in planning for CBI lessons, including identifying critical content, developing inquiry questions, and designing authentic learning tasks.
* Example: Planning a history lesson centered around the concept of "rebellion." Students analyze primary sources (e.g., speeches, letters) to understand the different causes and consequences of major rebellions in history.

Chapter 3: Implementing Concept-Based Inquiry

* Summary: Provides strategies for implementing CBI lessons effectively, such as facilitating inquiry discussions, using manipulatives, and incorporating technology.
* Example: During a math lesson exploring the concept of "measurement," students use measuring cups and rulers to solve real-world problems (e.g., baking a cake, constructing a model).

Chapter 4: Assessing for Conceptual Understanding

* Summary: Emphasizes the importance of assessing conceptual understanding rather than rote memorization. Introduces assessment tools such as concept maps, open-ended questions, and performance tasks.
* Example: Assessing students' understanding of the concept of "adaptation" in biology by asking them to create a branching diagram showing the adaptations of different animals to their specific environments.

Chapter 5: Creating a Culture of Inquiry

* Summary: Explores ways to foster a classroom culture that supports inquiry and critical thinking. Discusses teacher attitudes, classroom norms, and student ownership.
* Example: Establishing classroom routines for sharing ideas, asking questions, and reflecting on learning experiences to encourage students to engage actively in inquiry.

Chapter 6: Integrating Technology into Concept-Based Inquiry

* Summary: Highlights the role of technology in supporting CBI. Explores tools for data collection, simulation, and collaboration.
* Example: Using a virtual reality headset to immerse students in a historical battle to enhance their understanding of the concept of "conflict."

Chapter 7: Differentiating Instruction for Concept-Based Inquiry

* Summary: Provides strategies for differentiating CBI instruction to meet the needs of diverse learners. Discusses scaffolds, modifications, and extensions.
* Example: Providing students with varying levels of support (e.g., graphic organizers, extended time) during a CBI lesson on the concept of "democracy" based on their prior knowledge and learning styles.

Chapter 8: The Power of Concept-Based Inquiry

* Summary: Concludes by emphasizing the transformative power of CBI. Highlights the benefits for student learning, such as improved critical thinking, problem-solving, and communication skills.
* Example: Sharing student success stories and evidence of transferable learning in different academic domains and real-world contexts.