Why Are School Buses Always Yellow?

Teaching for Inquiry, K-8
2. Auflage 2016
ISBN: 978-1-5063-2365-7
Verlag: Corwin

Buch, Englisch, 288 Seiten, Format (B × H): 178 mm x 254 mm, Gewicht: 550 g

Reihe: Corwin Teaching Essentials

Turn natural curiosity into deep, lasting learnings!

Inquiry is what drives us all toward new knowledge, but how do we transform children’s natural ability to notice and wonder into the full learning cycle of observing, thinking, and critically questioning?

Through this new edition of the bestselling Why Are School Buses Always Yellow? you’ll find simple, yet systematic ways to develop authentic student inquiry that fosters deep learning. This new edition features:

- Updates based on the latest research around inquiry-based teaching
- Emphasis on turning inquiry into critical thinking, assessing students’ inquiry, and involving families in the inquiry process
- Examples for K–8 across subject areas
- New emphasis on critical thinking about technologies
- New and updated activities, checklists, templates, and implementation tools
- Alignment with Common Core and Next Generation Science Standards

With this invaluable resource, help students transform their playful wonderings into deeper questions about content—and develop the higher-level thinking skills they need for success in school and in life.

"Educators often talk about developing lifelong learners - our team has had great success using Why Are School Buses Always Yellow? to catalyze professional conversations about how we can better cultivate curiosity through an inquiry approach. I strongly recommend this [new edition] for those who are interested in unlocking the uniquely creative capacity of our youngest learners."
Devin Vodicka, Superintendent
Vista Unified School District, Vista, CA

Autoren/Hrsg.

Barell, John F.

Fachgebiete

• Sozialwissenschaften Pädagogik Lehrerausbildung, Unterricht & Didaktik Methoden des Lehrens und Lernens

Inhaltsverzeichnis

Introduction
Chapter 1. “What’s Wondering Got to Do With It?”: An Overview of Inquiry
Chapter 2. “This Is Better Than Recess!”: Why Inquiry Is Important
Chapter 3. “How Do We Begin?”: Modeling Our Inquisitiveness
Chapter 4. “How Do We Build Inquiry Into Our Classrooms?”: Initiating Inquiry With Problematic Scenarios
Chapter 5. “When Is It Chaos?”: Developing and Refining Units of Instruction
Chapter 6. “Why Are Mountains Necessary?”: The Nature of Good Questions
Chapter 7. “How Do We Know They Understand?”: Performing Our Understandings
Chapter 8. “How Do We Integrate Technology?”: From Crystal Radios to “Explain Everything”
Chapter 9. “How Do We Involve Families in Our Inquiries?”: Encouraging All to Help
Chapter 10. “We Don’t Learn That Way”: Inquiry and Students With Special Needs
Chapter 11. “How Do We Effect Change in Our Classrooms?”: Positive Professional Development
Conclusion
Appendix: Templates
Glossary
References
Index

Über Autor(innen)

Barell, John F.
Learn more about John Barell's PD offerings

John Barell is Professor Emeritus of Curriculum and Teaching at Montclair State University, Montclair, NJ, and former public school teacher in New York City. For the past several years he has been a consultant for inquiry-based instruction and creation of science/social studies networks at the American Museum of Natural History in New York City. For most of his educational career he has worked with schools nationally to foster inquiry, problem-based learning, critical thinking, and reflection. Barell is the author of several books, including Teaching for Thoughtfulness: Strategies to Enhance Intellectual Development (1995, 2nd ed.) and Developing More Curious Minds (2003).