Guided Inquiry Design® in Action: High School(Libraries Unlimited Guided Inquiry)

Edited by the cocreator of the Guided Inquiry Design® (GID) framework as well as an educator, speaker, and international consultant on the topic, this book explains the nuances of GID in the high school context. It also addresses background research and explains guided inquiry and the information search process. Today's students need to be able to think creatively to solve problems. They need to be in learning environments that incorporate collaboration, discussion, and genuine reflection to acquire these kinds of real-world skills. Guided Inquiry Design® in Action: High School gives teachers and librarians lesson plans created within the proven GID framework, specifically designed for high school students, and provides the supporting information and guidance to use these lesson plans successfully. You'll find the lesson plans and complete units of Guided Inquiry Design® clear and easy to implement and integrate into your existing curriculum, in all areas, from science to humanities to social studies. These teaching materials are accompanied by explanations of critical subjects such as the GID framework, using Guided Inquiry as the basis for personalized learning, using inquiry tools for assessment of learning in high school, and applying teaching strategies that increase student investment and foster critical thinking and deeper learning.

Table of Contents:
Preface by Carol Collier Kuhlthau Chapter 1—Guided Inquiry Design® in Action: High School Chapter 2—Guided Inquiry Design® Framework Guided Inquiry Design® and ISP Open Immerse Explore Identify Gather Create Share Evaluate Process Used by High School Teams to Design Units of Inquiry Process Used by Students to Learn How They Learn References Chapter 3—Employing a Conceptual Lens When Designing Guided Inquiry Jean Donham The Shift from Topic to Concept Uncertainty Making the Transition to Concept-based Inquiry High School Concepts from National Curricula Conceptual Reframing Note References Chapter 4—Using Inquiry Tools to Activate Reflection and Assess Student Learning Anita Cellucci Inquiry Community Inquiry Journal—Reflecting throughout the Process Inquiry Log Inquiry Charts Inquiry Circles Managing the Learning—Tools for the Learning Team Google Classroom NoodleTools Inquiry Tools as Evidence of Student Learning References Chapter 5—Emotions in the Inquiry Process Carol Collier Kuhlthau What Research Tells Us About Emotions Information Search Process and Guided Inquiry's Response Preparing for an Inquiry Question Forming an Inquiry Question Understanding an Inquiry Question Assessing and Evaluating the Learning Emotions Indicate Zones of Intervention Inquiry Tools for Strategic Guidance Gradual Release of Responsibility for College and Career Dynamic Deep Learning for Life References Chapter 6—Meeting Students Where They Are Through In-Depth Conferences Heather Hersey Preconference Email: Four Questions Question One Narrowing Topics During Research Conferences Question Two Using Inquiry Charts During a Conference Question Three Modeling an Inquiry Stance Question Four Moving Beyond Location Conference Strategies for Best Practice Building Rapport Ways to Listen Emotions During Research Don't Be a Superhero Just Have Them Do It Questioning Be Explicit To Grade or Not? That Was the Question Late-Stage and Follow-Up Conferences Capturing the Conference Conference Conclusions Note References Chapter 7—"Minds on Science": Creating an Inquiry Community in Ninth Grade Marci D'Onofrio The Evolution of a Guided Inquiry Design® Unit "Minds on Science" Unit Overview Chapter 8—Relationships Through Romeo and Juliet Marc Crompton and Jennifer Torry Relationships Through Romeo and Juliet Unit Overview Chapter 9—Historical Thinking on Taking a Stand Kathy Boguszewski National History Day, 2017 'Theme—"Taking a Stand" Unit Overview Chapter 10—The World Is Not Flat: Explore the World, Choose Your Adventure Buffy Edwards Planning Implementation, Instruction, and Inquiry Tools Learning Through the Process Reflection and Evaluation "The World Is Not Flat" Unit Overview Chapter 11—Getting Started and Sustaining Change Leslie K. Maniotes Getting Started Risk Takers and Reflective Practice Making a Commitment Create Structures That Support Guided Inquiry Practice Sustaining Change Systems That Develop and Sustain Inquiry Structures That Support Unit Design Professional Learning Communities for Reviewing Data and Reflection Social Media, Networks, and Communities of Practice Webinars and Workshops References Index About the Editor and Contributors

About the Author :
Leslie K. Maniotes, PhD, is an education consultant and the cocreator and professional developer of Guided Inquiry Design®.

Review :
…age-appropriate Guided Inquiry Design® lesson plans for different curriculum areas enabling deep learning and fostering students' creative thinking and problem-solving – essential skills in a 21st century world. Whether you are a librarian just beginning the inquiry-based learning journey or a veteran, you will find this title a welcome addition to the professional shelf. Highly recommended.