WAVE LEARNINGSOLUTIONS www.wavelearningsolutions.com

CONTENTS

1   Getting started 2   Assessing and evaluating 3   Wondering and questioning 4   Investigating and exploring 5   Making sense 6   Reflecting and sharing 7   Wrapping it up

THINQ 4-6THINQ 4-6 applies the big ideas of inquiry to the specific needs and characteristics of junior learners, teachers and classrooms.

• Big ideas thinking • Classroom contexts • Teacher perspective • How-to focus

NEW from Jill COLYER &

Jennifer WATT

ISBN: 9780995001800 Pub date: March 2016 Length: 160 pages

WAVE LEARNINGSOLUTIONS www.wavelearningsolutions.com

CONTENTS Chapter 1 - Getting started: inquiry-based learning in the junior classroom

1.1 What is inquiry learning?

1.2 What are inquiry dispositions?

1.3 You say inquiry, I say inquiry. Are we talking about the same thing?

1.4 Is there a standard type or method of inquiry?

1.5 Why is inquiry a better way to learn?

1.6 What is the junior teacher’s role in inquiry learning?

1.7 Are inquiry-based learning and the junior larger a good fit?

Chapter 2 - Assessing and evaluating: considering how junior learners are doing”

2.1 What is inquiry assessment?

2.2 How do I assess what’s essential to inquiry along with everything else?

2.3 How can we partner with our students in assessment?

2.4 How do I gather, interpret and respond to assessment evidence?

Chapter 3 - Wondering and questioning: the key to inquiry-based learning

3.1 How can I nurture wonder in my classroom?

3.2 How can I use inquiry questions to drive learning?

3.3 What does inquiry questioning look like?

3.4 What questions can help student inquiry thinking?

3.5 How can I assess students as they ask questions?

Chapter 4 - Investigating and exploring: finding answers to inquiry questions

4.1 How do I get my students interested in finding answers to their questions?

4.2 What is the role of the junior teacher during the investigation stage of inquiry?

4.3 How should I facilitate the investigation stage of an inquiry?

4.4 How do I assess the investigation phase of the inquiry process?

Chapter 5 - Making sense: synthesizing and consolidating learning

5.1 What do we mean when we ask students to synthesize?

5.2 What are some obstacles in the synthesis process?

5.3 How can I help students consolidate or “make sense” of evidence?

5.4 What are some simple tools to help students draw conclusion?

5.5 How do I assess the consolidation phase of the inquiry process?

Chapter 6 - Reflecting and sharing: pushing learning to a deeper level

6.1 Why does reflection and sharing matter?

6.2 What does effective reflection and sharing look and sound like?

6.3 How do I get students to respond to supportive critique?

6.4 What are some practical strategies for helping students reflect and share?

Chapter 7 - Wrapping it up: what matters most

7.1 What are the big ideas about inquiry?

7.2 How do I move forward from here?

THINQ 4-6