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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
“This Is Better Than Recess!”: Why Inquiry Is Important
“This Is Better Than Recess!”: Why Inquiry Is Important
It may only happen once in my educational career—that a student says after a class, “This is better than recess.”
But this is what happened once while doing a reading lesson in fourth grade at Evergreen Park World Studies Elementary School just outside of Minneapolis. These Title I students had been grouped because, like me, they had reading difficulties. When I was their age, I found it difficult to decode symbols and make the sentences and paragraphs meaningful. Plus I had a “wandering/drifting” eye that couldn’t stay focused on the page before me.
Here were six students in a most reflective elementary school educator’s class sitting around a half-moon-shaped ...
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