Introduction
Part 1. Preparation
1. An Inquiry Process
2. Designing the Invitational Environment
3. A Curricular Overview
Part 2. Application
4. Teacher-Directed Inquiry
5. Teacher-Student Shared Inquiry
6. Student-Directed Inquiry
7. Multidisciplinary Approaches
8. Assessment, Application, and Reflection
Appendix A
References
Index
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).
"Deserves a place on every educator′s bookshelf. This book offers
multiple examples of easy and practical ways to incorporate
problem-based inquiry into every classroom."
*Jeff Robbins, Science Teacher*
"An easy-to-read, straightforward approach to improving student
achievement. This valuable resource refocuses on what is most
important in our educational system: getting kids to think for
themselves."
*Randal M. Koch, Principal*
"Barell shares numerous examples from teachers and students to
illustrate what inquiry looks like and provides the necessary tools
and step-by-step guidelines to bring problem-based learning to your
classroom."
*Cheryl Hopper, Director*
"Provides both the theoretical and practical framework for
structuring instruction that will stimulate the natural curiosity
of students."
*David Weiss, Assistant Superintendent*
"A winning, application-based analysis of PBL. Teachers receive an
excellent survey of the process with attention to troubleshooting
common issues and problems."
*California Bookwatch, March 2007*
"Enables teachers to prepare their students to take ownership of a
task and use appropriate learning resources in acquiring contextual
and procedural knowledge and gaining proficiency in problem-solving
skills through self-directed learning and collaborative teams. For
those starting out exploring problem-based learning and discovering
how to facilitate the learning process, this book is a place to
begin."
*NSTA Recommends*
"Barell has provided a sound strategy and an easy-to-follow outline
for the PBL process."
*Teacher Librarian, April 2007*
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