Category: Professional Development


IBD-ize: Inquiry By Design Becomes a Verb

I was working with a group of teachers in Alameda Unified School District in California a few weeks ago. A district leader got up to welcome teachers and make a few announcements before we launched into our work for the day. Among the announcements she made was this item.

“… and on such-and-such a date we will have our IBD-izing planning day, so bring whatever texts and materials you’ll need for that.”

The teachers in the room all nodded and […]

Continue Reading

Love the Teaching Channel!

As part of our Improving Our Practice: A Case for Coaching series, check out this two and half minute peek into an instructional coaching relationship.

Continue Reading

Improving Our Practice: A Case For Coaching (Part 3)

Teacher Interview

Cassandra Madewell is in her fourth year of teaching 9th grade English in Lewisville Independent School District near Dallas, Texas. Inquiry By Design has been working with LISD for the past three years, and, in addition to the pedagogical changes within the IBD curriculum, Cassandra and her teammates credit their instructional coach, Tammy Williams, with revolutionizing the instruction in their classrooms.

While Cassandra had never worked with an instructional coach before, she is an athlete, so she understands […]

Continue Reading

The Teacher’s Role in Classroom Discussions: Fostering Student Talk and Classroom Dialogue – Part 5

If we want students to speak and listen to one another effectively, we must, to put it diplomatically, stop filling the airwaves with teacher talk.

Thus, the most important part of a teacher’s role in fostering successful dialogue between students is to stay out of the discussion—or rather to work our way out of it as quickly and completely as possible.

Students will only start speaking and listening to each other when the teacher successfully breaks the typical “discussion” pattern of initiation-response-evaluation […]

Continue Reading

Student Work Studies: What Educators are Saying

During my many years as a classroom teacher I taught in primary through secondary grades and in public, private, and charter schools, and regardless of the type of school or grade level I was teaching a common pattern reoccurred. At the beginning of each school year I would attend a half day, or if lucky, one whole day of training in whatever new initiative, strategy or trend was “hot” in education, and then I would be handed a stack of […]

Continue Reading