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Comprehension & Collaboration: Inquiry Circles in Action


Developed by Stephanie Harvey and Harvey "Smokey" Daniels
Based on their PD resource, Comprehension and Collaboration: Inquiry Circles in Action
Recommended Grade Level: Grades K - 12

"Collaborative, relevant, deep, and thoughtful learning does work, at all grade levels. Decades of research confirm that such instruction leads not just to higher student achievement on the customary academic measures, but to better social attitudes, stronger work habits, and more persistence in school." (Harvey & Daniels, 2009)

This seminar will give teachers the tools they need to guide students in powerful and effective inquiry projects where students are thinking and collaborating in deep and relevant ways. When students are taught explicit comprehension strategies, and explicit collaboration practices, they are equipped to acquire and actively use a wide range of knowledge throughout the content areas.

Teachers will learn how to guide and facilitate four types of inquiry projects that are effective throughout the grade levels:

  • Mini-Inquiries
  • Curricular-Inquiries
  • Literature Circle Inquiries
  • Open Inquiries.

As teachers gain the skills to facilitate inquiry, students think about content, wonder about information, actively use knowledge, and are far more likely to take action in the world around them.

Course goals:

  • Develop your ability to use engaged and interactive instruction practices which lead to deeper comprehension for your students
  • Learn the techniques of facilitating small collaborative groups where students talk and work together to ponder big ideas, issues, and concepts
  • Identify the difference between inquiry and coverage and learn what it takes to set up your learning environment for effective inquiry to take place
  • Gain insight on the 4 types of Inquiry Projects and how they enhance your instruction and deepen student learning throughout the content areas

For seminar pricing information, please call 800.541.2086, ext. 1402.


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