History Nerdfest 2018: Social Studies Inquiry Made Real. Teachers as Designers
It ranks right up there with the Holiday season, KC Chiefs football, and the first weekend of the college basketball tournament. It’s National Council for the Social Studies conference week. I’m lucky enough to get front row seats and am trying to live blog my way through it.
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It’s something we all struggle with.
What does instructional design look like when we combine content knowledge with historical thinking skill. The answer?
The Inquiry Design Model.
It’s a great way to integrate the NCSS Inquiry Arc into actual practice. And like the rest of you, those of us in Kansas have been wrestling with this question since 2013. We created new state standards that focus on finding a balance between content and process. It’s a great idea but what does it actually look like in practice? Teachers want and need specifics about creating learning activities that encourage historical thinking skills in their students.
Created by S.G. Grant, John Lee, and Kathy Swan, the IDM becomes part of the answer by providing a structure for integrating content and process together. Based on the Inquiry Arc of the National Council for the Social Studies C3 Framework, IDM helps build a connection between the head and the heart of our students while also training them to think historically.
The head has always been part of social studies but if we’re going to get under their skins, we have to connect with their hearts too. Most teachers know their content. But many struggle with helping kids care about the content
Think of a great inquiry activity created using the IDM method as “bigger than a lesson but smaller than a unit.”
What are the different parts of an IDM? Read more