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ERIC Number: ED426965
Record Type: Non-Journal
Publication Date: 1998
Pages: 32
Abstractor: N/A
Reference Count: N/A
The Curriculum Inquiry Cycle: Improving Learning and Teaching. Examining Current Practice.
Carr, Maureen Sherry; Braunger, Jane
This monograph describes the Curriculum Inquiry Cycle (CIC), focusing on the first phase. The CIC is a professional development process that supports educators in making curriculum and instruction decisions responsive to state standards, local needs, and student characteristics. The process is designed to improve learning and teaching, with the classroom as the central focus. There are four phases in the CIC: Examining Current Practice; Making Decisions; Creating Optimal Learning Environments; and Researching Our Classrooms. Teams of teachers and administrators from a school or district engage in the CIC either onsite during the school year, in a 5-day summer institute, or in a combination of the two. This monograph presents an overview of the CIC, an introduction to the subject, a discussion of the CIC, and a focus on the first phase of the cycle: Examining Current Practice. This phase invites teachers into conversation with colleagues about the ways that they support student learning in their classrooms. The monograph presents an overview of seven activities for examining current practice: metaphors for teaching; changing core educational practice; exploring ideas about learning; snapshots of other teachers' practice; team sharing of current classroom practice; team belief statements; and exploring current theory and research on learning. An appendix offers participant handouts for the pre-workshop activity and the seven workshop activities. (Contains 11 references.) (SM)
Northwest Regional Educational Laboratory, Curriculum and Instruction Services, 101 SW Main, Suite 500, Portland, OR 97204-3297; Tel: 503-275-9545; Fax: 503-275-9584; Web site:
Publication Type: Guides - Non-Classroom
Education Level: N/A
Audience: N/A
Language: English
Sponsor: Department of Education, Washington, DC.
Authoring Institution: Northwest Regional Educational Lab., Portland, OR.