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ERIC Number: EJ1045946
Record Type: Journal
Publication Date: 2014
Pages: 4
Abstractor: ERIC
Reference Count: 2
ISSN: ISSN-1094-9046
Designing Inquiry for Upper Elementary Students: Lessons Learned from Driver's Ed
Rabbat, Suzy
Knowledge Quest, v43 n2 p34-37 Nov-Dec 2014
One of the most memorable achievements of adolescence is the independence gained from obtaining a driver's license. Students are highly motivated to study the rules of the road, hone their skills behind the wheel, and meet all the state requirements to reach their goal. They are invested in the process because they value the outcome. The Driver's Education instructional course is well designed to include multiple opportunities for practice over time, with a gradual release of responsibility. What can be learned from this experience? How can teachers foster a similar level of engagement as they prepare students to navigate the information highway? The Common Core English Language Arts Standards provide a roadmap for designing inquiry for upper elementary students that calls for relevance, rigor, and relationships--the current 3Rs in education. This article connects lessons learned in driver's education to each of these categories and uses this as a basis to provide tips on how to integrate the 3Rs into inquiry projects.
American Association of School Librarians. Available from: American Library Association. 50 East Huron Street, Chicago, IL 60611. Tel: 1-800-545-2433; Web site:
Publication Type: Journal Articles; Reports - Descriptive
Education Level: Elementary Education
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A