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ERIC Number: EJ887753
Record Type: Journal
Publication Date: 2010-May
Pages: 8
Abstractor: ERIC
Reference Count: 19
ISSN: ISSN-0094-0771
Inquiring Minds Learn to Read, Write, and Think: Reaching "All" Learners through Inquiry
Wilhelm, Jeffrey D.; Wilhelm, Peggy Jo
Middle School Journal (J3), v41 n5 p39-46 May 2010
Teachers are well aware that their primary challenge is motivating students. Through teacher research, the authors have found that reframing curricular topics as inquiry promotes engagement, literacy, and deep learning for all students, especially reluctant ones, and invites them into the classroom project as full and necessary participants. Inquiry is a particularly democratic form of teaching and learning that privileges preexisting interests, unique perspectives, and the various strengths of students who typically may be marginalized in school. Inquiry meets the needs of all students, particularly those who are reluctant, because it makes the purpose of learning explicit, provides opportunities to make and do things with what is learned, helps students stake their identities as learners and allows students to achieve visible signs of competence, deep understanding, and actual accomplishment. This article explores the different inquiry approaches as the authors look at the three major steps in reframing curriculum into inquiry: using essential questions, identifying culminating projects, and sequencing instructional activity to develop real and demonstrable expertise over time. (Contains 3 figures.)
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Publication Type: Journal Articles; Reports - Evaluative
Education Level: Middle Schools
Audience: N/A
Language: English
Sponsor: N/A
Authoring Institution: N/A