Breakout Box

My goal this week on the blog was to share my experiences and thoughts about making time for critical learning experiences in the Open, Immerse, and Explore phases of inquiry learning. Analyzing our own attitudes toward how we decide to spend our time in our classrooms is the first critical step. Then remember that you are not alone! When classroom teachers and school librarians collaborate, we can create some truly exciting opportunities for our students!

On Wednesday, I shared an idea to invite local community members to your library during the Immerse phase and plan gallery walks to expose students to lots of different types of information sources during Explore. Another fun idea to try during the Immerse phase is a breakout box activity!

Modeled after escape rooms, a breakout box activity can take many different forms and can be used in any classroom and level. Students can work as a whole group, in small groups, with a partner, or individually to solve clues, unlock locks, and discover what’s hidden in the locked box! Even our high school students get active and enthusiastic. One teacher said, “I see some of my students participating who usually do nothing!” One school librarian in my district planned a breakout activity for the faculty during an in-service day before school started.

We have successfully designed 3 breakout experiences: library orientation, book censorship, and the beginnings of the Cold War. We began by purchasing a box set from Breakout EDU which was $100. However, you can buy your own boxes and locks for less than that. The advantage to buying from the website is that you get access to hundreds of lesson plans. The set includes invisible ink pens with a special flashlight, which is incredibly fun for the students to use to solve clues. Also included is a small USB drive. I made a short video of myself giving a clue, saved the video on the USB drive, and hid the drive in a book.

To begin, create a scenario that is exciting for students. For example, when we use the breakout for library orientation, we play music from Mission Impossible while reading aloud the following:

“You and your friends have been investigating a biochemist on suspicions that he is making bioweapons. His evil plans are locked in a black box in order to prevent you from finding them and destroying them. You must find the evil plans and destroy them or this mysterious villain will unleash a deadly virus in 30 minutes!”

For book censorship: “A group of parents is angry about some of the books available for checkout in the library. Specifically, they are complaining about To Kill a Mockingbird, the Adventures of Huckleberry Finn, and Harry Potter. They have locked the offensive books in a large, black box and are planning a book burning ceremony in order to get rid of these controversial books! You have 30 minutes to save these books from an untimely and unjust end!”

For the beginnings of the Cold War: “World War II has officially been declared over with the unconditional surrender of Germany. While people around the world celebrate, another conflict has been brewing between the Allies, even before the war ended. The new world superpowers the Soviet Union and the United States are battling for territory and influence after the Nazi threat is defeated. As the United States is concerned about the imminent spread of communism, the Soviet Union also begins its own nuclear program. This new cold war has the potential to end in total devastation. You are the superpowers, the Americans versus the Soviets, working against the clock to prevent a world-ending nuclear holocaust. Be the first country to unlock the nuclear codes and get them out of the hands of the enemy. If you fail, your opponent will acquire your country’s nuclear codes, and a mushroom cloud may be in your future. You have 30 minutes to overcome Cold War mistrust and tensions to save the world.”

For the Cold War activity, we passed out paper copies of Soviet Union and American flags to students as they walked into the library, dividing them into two teams. This idea helped create an atmosphere to mirror the tensions of the Cold War (obviously on a smaller scale!). Each team worked to solve clues, but the box wouldn’t be completely unlocked unless both teams were successful. 

Design the clues so that students must access a variety of library resources in order to solve the puzzles and unlock the locks. For example, we use print books, eBooks, databases, infographics, and more. When we use this for library orientation, it’s a great way to test if they know how to use an index. And if they don’t, they’ll figure it out quickly because they become competitive and don’t want time to run out!

Here’s one clue from each of our activities so you can see examples if you haven’t created one yet. Library orientation: Those pesky librarians are always changing things around…this time, they have adopted a new way to use online resources called MackinVIA. Apparently they have given each student their own login. Go to schoology and open the MackinVIA link. Open the Opposing Viewpoints database. Some people call me a bully (imagine that!) and I want to know just how many news articles are available for me to read under the bullying topic.” Book censorship: “It’s not easy to stop people who want to burn books! For the first step in finding the key, figure out which book is number 6 on the list of books most challenged in 2016 as reported by the Office for Intellectual Freedom.” The Cold War: “You must find the type of uranium used in the center of the secondary fusion device to accomplish the most powerful explosion from the nuclear bomb before the other team. What is it? (Hint: Find Matt Bougie’s Strategic Inventions of the Cold War.)”

Most importantly, HAVE FUN! Use a free website to create fake text messages. I created the following conversation between Truman and Stalin as part of what was in the locked box during the Cold War breakout. You can get really creative with a breakout activity! Use QR codes. Maybe your principal could play a role or make a guest appearance.

Breakout experiences are effective during the Immerse phase because students become exposed to lots of information through solving various clues. Design the clues so students use content area knowledge to solve them. After the breakout experience, debrief students. Have them share answers to clues if they worked on solving different ones. From here, students can choose which aspects they encountered during the breakout to investigate further in the Explore phase.

I hope you have enjoyed my blog posts for this week. I truly believe in the importance of educators making time for what matters and modeling their own curiosity and excitement to learn for their students.

-Jamie Gregory, NBCT, Duncan, SC


Time and Patience

“Would your learners come back to your class tomorrow if they didn’t have to?” –Trevor Mackenzie

I have a tall order for a Monday morning: we’re being very honest with ourselves today!

If you’re a more experienced teacher, you might realize upon self-reflection that it’s very tempting to fall into a rut. Because, let’s face it, teaching is exhausting. Tailoring instruction to your specific students, allowing for exceptionalities of all types, being creative, giving constructive feedback, entering grades, calling parents… I’ll just stop the list right there.

However, it does us good as educators to be reminded that our attitudes, tone, and demeanor dictate the paths of learning in our classrooms. I think it’s fair to say that in an average American public school, there are a lot of demands being made on teachers which can obscure our vision. How can we break through that fog to rediscover the joy and fun of educating others?

Let Guided Inquiry Design lead the way! This inquiry model isn’t effective solely for the students, but also for the educators. When was the last time you put yourself in your learners’ shoes? Done something you’d never tried before? Read something about which you knew absolutely nothing? Read something that you knew would be very difficult? Put yourself outside of your comfort zone? Engaging in these things makes us feel like learners and discoverers again, which means remembering what it’s like to feel uncomfortable and anxious and overwhelmed. We know this is exactly what happens to learners thanks to the Information Search Process research conducted by Kuhlthau and reaffirmed over the past 2 decades!

This week, I’m going to share some ideas that I plan to present next week at the South Carolina Association of School Librarian (SCASL) conference in Greenville, SC.  I will be encouraging fellow librarians to take steps to foster an inquiry mindset with their students based on the GID model, sharing some successes and struggles I have had. In this blog post today, I’m going to focus on two issues which I personally believe greatly influence our level of success: time and patience.

How many times today have you already said, “I don’t have time for that!”? Keep track and analyze your results. Time hasn’t changed; we still have 24 hours each day! Librarians hear that response a lot when we suggest alternatives to students taking notes from PowerPoint presentations or reading from a textbook. Although we do live in the age of standardized testing, there are still a lot of courses at the high school level which are not tested. Be honest with yourself about how you spend your time with your students. You don’t need to worry about drill-and-kill with content area knowledge if students are encountering your content in authentic texts and authentic learning activities (like visiting a museum, listening to a guest speaker, interviewing their local government representative). Remember yourself as a student. If you didn’t like to read your textbook when you were a student, then there is no chance your own students do.

Have you ever passed out a research assignment to students as the beginning of a unit? Do you only allow students a day or two to find information? Librarians know from experience that research is often presented in this way. If you find yourself dreading a research assignment as much as your students, then you know it’s time for a change. Students who feel pressured to complete work quickly will not turn in quality work, nor will they probably care because an intent to learn has not been established. Yes, exploration and discovery take time. But what a useful way to use the time we have! Partner with fellow teachers and librarians in your building to help brainstorm and share resources. There is never a reason to go it alone.

Be willing to honestly examine your own attitude toward time. You teach your students about what is important through your words, actions, body language, and tone. Make exploration and discovery something you can’t wait to do either, and be the learning role model for your students. As Kuhlthau (2015) states in Guided Inquiry: Learning in the 21st Century, “Guided Inquiry has the power to excite students about using resources for learning” (114). Furthermore, “Sources from the community enliven the inquiry process” (115). Use your time to find resources beyond your textbook or PowerPoint presentation: the school library, fiction, objects, museums, experts, parents, public library, business professionals, community officials.

Guided Inquiry Design states that during inquiry, the learning team “uses modeling, listening, and encouraging” to engage and guide students. Prioritize time in your classroom and library to model curiosity, listen to students throughout their process of discovering information, and encourage questioning.

These ideas naturally lead into the second issue I believe is greatly important: patience. I am the first to admit that I struggle with this one! Patience and time are directly linked. If students are going to build their own knowledge through an inquiry stance and develop information literacy skills, then they have to be the ones doing the learning. We don’t need more research and books to prove that to be true again and again. How many times did it take you to truly learn something well enough that you could teach it to someone else? Probably more than once! Allowing students to make mistakes, maybe even on purpose, so they can learn from them is critical. Avoid telling students answers. Use questioning to guide their thinking.

Moreover, being patient with someone shows that you care. Being patient shows that you are willing to give your time to someone else. When students trust their educators, a safe learning environment is established and they are willing to take more risks which can lead to more discoveries. Be patient with learners as they reflect on their abilities in order to make goals, then give them the time to reach those goals.

Dedicating time and patience to the inquiry process has many rewards! Return to the question which begins this post. Do you even want to return to your classroom? Being excited and curious, having patience, and using authentic sources of information will influence how students answer.

In my next post, I will share some ideas for the Open, Immerse, and Explore phases of GID and why they are so important to the inquiry mindset.

–Jamie Gregory, NBCT Library Media, Duncan, SC


Past GID blog posts:;;;



Individualized Reading Plans and Reflection

As my last post, I’d like to share some collaboration between myself and another English teacher, Michael Jett. Michael requires all of his English students to read at least one book per 9 week grading period and present a project to the class. So we have the usual struggles: students who want to pick a book they’re already read so they can skip the reading part; one wanted to choose Captain Underpants just to be cheeky; some genuinely have zero interest in reading anything.

We devised a system that Michael named the Individualized Reading Plan (IRP). We agreed that each of his students would come to the media center to meet with either me or Karen Hill (fortunately 2 media specialists work at my high school of 1,700!).

To begin, Michael always has his students fill out a reading survey via Google Form. He then shared those results with us. When each student came to the library, we pulled up the spreadsheet and reviewed their answers with them. We had them create some specific reading goals for the 9 weeks. We also had time to provide reader’s advisory individually and help them pick a book to read if they didn’t have one already. In short, it was every librarian’s dream! We repeated this process after the first 9 weeks grading period in order to reflect on their progress toward their goals, to make new goals, etc.

We decided halfway through the semester that recording all of this information on one Google Sheet made it difficult to read (and while I love technology, use it, and teach it, sometimes paper is just easier). Plus, we realized that not every student remembered their reading goals. So we came up with a handout that the students used to write down their goals and specific steps they would take to reach those goals. We even included space for their parents to sign the sheet and write down any comments.

Of course because of things like student absences, tests, assemblies, and life, the timing of these conferences did not always occur in a timely manner. But overall we were all pleased with the process and are looking forward to tweaking it next year. Mostly we were so happy to collaborate with a classroom teacher who put so much faith in the media specialists!

The Individualized Reading Plan process fits into the GID model by emphasizing individualized education, goal setting, and reflecting throughout the entire process. We used the concept of Third Space to connect students to reading material that would interest them, and provided scaffolding for the student who wanted to read Captain Underpants just to be sarcastic. You don’t always just happen to find your next favorite book; sometimes we all need some guidance and suggestions! This is the brilliance of the school library. There is something for everyone that they didn’t even know they were going to love. This process reminded some students that they did enjoy reading (sometimes teenagers need that little nudge!).

Self-reflection is the process that gets our students to that next level. Having them write their own goals and sign their names next to them helps them feel involved in their own education. When they start holding themselves accountable for their learning or lack thereof, we know we are doing our jobs.

Farewell from South Carolina! –Jamie Gregory   @gregorjm

Michael Jett  @mrjett213

It All Starts With A Question…?

Greetings from South Carolina! My name is Jamie Gregory, and I am a public high school media specialist in the Upstate of SC at James F. Byrnes High School. I taught high school English for 8 years (including 1 year of French) and just finished my 4th year as a media specialist. I completed my MLIS degree in 2012 from the University of South Carolina, and I was introduced to the GID model during my time there as a graduate student. While I also learned other inquiry models, I found the GID model particularly effective and applicable because it is research-based. Also, Kuhlthau’s ISP model is life-changing. Reading the research on the emotions and behaviors underlying the research and learning processes really changed how I approached the research process while I was still a classroom English teacher.

South Carolina recently adopted new ELA standards, specifically dedicating a strand to inquiry-based learning. Let me tell you, we are doing some great things in SC! Major props to the standards committee for recognizing the proven effectiveness of inquiry-based learning. The state standards document even goes so far as to explicitly state that inquiry-based learning should be incorporated by all classroom teachers, not just ELA:

Can I get an AMEN?! (or whatever you’d like to shout enthusiastically!)

So, given all this change, my district decided to offer a professional development cohort called Inquiry in the Classroom. When the head of professional development asked for volunteers to lead it, I knew I wanted to jump in so I could also promote the role of the media specialist in inquiry-based learning.

I led Inquiry in the Classroom, a professional development cohort of 18 English, Social Studies, Science, and special education teachers grades 9-12, from January to May of 2017. We met once per month, and I knew I wanted to share the GID model with these teachers. I also knew that I wanted to have teachers begin to implement aspects of inquiry-based learning throughout the semester so that we could have brainstorming sessions at our meetings to share successes and opportunities for improvement.

My posts this week are going to feature my collaborations with 3 English teachers at my school: Sarah Plant, Jena Smith, and Michael Jett. They are truly awesome educators and I can’t thank them enough for working with me this past year.

I spent a lot of time during the cohort sharing resources about the importance of questioning. (I also highly recommend the book Cultivating Curiosity by Wendy Ostroff!) Meeting students in the Third Space so they can choose topics and ideas that interest them and affect them personally is so important, and educators can help them discover new topics that students didn’t even know they wanted to learn more about! By the time we get our students in grade 10, some students have already “gotten by” with being passive learners. So when they are asked to be curious, ask questions, and engage in real-world issues, they truly aren’t sure what that looks like.

But don’t worry, we always have a few tricks up our sleeves!

Idea #1!  One activity for creating questions comes from a very effective professional book, Coteaching Reading Comprehension Strategies in Secondary School Libraries: maximizing your impact by Judi Moreillon. Chapters are organized by 7 strategies, and I focused on the chapter titled Questioning. Visit the website to see the online extras available for this book! (Trust me, there is so much good stuff here you will feel overwhelmed by what to try first!)


In our March cohort meeting, I had the teachers watch a brief video about coal mining today.

I chose this particular video as an example to use with students in a science classroom because information literacy skills can be embedded along with science content knowledge (have students question the source of this video! Challenge them to find a video from an opposite bias!).  In order to model how you might use the above handout in the classroom during the Open and Immerse stages, as a cohort we brainstormed some questions we thought we had about coal mining today before watching the video. Then while we watched the video, each person wrote down questions. After the video, we wrote even more questions after sharing! This activity works really well to show students the recursive nature of questioning and learning. Then the bottom of this handout addresses metacognitive skills as well as information literacy skills! So wonderful!

Idea #2! For middle and high schoolers, there are a number of wonderful nonfiction series to help students research argumentative topics. We particularly like At Issue, Critical World Issues, Current Controversies, Opposing Viewpoints, and Thinking Critically. Some of these series provide questions as chapter titles, which we used with some classes. Some databases like SIRS Issues Researcher also provide questions related to various topics which can be used for scaffolding. Partner up with your media specialist to learn what resources you already have in your school library! These resources can effectively be used during the Open and Immerse stages, particularly if you have your media specialist set up a gallery walk with stations.

In this screenshot, SIRS Issues Researcher (a ProQuest product) suggests various subtopics related to Military Ethics and represents those subtopics by questions!

In this screenshot, you can see how SIRS Issues Researcher provides a few critical thinking questions when students click on a topic. Don’t miss the essential question in the background!

I will feature ideas and student work from Sarah Plant and my library service learners in tomorrow’s post to continue the discussion about questioning, and I will include how we focused on developing concept-based research assignments. Stay tuned!

-Jamie Gregory @gregorjm

Predicting the Future Through Narrative

Today, I’m going to try to explain the current GI unit that my students are wrapping up. This year was my first year teaching English 11 and, therefore, my first time teaching this unit. I was very excited for the unit as many of my grade 11 students are opinionated, motivated, and informed, and I was interested to see how they would communicate their ideas through dystopian fiction—a genre that they have read quite a bit of but have probably never written before.

This unit proved to be rewarding and inspiring for me as a teacher because of the thoughtful and powerful ideas that my students were able to tap into in their narratives. The unit also proved to be challenging for other reasons: I was off work due to a concussion, so we started the project a little later than intended as I sorted out unit/lesson plans with teachers covering for me. Unfortunately, we weren’t able to host our book launch party, but we are still planning to publish an anthology in ebook format to keep in the library.

The objectives for this unit were:

  1. Understand how to communicate opinions and ideas through fiction
  2. Apply understanding of dystopian fiction to own writing

The first objective was important to me because I often teach students how to write stories, but I don’t necessarily ask them to use story to communicate a message. This requirement adds a layer of complexity and causes the students to be more selective in devising their plot.

The second objective was more summative in nature considering we have read many dystopian texts throughout the year. Students have shown understanding of the genre and the messages these authors communicate through analysis pieces but had not had a chance to experiment with the genre themselves. In my mind, this application piece was the students’ opportunity to show a fully developed understanding.

Please note that while students consulted dystopian texts and news articles through this unit, they were not directly quoting or paraphrasing information in their narratives. Therefore, their Works Cited page became a list of sources that informed or inspired their narrative rather than a list of sources that were referenced in the traditional way within their final product.

Below is a rough outline of the unit:

  • Discussion of what we’ve learnt from literature and how communication through fiction differs from non-fiction formats
  • Read and analyze Fahrenheit 451 by Ray Bradbury
  • Read and discuss “Harrison Bergeron” by Kurt Vonnegut Jr.
  • Daily journal about a current event in the news that they found interesting/applicable
  • Record articles referenced in journal
  • Create a premise for the narrative
  • Create a list of sources that were most influential/informative for generating the premise
  • Create assessment rubric as a class
  • Consult both dystopian fiction examples and non-fiction sources to find more information
  • Write a character description and a setting description—conduct more research if more details are needed
  • Generate a first draft
  • Peer edit first drafts
  • Revise and draft a final version of the story complete with an MLA Works Cited page for sources of information and inspiration
  • Format stories into a class ebook to be published in the school library’s collection
  • Have a “book launch” party to celebrate their achievement
  • Self-assessment on the rubric
  • Reflection on what they have learnt and what they would do differently next time
  • Teacher evaluation of final product and self-regulation through the process

Through conversations I have had with students over the last two weeks, most students are quite pleased with their progress and the project itself. Not once have I had a student ask, “Why can’t we just write an essay?”—a lament that often occurs in longer, inquiry-based units. Furthermore, students have been exploring some very interesting concerns from their lives: stigmas towards students with accommodations, the impact of elite athlete training, schools of unlearning to train students to think a certain way, the impacts of climate change, growing economic divisions in societies, and more!

On Friday, I hope to share more of my reflections and even some excerpts from the students’ writing to further highlight the process of this unit and the overall results of it.

Thanks for reading!


Jennifer Torry

English Teacher

St. George’s School

Relationships, Dystopia, and More: Literature and GI

Greetings from sunny (finally!) Vancouver, B.C.! My name is Jennifer, and I am an English teacher at St. George’s School. You may have seen posts from other teachers at my school, like Marc Crompton and Elizabeth Walker. These two have GI figured out!

I will say this now: I am by no means a seasoned practitioner in GI but am developing a better understanding of how to incorporate GI practices in the classroom each time I use it. It’s a fantastic tool to keep in your metaphorical teaching tool belt.

Affinity Protocol: Students brainstormed types of relationships and categorized them to open our Romeo and Juliet unit.

I was introduced to Guided Inquiry through Marc, our senior school librarian extraordinaire. Together, we worked on a GI project for my Grade 10s last year that connected Shakespeare’s Romeo and Juliet with the concept of relationships to allow students to personalize the play. We also built in protocols from the National School Reform Faculty as our idea to work on this unit together actually came about during our training for this certification. You can read all about it in Chapter 8 of Guided Inqiry Design® in Action: High School.

I also had the chance to meet with Leslie when she came to our school in the fall of 2015 to work with a team of Grade 8 teachers. Our team of nine teachers (teachers of Science 8, English 8, and Socials 8) were trying to plan a cross-curricular, guided inquiry style project. It was wonderful to have her input on how GI could open up the realms of possibility and create both direct and indirect connections between the three subjects.

One Grade 8 student’s “What does it mean to be human?” creation. He compared the anatomy of pigs to humans.

After completing the aforementioned GI units with my students, I was left with some questions that I wanted to try to address the next time I attempted a GI unit. My questions included:

  • How can I ensure that the creation is clearly linked to the literature we are reading?
  • How can I check in with students about their understanding and progress without over-assessing?
  • What is the base that students need to complete to be successful? How can I ensure less motivated students are on track and successful as well?

These questions arose from both the collaborative unit with our Grade 8s and Marc and I’s unit with my Grade 10s. For example, with our 8s, we sometimes had too many steps for the students and it actually slowed them down rather than propelling them forward. With my 10s, the creations were thoughtful and, for the most part, well-researched, but there weren’t enough references to Romeo and Juliet to demonstrate understanding of the play.

This Grade 8 student created a 3D printed brain accompanied by a PowerPoint to explain what it means to be a human intellectually.

This week, I am going to be sharing my Grade 11 English unit on Fahrenheit 451 with you to share my newest discoveries and perhaps some viable solutions to the challenges I mentioned. We explored the dystopian narrative, and the students used this understanding to write their own. Students had ideas that ranged from a post-WWIII era to the post-climate change charred earth and even schools of “un-learning.”

Stay tuned for more about this unit and my reflections and learning!


Jennifer Torry

English Teacher

St. George’s School

My GID Prologue

Like every respectable epic story, my tale begins with a prologue.  My name is Andrew Holmes.  If my Twitter profile is to believed (@aholmes1517), I am a philosopher, instructional designer, innovator, educator, prolific reader, technology enthusiast, and engaging speaker. I am also beginning my second full year as a Ph.D. student in the School of Information Studies at the University of Wisconsin – Milwaukee, which, incidentally, has recently been afforded tier I research status (that’s impressive)! In addition, I am the Instructional Technologist (Instructional Designer) at Milwaukee School of Engineering University.

But, my Guided Inquiry Design journey begins much earlier. Continue reading

GID and “Real World” Use for Students: Valuing their GID work inside and outside the classroom

As a high school teacher, it has taken me many years to make peace with the expression “real world.”  It is because I have heard it used in ways that suggest the world in which I live as a high school teacher is not the real world.  I hear students say, “When I graduate from high school and I’m in the real world…” I hear parents remark, “Well when my son/daughter goes out into the real world…” I even hear colleagues comment, “Well wait until our students get out into the real world…”  So where do I live? In a faux world?  I get what people are saying, but I don’t like the reference because not only does it devalue my work as an educator, it devalues my students’ work.  It’s as if all the learning and preparation that goes into a teenager’s education does not count until he/she graduates.  And then we often hear that this generation of students was not ready for the “real world.”

So what if we did value our students’ work and helped them apply it in the here and now?  GID does just that–it values students’ work, their learning process, and their thoughts and feelings about their work.

Recently, our library educator Anita Cellucci, two of my students, and I went into the Boston State House for Library Legislative Day.  The day is all about promoting the importantce of public libraries and school libraries in our communities.  Anita had the brilliant idea to actually bring in two of our students to present their Psychology in Literature GID projects in connection with a LSTA grant that Anita was awarded this year. The grant focuses on promoting a stigma free attitude toward mental health in schools.

The experience was a “real world” opportunity for our students to take the valuable research they had gathered through GID in their senior English seminar Psychology and Literature and showcase it to governement officials in Boston.  Because we chose to have students create a google slide presentation or a prezi, we were able to set up the laptops at our booth.  Our students could then conduct a bunch of mini-presentations for the officials as they walked by.  The students felt so empowered that their research was valued beyond their teachers and classrooms to a state wide level.  One state representative stopped and asked our students a long list of questions about mental health and teenagers.  The representative was so excited to have the opportunity to run by some of her mental health initiatives to teenagers.  Our students shared honestly and openly about their experiences as millenial teenagers in high school today.

Students at the Boston State House for Library Legislature Day.

Students at the Boston State House for Library Legislature Day.


Students sharing their GID projects at Library Legislative Day in Boston.

Students sharing their GID projects at Library Legislative Day in Boston.

The more we value our students’ work by providing them with “real world” opportunites and experiences within schools, the better prepared socially, academically, and emotionally they will be when they graduate.   For their “real world” will continue rather than begin.

Please find below links to four examples of presentations that students created using google slide presentation or prezi with screen castify for the audio recording.


art therapy:



music therapy:

By:  Kathleen Stoker

Westborough High School English/Journalism teacher

Westborough, MA

Finding a Solution

“The secret of change is to focus all of your energy, not on fighting the old, but on building the new.”



     My adventure into Guided Inquiry Design began as all good adventures should, with a close friend and a road trip. It really started with desperation. The desperation led to the road trip….

     A few years ago, our school district required a senior capstone known as Senior Project. I was struggling to help seniors find their way and develop their projects to the fullest. Of course, I took my struggles to my teacher-librarian Dana Wright. Since she had been essentially co-teaching the project with me, she was well aware of the issues I was facing. Dana and I have always been on the same page and look at teaching in much the same way, so it was no surprise the day I walked into the library with an exciting new idea only to find Dana waiting to share her exciting new idea. Both of our exciting new ideas were the same. Guided Inquiry.

     Jonathan Alder Local Schools is small and is known for turning nothing into something because of our low expenditure per student. We are about 20 minutes northwest of Columbus, Ohio, in the small farming community of Plain City. When Dana stumbled across the information on the CiSSL Summer Institute. Our district agreed to send us, and the road trip began. Dana and I drove from Plain City to New Jersey for a new beginning.

     Guided Inquiry was a natural fit for us. We saw immediately that we were rushing the research process. Our students were developing questions (Identify) and fast-forwarding to research (Gather) and fast-forwarding again to writing/presentation (Create/Share). We left no time for developing interests or exploring options. Once we adjusted to allow for a fully developed Guided Inquiry Design approach to Senior Project, so many of the struggles vanished. The depth and quality of student growth improved significantly. What we did not realize at the time was that Senior Project would soon be a memory. Another new beginning was coming.

     Now we come to the current school year. This school year arrived with a new building principal and a new state mandate known as College Credit Plus. CC+ requires strict adherence to a state-wide set of standards for Advanced Placement and Dual Enrollment classes. Mike Aurin (our new leader), Ann (guidance), and I sat down to discuss the impact of the new requirements on Senior Project and our other curricula. To proceed with students’ best interests in mind, we needed to remove the Senior Project requirements from the English curriculum.

     At first it was a shock. Senior Project was an institution. It’s what we did. That’s when I realized that it was no longer what we HAD to do. We no longer had to “[fight] the old.” We could now “[build] the new.”

Jennifer Danner


English Department Chair

Jonathan Alder High School

Plain City, Ohio