Power of Sharing

Never underestimate the power of sharing.

For the library renovation project, students knew to market their proposals toward school librarians and other relevant district personnel since the county is planning to complete such a project within the next few years. Perhaps what was a surprise to them though was the extent to which guests would listen and take into consideration their suggestions!

Not only did school administrators, district curriculum directors, school librarians and the district superintendent watch our students present their rationales and suggestions for the school library renovation, they also saw the impact of student choice and student voice in authentic assessments. Students were invested in this assignment. They prepared for the part, dressed the part, and spoke the part. Their ideas were original, varied, and focused on making our school library different from all the others in the city. Fayette County Public Schools Superintendent Manny Caulk told me after a series of presentations he observed that these students’ feedback would definitely be included in the decision making process when it’s time for our school library to be renovated. That’s powerful!  

Other guests in the audience were intrigued by what they saw in the presentations and out of that came great (but unexpected) PR opportunities as well. Feature articles were written by district personnel and the city’s local newspaper. You can read the article here. The superintendent, too, is creating a video series about student choice and its impact in schools and found many sources to interview for inclusion in their project. How cool is that?

While the attention this project garnered is by no means the goal, it is evident that school and district leaders value these types of learning experiences for all students. Any why not? Having student choice and student voice embedded throughout the year helps to create ownership of learning and student engagement increases as a result. Perhaps as a result of publicity, there may be other teachers now willing to incorporate guided inquiry design into their classrooms and experience the impact it can have on student engagement and academic achievement for themselves.

So what’s next? In less than a week, the core learning team will be presenting a session about Guided Inquiry in mathematics at the Innovations for Learning Conference to share our experiences. It is our hope that others will be inspired to try it too. After that, we will continue to brainstorm ways to bring Guided Inquiry into additional units and disciplines and seek other venues to share our GID experiences with others.

Let’s keep the conversation going about Guided Inquiry Design! Please post comments about today’s blog post in the comment section below and consider contacting Leslie Maniotes about blogging about your Guided Inquiry experiences so that we can learn from you!

Thanks for reading, reflecting and sharing this journey with me!

Amanda Hurley, National Board Certified Teacher

Library Media Specialist, Henry Clay High School

Plans: When they Fall Through and Making them for the Future

Happy weekend, GIDers! It’s Kelsey Barker again. I hope you have had a wonderful week. Mine was really busy! May always seems to be jam-packed with meetings, banquets and ceremonies, retirement and graduation parties, field trips, and other special events that make it fly by. We only have 14 more days of school here in Norman, and the kids (and teachers!) are feeling the nearness of summer vacation!

I’m so glad that my blogging week fell in May this year; while I would normally be just trying to get through this month, writing about this unit has required me to pause and reflect. Plus, it’s fun to share with like-minded GID lovers around the world. So without further ado: the rest of our unit!


You’ll remember that we left off with students identifying inquiry questions using the Level 1, 2, and 3 questions framework. Their questions were so varied and hit on all periods of history, from Cleopatra to Colin Keapernick. I love that they were able to make connections between their topic and that of their classmates.

In a normal Guided Inquiry unit, I would co-teach with the classroom teacher all the way through the Gather phase. But due to the scope of this unit, that wasn’t physically possible. So I created this document of model Gather session plans to give teachers an idea of how I would structure a Gather session. Some of them followed it to the letter, others used bits and pieces. The important thing is that we provided some structure to our students as they look for information to answer their inquiry question.

We had students start out using the resources provided by National History Day before moving on to databases and web searches to find more resources. Due to the range of topics covered by their inquiry questions, they often had to look for their own resources to help them find answers.



We provided students with a choice board and rubric they used to create their final products. I was amazed at how many students opted for one of the low-tech products like a poster or skit. This could be a testament to their frustration with the age and lack of reliability of our school computers, or it could be that they spend all day connected and wanted to do something different. I’d love your feedback on this, readers!



We had planned to set up a gallery walk in the library for one week where every student displayed their product for the rest of the school to see. Due to time constraints, this is not going to happen this year. Instead, students shared their products in class through presentations or displays. Some students who created digital products asked me to publish them on YouTube or other sites so they could share them with their parents. In future iterations of this project, I would love to create an online NHD museum where students and parents could view student work all in one place!



Back in their inquiry journals, students journaled in response to prompts about the content and process of this unit. They also were asked to describe how their idea of what it means to take a stand changed through this unit.



As with any unit, there were aspects of the NHD project I would want to change for next year. We designed the unit to stretch through the year in part because of our lack of computers for students to use. Next year, our district is going 1:1, so that thankfully won’t be a problem! I would love to complete this unit in one month to help students keep up momentum and engagement. In the future, I would also like to be sure to make the Share phase a big deal for our students; they deserve the opportunity to show off their incredible learning.

However, a lot of good came from this unit as well: we can say that every student at Longfellow has completed a Guided Inquiry unit this year, which I don’t think many other schools can say! We developed a common language around questioning and the GID process, and we definitely worked out some kinks and had feedback I’ve already been able to apply in units with other subject areas. And overall, I think our students really enjoyed the process, especially being in control of their own learning. With a couple of units under their belts, I’m so excited to see what this group of kids will be able to accomplish next year. But first, summer vacation!

Reflections of GID over the years and across the grades

It has been a real week of reflection. I came to school on Tuesday to find that the Theatrette had been booked by the two Year 3 classes to celebrate the end of a GID unit that I had no part in planning as I have been working with four Year 7 classes this term.

They were holding their culminating Share activity of a “This is your Life” show. The unit studied was British Colonisation of Australia. The students were all dressed as the character they had chosen to research – convict, free settler, aboriginal, Marine guard, colonial Governor etc. Each had prepared answers to questions about their trip to Australia on the First Fleet, their life in the early colony etc.

The teachers were ‘dressed to the nines’ as the host and the room was crowded with parents and grandparents. I first collaborated in this unit of work in 2014 and this was a repeat with one teacher supporting another who had not used GID before. It was a fantastic morning – the children were so excited and had obviously learned a great deal!

img_0178 img_4760

After the first few years of using Carol Kuhlthau’s original model of the Guided Inquiry process, with its nouns as steps, I was over the moon when we were introduced to the new GID process step names as verbs which made so much more sense to the younger students. Add to that the new colourful Syba Sign images to guide students through the process and it is now so much more connected for everyone.

Whilst I have always, in over 40 years of teaching, tried to make learning personally relevant to my students the concept of ‘Third Space’ explains why relevancy works so well and the more we can encourage teachers to have students explore within this space the more the students will retain and build knowledge and be engaged in their learning. Guided Inquiry Design does this so well!

In 2008 I began using Guided Inquiry with Year 7 and then after two years had my first experience of a Year 10 class. The difference was marked but really the outcome was similar. All students without exception were engaged in their learning and the teachers involved continued to want to repeat the process. Though the years I have gathered evidence, obtained permissions for publication and used this to promote the GID practice in our Australian schools. Syba Signs provided our first professional learning conferences on Guided Inquiry and continues to supply Australian school libraries with signage and books.

I use my library blog to store a lot of the history of our GID journey and anyone is welcome to look at these experiences through photos and videos. http://bacirc.edublogs.org/guided-inquiry/

Here are a few of our more exciting experiences at Broughton:

2010 – Taking two year 10 students to a Syba Signs conference in Sydney where Joshua articulated the whole process for his inquiry into the treatment of refugees in Australia – The politicians should have listened to him!  http://bacirc.edublogs.org/guided-inquiry/gi-2010/

2013 –A Year 12 student who asked her teacher to use GI after her experience of the year before and a seminar of our Primary teachers promoting its use to colleagues then Jodie Torrington describing her work that year…and finally two video products of a Year 10 GID unit  http://bacirc.edublogs.org/guided-inquiry/gi-2013/

2015 – scroll for a Year 2 unit on People who help us in the community http://bacirc.edublogs.org/guided-inquiry/gi-2015/

2016 – Medieval Day with Year 8 – this unit gets bigger and better every year!http://bacirc.edublogs.org/guided-inquiry/gi-2016/

A link to an action research article I published in Scan in 2011: http://bit.ly/2f8Ny1u

Technology has made our jobs so much more integrated and our shared learning so much more exciting. When I first used GI back in 2008, I set up a wiki for shared learning and this was considered to be very innovative practice. Whilst this worked well then, it had its frustrations and we now have so much more! Lately, Edmodo has been our preferred platform and this works very well to:

Differentiate learning tasks, set up and share in inquiry circles, deliver scaffolds, share resource list links (eg Diigo), collect and share work, share links to final products – websites, videos, assess scaffolds, links to questionnaires for action research…. and more!

Thank you to everyone who has shared and contributed to my learning and I hope, through sharing freely, I have helped others in some small way too.

Alinda Sheerman


Head of Information Services/Teacher Librarian

Broughton Anglican College,

Menangle Park, 2560

NSW, Australia

Evaluating our GID Global Connections ‘OREO’ experience

While our American friends are celebrating Thanksgiving and taking a holiday for two days, ‘Down Under’ we are very busy completing the last few weeks of our school year and looking forward to our six week summer holiday!

This morning I have been working with two of our four Year 7 classes on their GID unit of work ‘Ancient World depth study: China and helping them finish off their reports before selecting a way to share their work – so far we have a selection of web pages, poems, songs and there will no doubt be a prezi or two!

But I digress – In my last blog post about the Year 5 Global Connections unit of work we arrived at the vital stage of ‘Evaluate‘.

This unit of work became extremely large and our time was very limited. We did, however, take the time to evaluate! This is very important so that a second cycle with another class can build upon what took place this time and improve on what was already so exciting!

The teaching team had already discussed quite a few aspects during the process.

One idea was to give certain students, with special learning needs, tasks that would allow them to absorb more knowledge without having to write as much. One boy we decided, who loves using cameras, should have been given the video management role so that as he edited he would have learned a lot more than through doing his own research!

Students could also have worked in groups, with a leader allocating tasks, so that some students could work on the logo, another on the script in partnership with those working on goals and motto etc.

This would have saved a lot of time but we were also aware of just how proud each student was of their individual achievement that they could then share with the others. Some of these activities, though, were also used to achieve outcomes in other subject areas such as Art.

We decided to evaluate the students and the teaching team but we also received unexpected comments from parents.

Students: Based on de Bono’s hats

Catherine decided on a wonderful way to ask the students to reflect on their learning. After telling them all about de Bono’s thinking hats she had them work their way around the room in groups to tables that held coloured pieces of cardboard. They all wrote comments on these and the teaching team, including a special needs teacher, circulated to assist in some of the ‘harder zones’.



A timer ‘bomb’ App on the white board kept the students focused to achieve a comment in the limited time before the massive explosion!


I collected the cardboard and notated the comments  so that we could discuss this together later.

Teaching Team: Catherine and I discussed at length together – what went well and what needed fixing. I interviewed her and her responses were recorded and are stored here:

Student achievement: https://vimeo.com/128838865

Student Engagement: https://vimeo.com/128838303

Integration and evaluation: https://vimeo.com/128837052

Teacher Librarian Collaboration: https://vimeo.com/128837051

Integration and ‘Thinking’ Questions: https://vimeo.com/128837050

The Year 5 parents were amazed by the enthusiasm of their children throughout this whole unit of work and after their attendance at the “Summit” we received these two emails:




SHARE again – Widely!

I was invited to speak at the NSW annual conference of the Teacher Librarian Professional Learning Community. The topic I spoke on was TL – changing pedagogy to increase student engagement and learning.

I decided to invite along Catherine and also one of the students with his parents. I gave them half the time and we all spoke about our learning experience on this unit. Needless to say, a number of teacher librarians became convinced that Guided Inquiry Design, collaboratively taught and with the assistance of the teacher librarian certainly engages students but also increases their learning across many areas.



This GID unit of work really was a wonderful learning experience for us all!

Stay tuned for my final general GID wrap up reflections later in the week.

Happy Thanksgiving!

Alinda Sheerman (Broughton Anglican College, Menangle Park, NSW Australia)

Year 5 Go Global

When I was first asked to help a Year 5 teacher, Catherine Havenaar, with an integrated Year 5 unit on ‘Global Connections’, I was initially a little cautious about how we would achieve the integrated English and Humanities outcomes. She was in her first year of teaching – after being a Paramedic for many years – but had been inspired to try Guided Inquiry after a seminar I gave to the whole Primary staff at the beginning of the year.

The first step of any unit of Guided Inquiry, of course, is to plan with the teaching team. By the end of the first session I knew we were on a winner.

Right from the start Catherine and I bounced off each other with ideas and this continued throughout the unit until it actually became an exhaustingly huge project. However, because the students all joined in the ‘fun’ of learning together it was an experience never to be forgotten.

The fact that the G20 Summit was taking place in Brisbane at the time was such a bonus. Having world leaders right here in Australia and on the news, made ‘global connectedness’ so relevant to the students. I love this research plan a student was working on later – Can there be a G21?


The Programme of work is available here: http://guidedinquiryoz.edublogs.org/practice-2/primary-guided-inquiry-units/

Australian Curriculum – Stage 3 

Human Society and Its Environment: Global Connections

Key Focus:

What impact does Australia have on the world stage through our global connections?

Contributing Questions:

In what different arenas does Australia contribute to the world?

What are our responsibilities in making sure all people are treated with respect and provided with basic human needs?

OPEN: As with all GID units we began with checking prior knowledge and global organisations that the students recognised.

Activity 1: Complete ‘pre-test’ to determine knowledge levels about Australia’s connection to other countries – Provide students with a question and answer sheet that they will complete as they move around 10 stations. Each station has a visual prompt relating to a different idea of global connection. Students have four minutes at each station and identify the prompt they know least about.

Other Activities: Watch “Global Connections” video on ClickView; Read“Around the world by lunch”; CDRom -“The Global Village” (oral activities)

IMMERSE: Students discussed Article 25 of The Universal Declaration of Human Rights and recapped the importance of Australia’s role in providing aid and humanitarian support.

Students then selected an organisation and drew its logo with a description of its elements and meaning.

Using a scaffold “Making the Choice” to gather information on a number of organisations they read widely and took notes, discussing findings at specific points with the teacher and each other.

One student with dyslexia was catered for when Catherine decided to bring in her own Mac computer to give the student during lessons so that she could use the ‘Text to speech’ function. This student managed better than ever before, could listen to sites about organisations – and was so happy!


Links to all the organisations selected were put onto a Diigo sites and used from the class Edmodo learning platform. Students also enjoyed sharing sites they found.



EXPLORE: Students determined an organisation to research and read widely from Diigo links, books and subscriptions such as online encyclopaedias and Skwirk.

Scaffolds were provided for recording information and the questions they raised about that organisation.


IDENTIFY: Students wrote a research question (with help from the teaching team) to focus their exploration and four contributing questions which were placed into a jigsaw scaffold and/or a mind map.



GATHER: Answers were gathered in their books and throughout students were assisted with aspects of information literacy by the teacher librarian – everything from determining best sources of information to writing a Bibliography.


CREATE: Now for the real fun! This is a prime example of students working in the ‘Third Space’ and where they all just blossomed.

Students created an organisation of their own based on the tenets of the one they had been researching. They had to create a name, logo, slogan, aims, goals and a script for a one minute infomercial which featured the student introducing their agency. Because they had selected an organisation originally based on their own interest we had organisations created for everything from wildlife conservation to soccer. This also integrated their Visual Arts and Writing programs. (see program : http://guidedinquiryoz.edublogs.org/practice-2/primary-guided-inquiry-units/)

Catherine and I had a discussion about how she could be involved in a fun way to model their tasks. It was decided that she should create the overarching organisation with which the students all had to register their created organisations! After a lot of thought and laughter we came up with OREO: Office of the Registry of Earth’s Organisations. A logo was created and Catherine made her own infomercial as an example for the students.

See it here: https://vimeo.com/192400121

SHARE: A Global Summit was organised to which all parents, the Head of Primary and the Principal were invited…

In groups of five the student’s infomercials were played. Each group then entered to sit around the OREO table dressed for their role in their organisation. Parents had been given prepared questions to ask and the students, in a very professional manner, stood and answered for their organisation.

Morning tea was served to all and of course there was a distinct Oreo theme!

A large number of parents and grandparents came to the OREO Summit:


Here they are watching the ‘Infomercial’ videos the students made for their created organisaton. (Note their Logos on the wall!)


But a unit of work does not end with Share!… We conducted evaluations of students and the teaching team but also were surprised to receive a number of feedback comments from parents.

Stay tuned for the Evaluation blog and some links tomorrow. Finally I will reflect on a few more GID experiences towards the end of the week.

Alinda Sheerman – Broughton Anglican College, Menangle Park (75 km south west of Sydney, Australia)




Inquiry Stations in Explore

This week I am sharing our district newsletters about inquiry learning.

Inquiry News 3

Here’s the link to our third newsletter.  inquiry-news-3-nov-2015-for-gid nnps-nl3-p1

In Newport News, we combine Guided Inquiry’s “Open, Immerse, Explore” stages into one stage, “Explore.” This issue focuses on the Explore stage of the Inquiry Process, and shows how teachers have set up Inquiry Stations in their classrooms, supported by their librarian and reading specialist.


I hope you have enjoyed seeing some our work in NNPS.

Mary Keeling

Supervisor, Library Media Services

Newport News Public Schools

Lilead Fellow, 2015 – 2016

Week Long Inquiry Leads to Community Service

This week, I am sharing our district newsletters about inquiry learning as part of my project to amplify our message.

Inquiry News 2  

Click this link to read NNPS Inquiry News #2 inquiry-news-2-oct-2015-ed-for-gid


In this school, the principal empowered the librarian and reading specialists to work with a single class in each grade level for a week-long inquiry immersion experience. In this project, students selected a community service project for their school and developed a message to promote this project to their school.



On Thursday, I’ll share our last newsletter for this week.

Mary Keeling

Supervisor, Library Media Services

Newport News Public Schools

Lilead Fellow, 2015 – 2016

Amplifying the Message of GID through One District

I am Mary Keeling, Supervisor of Library Media Services in Newport News, Virginia.

My district’s librarians have been working with an inquiry process model since 2006. Universal adoption, our goal from the start, has been elusive. As a 2015-2016 Lilead Fellow, my project goal was to transform learning in my school district using teacher-librarian teams to foster inquiry and support teachers as they adopted an inquiry stance. We understood that implementation would be different in every building, and that sharing experiences would empower others to try. It is not enough to do good work; we have to share our stories so people can visualize themselves doing the same thing. Part of the change process involved amplifying the message!


The communications plan for this project included several elements: meeting one-on-one with principals to explain inquiry, securing news coverage for inquiry projects through our districts’ television production department, and sharing inquiry stories through newsletters. A design goal for the newsletters was to make the information highly accessible with colorful pictures, examples of student work, short paragraphs, and bulleted lists of “how-to” information. The newsletters were distributed monthly to principals, executive directors, and curriculum supervisors.

In the next posts, I’d like to share some of these newsletters to show what we’ve done to amplify our message.

Inquiry News 1


In this issue we introduced two examples of different experiments with Inquiry that had been conducted between March and May of the previous school year. Reading specialists and Instructional Technology Coaches were invited to join librarians. However, in some schools, librarians OR reading specialists worked alone. Principal support was significant in both of these examples.

To read the full newsletter, click on the link below! Enjoy!


Tomorrow, I’ll post another example!

Mary Keeling

Supervisor, Library Media Services

Newport News Public Schools

Lilead Fellow, 2015 – 2016

The Flexibility of GID

When I learned how effective Guided Inquiry could be, I got excited about planning a GID-based writing workshop. I focused on Reconstruction because it’s the setting for my book, but the model could be adapted for any historical time period. On my website I’ve posted the materials you’d need to lead this workshop in a middle or high school classroom, and I’ll run through the steps quickly here.

The “Open,” “Immerse,” and “Explore” stages are the same as I mentioned yesterday: show the book trailer, read BROTHERHOOD, ask students to connect to content, and begin to research Reconstruction. When I visit schools, I show a series of photographs, and students point out the details—clothing, means of transportation, food, etc. My favorite is this shot taken at the wall in front of St. John’s Church in Richmond, VA, in 1865. Notice that the people are wearing coats and hats, but most have bare feet.


During the “Identify” stage, I ask students to write a scene based on a newspaper article from the era. I encourage loose, messy, fast writing. I interrupt them with sound effects (church bells, horses, crickets), and ask them to incorporate the sounds into their scenes. The process here isn’t about producing good writing. It’s about entering into the time period vicariously.

Next, students swap newspaper articles and write a second scene—again, loose, fast writing. Then they pause and I ask which scene they liked most. Which did they prefer writing about, and why? What did they find compelling, disturbing, or interesting about the one they preferred? Their answers kick off the “Gather” stage of the GID process—the stage when students begin to ask their own questions. This step is the essence of Guided Inquiry. It’s the reason GID is so effective.

Whether students prefer scene A to B, or B to A doesn’t matter. What matters is that they prefer one. Students will always prefer one. Always. And the moment they articulate why they like one better than the other is the moment they really begin to invest in the subject matter. It’s an exciting moment to watch! They’re given permission to make a choice, express an opinion, and be heard, and the process empowers them.

In the “Gather,” “Create,” and “Share” stages, students’ individual or group projects go in any number of directions, and I leave that part up to the teachers. Some have particular themes they’d like the class to address. For example, in my previous post I mentioned that the teacher wanted students to think about gangs—all types of gangs and the conditions that give rise to them. Or teachers might want students to think about voting rights (who feels threatened by another’s right to vote?). Or maybe students will create and share presentations about citizenship and what it might feel like to live in America today and not be a citizen. Or they might talk about the problem of bullying.

GID allows for flexibility! I began this post talking about Reconstruction, and in only a few paragraphs, I’ve raised a myriad of topics, but that’s because my novel raises them (the Reconstruction-era amendments established birthright citizenship and voting rights; if your class is focused on a different time period, your students will ponder a different set of issues).

From my perspective—hey, I’m a writer, so I have to nudge students to write, no apologies!—an easy exercise in loose writing gets the process going strong. And when students reflect on issues that matter to them, personally, and are in a safe space for reflection, wow! Sharing happens. Listening happens. Learning happens.

I love the way GID promotes a student-centered and student-directed approach to learning (so much more effective than the memorize-and-regurgitate model of my youth). Like I said in my first post, boy do I wish my teachers had used Guided Inquiry when I was growing up. Thank you, Leslie, for inspiring me and the next generation of educators!

The 2016 Collaborative School Library Award

Yesterday I invited you to experience the “Open” stage of the award-winning GID unit developed by two librarians and a social studies/language arts teacher at Carver Middle School in Chester, VA. They based the unit my book, BROTHERHOOD, and posted all of their materials on this Blendspace page so that others can recreate the unit in their schools.

Set in Virginia during Reconstruction, BROTHERHOOD is the story of a white boy who joins the Klan, meets a young black teacher, and comes to question the racial prejudices he’s been taught. The book raises all sorts of questions about identify, race, peer pressure, gangs, etc., and doesn’t provide easy answers. So it’s great for kicking off classroom conversations on a variety of topics.

During the “Immerse” stage of the GID process, in order to connect to the content of daily readings, the students at Carver wrote a tweet a day.

daily tweet.52GID blog

Historians from the Library of Virginia and the Virginia Historical Society visited the school, bringing samples of items mentioned in the book, such as swatches of cloth and a copy of a page from an 1867 newspaper. The time period was beginning to come alive for the students.

During the GID stages “Explore” and “Identify,” students continued to read while researching the post-Civil War era. Then they went on a field trip to Richmond, VA, and walked the streets the characters had walked. In advance of the trip, the librarians asked me to audio-record myself reading selections from the book. I posted the audio files online, and during the trip, students stopped at key locations to listen—via QR codes—to me reading. This was an innovative way to use technology, and got the students all the more engaged. Click on this code to hear one of the recordings:


I visited the classroom and talked about how I came to write BROTHERHOOD—a presentation that includes mention of the Noble Lost Cause ideology, Jim Crow era, and Civil Rights movement. On another day, the school’s safety officer came and presented information about gangs. The class explored reasons why a person might join the Klan or any gang—any group vying for power, control or influence.

During the “Gather” stage, each student’s essential questions led him/her to choose a gang to research further. Students divided into small groups, and for the “Create” and “Share” stages, each group did a presentation about a gang and how they (or society) might stop the spread of that gang. In this way, they progressed through the 7th grade curriculum. For prohibition, for example, one group did a presentation about the Mafia running liquor. For World War II, another group showed how the Nazis gained support by blaming Germany’s ills on the Jews. By the time the curriculum brought them to the present day, they already knew from yet another student presentation that Al Qaida is motivated in part by a rejection of capitalism. I visited the school again, and was blown away by the high quality of the presentations, both from struggling learners and from gifted students. The GID approach excited them all.

Along the way students participated in the GID stage, “Evaluate,” asking questions such as, what surprised me today? What was clear? What was confusing? I love the fact that when you do GID, you don’t leave evaluation to the very end. GID encourages self-reflection at every stage.

This GID unit was pretty involved, and it hit me that some educators might want to add BROTHERHOOD to the curriculum and use the GID approach, but they don’t live near Virginia and can’t easily do the field trip. And that thought motivated me to design a GID-based writing workshop that can be done in any classroom, anywhere. I’ll tell you about it in my next post…