Gather – Becoming informed about my topic so I can design a meaningful experiment Once the students determined their personal interest within the fields of science and within a specific
“We were originally going to ask upper level content area teachers to support our seventh graders to research their areas of interest, but nobody had any extra time or energy
Many educators are happy to teach in a silo- “Just leave me alone to do my thing!” they say, as they close the classroom door. Not so with GId.
Today’s post is a reflection on the Boston Latin School (BLS) GId Science Fair unit by the librarian, Susan Harari. Thank you for this contribution. “It’s not always science and
Uncertainty isn’t easy on any of us. But it’s the challenge of digging deep that is part of why this kind of learning has a lasting impact on our students.
Equity is important in public schools in the US. Educators want all students to have an equal opportunity to have high quality learning experiences. The science fair is often a
In the this post, science teacher Courtney Garside describes how the Open and Immerse phases of Guided Inquiry were developed to help students see the science in their everyday lives,
Boston Latin School Middle School Science Fair was redesigned this year using GId. The Learning Team found some great benefits to doing so. One was that the teachers saw students
We’re continuing to describe the Boston Latin Science Fair and how GId transformed the design in ways that made a big impact on student learning. Today we’ll be talking about
Today on the blog is Courtney Garside, BLS Science Teacher- talking about how GId provided the roadmap they needed to structure the learning so students would find and stick with