It is a commonplace occurrence: a group of students gathers at the classroom window, watching the activities of birds and sharing their informal observations. But for Phyllis Whitin, her class, and her collaborator, David Whitin, what began as a common event grew into an uncommon journey of shared wonder and discovery. On one level, Inquiry at the Window is the story of an elementary classroom's yearlong study of birds. But it is also the story of children looking closely at their world, raising questions, confronting scientific problems, and becoming empowered by the fruits of their own efforts. It is the story of inquiry itself and an inspiration for any educator concerned with preserving and fueling the innate sense of wonder we all possess. In order to support their belief that inquiry is a spiraling, interwoven process, the authors do not offer a strictly chronological account of their year. Rather, they start with the premise that firsthand experience must be the beginning point for scientific study. We see students throughout the year sharing observations, interpreting their own scientific data, and constructing tentative theories. We also see them conversing with a community of learners that includes families, members of wildlife societies, and ornithologists--a remarkable process that generates further questions and legitimizes children as scientific thinkers in their own right. Inquiry at the Window leaves the reader not with a prescriptive formula to follow but with a vision of learning that celebrates surprise, thrives on doubt, and honors multiple perspectives. It will be a valuable resource for preservice and inservice teachers who want a close look at interdisciplinary learning.

Inquiry at the Window: Pursuing the Wonders of Learners

Education & Teaching

Whitin, David

Whitin, Phyllis

Schools & Teaching

Heinemann

Sketching Stories, Stretching Minds captures the power of young people's visual responses to literature. Working in a community of learners, Phyllis Whitin encouraged her students to respond to their readings through sketched interpretations. Like pieces of writing, the sketches became a vital part of the curriculum as vehicles for discussion and reflective tools for understanding. Her book shows how she implemented the strategy-how she discovered, came to understand, and refined it to fit the needs of her seventh-grade classroom. From that perspective, the book is a model for high quality teacher research. "I have grown as a teacher by looking closely at classroom events and by inviting students to share their thinking with me," Whitin states in the preface. "I have found that teacher research does not mean 'doing' something 'to' kids. Instead, teacher research is looking closely, listening attentively, and learning collaboratively with my students." Upper elementary, middle, and high school teachers looking for ways to expand literary interpretation and self-evaluation in the classroom will find Sketching Stories, Stretching Minds invaluable.

Sketching Stories, Stretching Minds: Responding Visually to Literature

The authors of this book offer teachers of grades K-6 a wealth of ideas for integrating literature and mathematics, including specific criteria for evaluating mathematics-related books; practical discussions about books and strategies for introducing them to children; a close look at problem posing and book pairs as effective strategies for engaging all students; explicit connections made to mathematics and English language arts standards; sidebars of extension activities and text sets; and an annotated list of the best mathematics-related literature available. Each chapter discusses a range of books and classroom applications to show how teachers can integrate such books into the curriculum to meet school objectives in language arts and mathematics.

New Visions for Linking Literature and Mathematics

Whitin, David J.

Reference

National Council of Teachers of English (NCTE)

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