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It is important that school, college, and other curricula aim at:
i) an understanding of the concepts and propositions of knowledge; and
ii) the ability to apply (i) to a range of familiar (and novel) problems and situations.
This is hardly sufficient though. We believe that to qualify as 'high quality', curricula should go beyond (i) and (ii) to aim at:
iii) critical understanding: an understanding of the evidence and arguments for or against established knowledge as well as controversial concepts and propositions;
iv) the ability to think critically about concepts and propositions;
v) the ability to engage in independent inquiry; and
vi) the capacity for an integrated perspective on (i)(v).
The aim of this course is to help the participants develop the capacity to design syllabi, teachinglearning materials, classroom activities, and assessment, oriented towards (iii)(v), with some bit of (vi). The course will contain a mixture of recorded classroom sessions, other videos, as well as a significant amount of reading materials. This course is aimed at middle school, high school, and university educators, but other with an interest in education will also gain from this. The course is intended to be a 12 week course, with around 5 hours of work per week.
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Section 1: Learning Trigger 1  Introduction to Inquiry and Integration  

Lecture 1 
How to Navigate through Learning Trigger 1

01:00  
Lecture 2  09:32  
This is part 1 of a 3part introduction to Inquiry and Integration. 

Lecture 3  12:25  
This is part 2 of a 3part introduction to inquiry and integration 

Lecture 4  17:37  
This is part 3 of a 3part introduction to inquiry and integration 

Lecture 5  00:12  
This is the first chapter of a textbook on Inquiry and Integration. The language is aimed at high school students, but is aimed at anybody who has completed the 8th grade. 

Lecture 6  00:05  
This is a lesson plan aimed at developing the mindset of doubting and questioning. 

Lecture 7  16:04  
This video is a classroom implementation of the previous lesson plan. 

Section 2: Learning Trigger 2  Mathematical vs Scientific Inquiry  
Lecture 8 
How to Navigate through Learning Trigger 2

01:00  
Lecture 9  13:11  
This is part 1 of a 5part introduction to the distinction between Mathematical and Scientific Inquiry. 

Lecture 10  11:21  
This is part 2 of a 5part introduction to the distinction between Mathematical and Scientific Inquiry. 

Lecture 11  08:07  
This is part 3 of a 5part introduction to the distinction between Mathematical and Scientific Inquiry. 

Lecture 12  04:32  
This is part 4 of a 5part introduction to the distinction between Mathematical and Scientific Inquiry. 

Lecture 13  08:59  
This is part 5 of a 5part introduction to the distinction between Mathematical and Scientific Inquiry. 

Lecture 14  00:12  
This is the 2nd chapter of a textbook on Inquiry and Integration. The language is aimed at high school students, but is aimed at anybody who has completed the 8th grade. 

Lecture 15 
For Educators: Maternal Grandmother

00:05  
Lecture 16  15:31  
Watch the video (in two parts) and read the attached document. Reflect on the following questions:


Lecture 17 
Classroom Implementation: Grandmothers Part 2

10:11  
Section 3: Learning Trigger 3  Observational Scientific Inquiry  
Lecture 18 
How to Navigate through Learning Trigger 3

00:55  
Lecture 19  15:47  
This is part 1 of a 2part introduction to Observational Inquiry. 

Lecture 20  08:20  
This is part 1 of a 2part introduction to Observational Inquiry. 

Lecture 21  00:12  
This is the 3rd chapter of a textbook on Inquiry and Integration. The language is aimed at high school students, but is aimed at anybody who has completed the 8th grade. 

Lecture 22  00:12  
This is the 4th chapter of a textbook on Inquiry and Integration. The language is aimed at high school students, but is aimed at anybody who has completed the 8th grade. 

Lecture 23 
For Educators: Introduction to Observational Inquiry

00:03  
Section 4: Learning Trigger 4  Mathematical Inquiry  
Lecture 24 
How to Navigate through Learning Trigger 4

00:55  
Lecture 25  15:10  
This is part 1 of a 4part introduction to Mathematical Inquiry. 

Lecture 26  12:41  
This is part 2 video A of a 4part introduction to Mathematical Inquiry. 

Lecture 27  09:03  
This is part 2 video B of a 4part introduction to Mathematical Inquiry. 

Lecture 28  19:46  
This is part 3 video A of a 4part introduction to Mathematical Inquiry. 

Lecture 29  11:21  
This is part 3 video B of a 4part introduction to Mathematical Inquiry. 

Lecture 30  07:51  
This is part 4 video A of a 4part introduction to Mathematical Inquiry. 

Lecture 31  12:22  
This is part 4 video B of a 4part introduction to Mathematical Inquiry. 

Lecture 32  13:29  
This is part 4 video C of a 4part introduction to Mathematical Inquiry. 

Lecture 33  00:12  
This is the 5th chapter of a textbook on Inquiry and Integration. The language is aimed at high school students, but is aimed at anybody who has completed the 8th grade. 

Lecture 34  00:12  
This is the 6th chapter of a textbook on Inquiry and Integration. The language is aimed at high school students, but is aimed at anybody who has completed the 8th grade. 

Lecture 35 
For Educators: Introduction to Mathematical Inquiry

00:03 
BA Mathematics with High Honors, Oberlin College
Madhav Kaushish founded SmarterGrades, an online, adaptive numeracy learning portal in 2011 with funding from the Ewing Marion Kauffmann Foundation. He then worked with Universal Learn Today (The educational wing of India Today) as a Curriculum Developer and Mathematics Education Specialist, and later as their Manager of Online Educational Product Development. His current preoccupation is with creating materials, including textbooks, lesson plans, and videos, for students to learn how to think like Mathematicians.
PhD Linguistics, Stanford University, USA
Tara Mohanan is well known internationally for her work on theoretical issues in linguistics. Her doctoral dissertation, Argument Structure in Hindi, was published by the Center for the Study of Language and Information, Stanford. At the NUS, she codesigned with K P Mohanan an InquiryOriented undergraduate program in Linguistics. Her other preoccupation in academia is to design and develop a program to introduce students to rational inquiry across disciplines.
A Master's in Mathematics from IIT Madras, Jayasree has taught students across levels  from secondary school to undergraduate at various institutions including SIES College Navi Mumbai, The Air Force School and Reliance School, Jamnagar. She has also worked for Educational Initiatives, a leading assessment and teaching company in India across their Assessment, Teaching and Evaluation divisions. During this period she has created online learning modules, diagonostic assessments, teacher assessments, teacher support materials and worked extensively on evaluation of educational programs in the government school space. Currently she is a member of team ThinQ, working on creating inquiry oriented teaching learning materials.
MS, PhD Linguistics, MIT, Cambridge, USA
K P Mohanan has taught at the University of Texas at Austin; MIT; Stanford University; and the National University of Singapore (NUS). He has made significant contributions to linguistic theory; was the architect of an InquiryOriented undergraduate program in Linguistics at NUS; and has worked extensively with the nature of academic knowledge and inquiry. He is currently a Visiting Professor at IISERPune.