Paul Jablon, Ph.D., taught in the New York City public schools for 19 years where he and his colleagues created classrooms, programs, and schools that utilized inquiry teaching and interdisciplinary, project-based learning to engage those students previously disengaged from school. As a faculty member at Brooklyn College, the University of Massachusetts, and Lesley University, he had the opportunity to work for over two decades with both preservice and practicing teachers. Leading systemic-change projects in urban and suburban school districts, he has collaborated with thousands of teachers to understand how inquiry teaching is best implemented with a diverse set of students from kindergarten through college.
Discover and implement effective ways for students to develop conceptual understandings, complex thinking skills, and habits of mind using an inquiry-based approach. Teachers learn how to embed the inquiry process into instruction across content areas.