On July 28-29, we held a workshop for the\u00a0Academy School District 20<\/a> in Colorado Springs.\u00a0 In this workshop, titled: “Revolutionary Learning: Inquiry and Critical Thinking Using Primary Sources,” we investigated teaching with primary sources, 21st century skills, and inquiry through the lens of the Industrial Revolution<\/a>.<\/p>\n Master teachers and frequent TPS collaborators\u00a0Mary J. Johnson and Stevan Kalmon presented the very first fully-integrated dual inquiry model to the 28 participants.\u00a0 This model focuses on the role of educators as both teacher and learner in the process of inquiry. Our model, created by Peggy O’neill-Jones, Cindy Stout, Linda Sargent Wood, Michelle Pearson, and Stevan Kalmon, is based off the work of Barbara Stripling’s Inquiry Model.<\/p>\n Participants were also given a tour of the Library of Congress homepage<\/a>, American Memory<\/a>, and the Teachers Page<\/a>, all while having the focus of the two roles in mind. \u00a0Questions such as: “Which collections seem most useful to you as a Learner?” and “Which collections seem most useful to you as a Teacher?” were used to focus the participants’ inquiry.<\/p>\n The idea of reflection played an integral part\u00a0throughout the workshop. \u00a0After each section of the workshop, the\u00a0participants\u00a0were asked to reflect on what they had learned by answering guided questions, such as:<\/p>\n A highlight of the workshop was Mary Johnson’s QR code<\/a> activity, where she demonstrated the power of QR codes in the classroom, but from the perspective of a learner, rather than a teacher. \u00a0You can view her Word doc here to see <\/a>her lesson plan<\/a>.<\/p>\n\n