Libro: Evidence of Inquiry: Exploring, Questioning, and Documenting with Learning Walls (Leading with Inquiry)

Learning is often messy—with artifacts, sticky notes, note cards, research, and countless questions scattered across the room.
Learning is both communal and personal, evolving through brainstorming and wondering sessions, whole-class conversations, and small-group discussions.
Learning is also visual, especially when the learning environment—the third teacher—is intentionally designed to reflect and support the process.
Learning walls bring it all together by showcasing the messiness of learning, cultivating curiosity, and empowering learners at every level to explore, wonder, and grow.
In Evidence of Inquiry, educator and consultant Jessica Vance guides readers through the art and practice of building meaningful learning walls.
Far more than just wonder walls, learning walls are interactive spaces, providing focal points and launchpads for student inquiry. They also serve as visible records of learning—places to collect authentic data and evidence of the inquiry journey.
Drawing on her global work with educators, Vance shares practical, step-by-step guidance along with adaptable frameworks you can use in any learning context. Real-life learning walls and educator stories further demonstrate how constructivist pedagogy invites students to drive the learning in powerful, visible ways.
“Evidence of Inquiry will not only deepen your understanding of learning walls and equip you to create and use them but it will also deepen your understanding of the pedagogy of inquiry itself.”
—Kath Murdoch, teacher, consultant, and author of Getting Personal with Inquiry Learning
“This book is an invaluable guide for educators seeking to craft spaces that communicate ‘the story we want the learning to tell.’”
—Anne van Dam, education consultant
“With practical wisdom, expert insight, and inspiring examples, Jessica Vance becomes a trusted guide, leading readers step by step through the process of creating learning walls—and, more importantly, using them as dynamic tools to enrich and extend student thinking.”
—Ron Ritchhart, EdD, director of Cultures of Thinking Foundation