Illustration by Ari Libenson
Inquiry By Design (IBD) was implemented at the beginning of this school year as the new English Language Arts (ELA) curriculum in all Berkeley Unified School District (BUSD) middle schools. Created after the implementation of the Common Core, IBD aims to foster a student-centered learning environment.
IBD focuses on close reading texts, writing in narrative, expository and analytical styles, and engaging in small group and whole class discussions. The curriculum is based around partner work and group discussion in which teachers act more as coordinators than answer keys.
In Spring 2017, a group of BUSD literacy coaches, teachers, and principals began discussing the formation of a universal ELA program for district middle schools. As part of the process, nineteen teachers implemented three different ELA educational programs in their classrooms. Based on their experiences, IBD was selected and implemented as the basis of a district wide ELA curriculum.
Until now, BUSD has not had a standardized curriculum for middle school ELA, and most teachers develop their own educational programs.
The switch from composing their own curricula to using IBD has proven challenging for some teachers. Steven Conley, a seventh grade humanities teacher at King Middle School, said that the previous model of independent curriculum development allowed him to modify his curriculum for his specific classroom needs. With IBD, Conley said, “I am being forced to give up what I know has worked and that has been tailored to me as a teacher and that I can adjust to fit my students.”
Regarding the adoption of the new curriculum, King Middle School seventh grade humanities teacher Mikko Jokela said, “There will be resistance, both internal and external, because you’re used to doing things a certain way.” However, he thought teachers would grow accustomed to the new curriculum over time.
The IBD curriculum is intended to help students step out of their academic comfort zone, but Conley says that IBD’s method isn’t always effective, depending on the student. “The students that are hyperactive, this curriculum is very difficult for them. They hate it,” he said. According to Conley, the program doesn’t motivate these students to participate.
Conley and Jokela both reported that the IBD curriculum has proven manageable for students who are more quiet and reserved. Jokela said that while certain teachers attach participation grades, if a student has a strong work ethic, IBD is not strenuous for them.
“Even if you are an introverted student, if you’re motivated by your grade you’ll figure out a way to say what you need to say.” Jokela stated. Conley concurred, “I find that more introverted students will join any group if they feel safe in the class and with the people they are working with.”
Outside of individual classrooms, Jokela said that there is a sense of unity that comes with the universal curriculum. “When there is cohesion across the school and even across the district, students can talk about it,” he said, adding, “They feel more connected when they go into other classrooms and they have a common lexicon.”
However, for teachers accustomed to controlling the classroom experience, the universal adoption of the IBD curriculum does not necessarily make it more effective.
Conley said, “If my students were doing worse than the other teacher’s students, then change what I do. From the limited research I have done, every English teacher teaching the same thing the same way does not help the students.”
While the transition to IBD has been difficult for some teachers, Jokela suggested that they accommodate new instructional methods. He said, “The switch is something where you can adapt your best practices to the best new practices that IBD requires.”