Expand your teaching skills and help your students grow their ability to think critically, creatively and conceptually.

Concept-Based Inquiry in Action is a book that gives teachers practical strategies and tools to promote deeper thinking and transferable understanding so their students can flourish within and outside of the classroom.



Have you ever noticed how there's a gap in teacher training? Teachers know the importance and value of concept based instruction and curriculum, but often lack the practical, everyday strategies and tools to facilitate it in the classroom.

That's why education experts and co-authors Rachel French and Carla Marshall bring you their new book, "Concept Based Inquiry In Action".

I’m very passionate about a Concept-Based curriculum because I think there’s something in the agency it gives students through them seeing knowledge and understanding as something that they have control over. When you deal with knowledge at a surface level, and students are able to simply parrot it back to you, they’re just reproducing what it is that you’re teaching and they have no agency in that process. When they’re engaging deeply with underlying understandings and constructing them for themselves, they come out of that process with the deep empowerment that allows them to think creatively and engage creatively in new thinking circumstances.

Ian Tymms
Head of Middle School English
United World College Southeast Asia


“As teachers, we often notice that some children are naturally strong at conceptual thinking. These students make rich connections, share insightful comments and transfer understanding from one study to another with little to no teacher support. Our experiences with these students may lead us to believe that some children can think conceptually while others simply cannot. This is untrue; all students can be conceptual thinkers. If we want to develop classrooms where rich discussion and meaning-making take place, we need to reflect on how we build a culture of Concept-Based Inquiry. Such classroom spaces create high expectations for students, while simultaneously championing collaboration and supportive relationships.” - Rachel French and Carla Marschall


 Hi, I’m Rachel French!

I know first-hand the challenges international teachers face. As an international educator, workshop leader and author, I’m passionate about increasing the availability of professional development for international teachers, as well as helping teachers implement strategies that facilitate conceptual learning and understanding in their students.

I’m an IB trained PYP workshop leader and certified Independent Consultant, Presenter and Trainer with Lynn Erickson and Lois Lanning. I’m also the Director of Professional Learning International (PLI), which was founded to support international schools to access leading professional development. Every year, I lead the ‘Dr. H Lynn Erickson and Dr. Lois A. Lanning Certification Institute for Concept-based Curriculum and Instruction Trainers and Presenters’, certifying other teachers to present this impactful material.

Along with Dr. Lynn Erickson and Dr. Lois Lanning, I co-authored the second edition of “Concept-Based Curriculum and Instruction for the Thinking Classroom” (Corwin, 2017).

Currently, I work as PYP Coordinator at Frankfurt International School. I also work as a coach and consultant, helping schools and teachers develop and implement Concept-based Curriculum and Instruction.

I’m excited to see how our new book, “Inside the Concept-Based Classroom”, helps you as a teacher, and in turn, your students!

Hi, I’m Carla Marshall!

As a teacher, workshop leader and author, I love helping teachers become the best teachers they can be, and see their classrooms thrive!

I’ve led IB workshops, held various leadership positions in international schools in Europe and Asia, and I have vast experience in Pre-K to Grade 8 curriculum development and implementation. I’m a certified Lynn Erickson Concept-Based Curriculum and Instruction Consultant, and had the pleasure of contributing lesson design ideas to Lynn Erickson and Lois Lanning’s book published by Corwin (2014), “Transitioning to Concept-Based Curriculum and Instruction: How to Bring Content and Process Together”.

I have a Masters in Elementary Education from Teachers College, Columbia University, and a Masters in Applied Educational Leadership and Management from the Institute of Education, University of London.

Currently, I work at United World College Southeast Asia in Singapore, co-leading the K-12 curriculum articulation project, as well as facilitating curriculum implementation in the Early Years.

I can’t wait to hear more the results you get as you learn and implement the strategies Rachel French and I outline in our new book, “Inside the Concept-Based Classroom”.

As a teacher, you will be equipped to teach in a way that facilitates deeper student understanding.

We sourced the globe collecting examples of best practice in concept-based inquiry.

With the help of our book, you'll get:

Delving more deeply into conceptual learning with such young children has proved to me how that we must have high expectations of what they are capable of. I have been impressed with the clear generalizations they have formed. In just a short amount of time, they are building conceptual understanding that they will be able to transfer to different situations.

Melanie Smith
Grade 2 Teacher
International School of Amsterdam


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Expand your teaching skills and help your students grow their ability to think critically, creatively and conceptually.