Based in Research

The instructional design of Zoom In is deeply rooted in current research about:

• historical thinking

• teaching with primary sources

• supporting the development of argumentation skills 

• supporting middle-grades students’ emergent skills as readers and writers

Tested in classrooms

At every phase of development, teachers and students have used Zoom In and let us know what works, what doesn’t, and what they need in order to be successful.

2014–2015 national field study

We’ve been field-testing Zoom In with 32 teachers in five states across the country. We’re looking closely at the impact of Zoom In on how teachers teach and what students write. Keep an eye out for the results, available in August 2015!