Inquiry Design Model:Planning Together

Facilitated by: Kathy Swan & John Lee

Clark County School District05.19.2015

Agenda 5.19.2015

8:00 – 8:30 a.m. Introductions, Goals, and AgendaWho are we, where have we been, where are we going, what are we doing today

8:30 – 9:30 a.m.Work Session 1*Getting set up in PLCs/workgroups & reviewing work to date; Kathy Swan and John Lee will be on hand for feedback.

9:30 – 10:00 a.m.Compelling Questions v. Essential QuestionsKathy Swan will do a mini-teach/exercise with whole group on the nature of compelling questions and the differences and similarities of compelling and essential questions.

10:00 – 11:30 a.m.Work Session 2*Teams work to refine blueprint; Kathy Swan and John Lee will be on hand for feedback.

11:30 – 12:30 a.m. LUNCH

12:30 – 1:00 p.m.Exercise v. Activity-Driven InstructionKathy Swan will do a mini-teach/exercise with whole group on formative and summative tasks.

1:00 – 2:30 p.m.Work Session 3*Teams work to refine blueprint; Kathy Swan and John Lee will be on hand for feedback

2:30 – 3:30 p.m. Next StepsTeams define summer goals and develop a plan to finish inquiries.

Where have we been & where are we going

• C3 and IDM orientation 9.2014• Webinar series– C3 Inquiry Arc– Inquiry Design Model—Questions, Tasks, and Sources– Feedback on emerging “blueprints” with PLC Leaders

• Planning Inquiries with John Lee 5.04.2015• Developing Inquiries with Kathy Swan and John

Lee (Today!) 5.19.15• Summer: Finish Inquiries

c3teachers.org/clark

Inquiries under development

20 Inquiries• We are developing 4 Blueprints per PLC in the

following courses.– 7th grade U.S. History– 8th grade World Geography – 10th grade World History– 11th grade U.S History– Economics

Inquiries under development

Our goal today is to finish drafting 20 Inquiries• Specifically, FOUR Blueprints per PLC in the following courses.

– 7th grade U.S. History– 8th grade World Geography – 10th grade World History– 11th grade U.S History– Economics

• One of these four inquiries per PLC will be a Blueprint Lesson Plan with an accompanying lesson plan using your CCDS template.

• The other three inquires per PLC with be just the Blueprint with a one paragraph inquiry overview on page 2.

Inquiries under development

The Blueprint Lesson Plans under development our work with PLC leaders on May 4 include the following.

– 7th grade: Patriots or Loyalists: Who were the better colonists?

– 8th grade: Can money make you happy?

– 10th grade: Is the suffering of one group justifiable if it leads to major global advancement?

– 11th grade: Was the Progressive era progressive enough?

– Economics: What’s scary about scarcity?

Inquiries under development

Blueprint Lesson plan template, Page 1

Inquiries under development

Blueprint Lesson plan template, Page 2

Inquiries under development

Each PLC will need to decide what topics they will focus on for the other three Blueprints to be drafted today.

We have lots of options in the Google Drive!https://goo.gl/PKyPfY

Today’s goals

• Work in PLCs to move inquiries along;– A breakout room (The “C3 Situation Room”) will

be set up to allow John Lee to meet with teams to review Blueprints that are in development.

– I will also be moving around helping groups with “on-demand” support.

• PLC’s should work together to peer review their inquiries using the IDM Blueprint Checklist.

IDM Blueprint Checklist

http://www.c3teachers.org/clark

Work Session I: Getting set up & reviewing work to date.

Compelling v.Essential Questions

Compelling & Essential Questions

• Both are about intellectually rigorous work, but CQs place equal emphasis on attending to the question of relevance to students’ lives.

• EQs have a connotation about designing the “right” question for all students and all classrooms; because CQs are attentive to the particular students a teacher has, teachers are encouraged to modify them.

• Given the language of “essential,” EQs presumably reflect profoundly deep and foundational human conditions; CQs may be about foundational human conditions, but they need not be.

• The Inquiry Design Model and Wiggins’ Backward Design approach are completely compatible as approaches to inquiry development.

Compelling & Essential Questions

CompellingQuestions

EssentialQuestions

Examples of “Essential Questions”

Which ones are compelling? Which ones aren’t?

Questions for Compelling QuestionsWere the 17th

Century cities of Edo, Japan and Versailles, France twin cities, brothers from another mother, or not even distant relatives?

Process of Compelling Questions

What is missing from GDP in terms of economic health?

Does GDP tell the whole story of a country’s economic health?

Does GDP tell the right story of a country’s economic health?

Does GDP tell the right story?

Questions for Compelling Questions

• Is the question relevant and rigorous? Intellectually meaty and kid friendly?

• Is the question closely connected to the standard or objective?

• Will the question allow for meaningful exploration of an idea? (Remember: Inquiries are smaller than a Unit/Module; bigger than a lesson plan)

• Will the question result in students building a summative argument? (Remember: a compelling question can be answered with “yes” or “no” but elaborated upon by the student)

Work Session II: Teams work to refine blueprint.

LUNCH

Exercise Driven v. Activity Driven Curriculum

Tasks in IDM

• Summative Performance Tasks

• Formative Performance Tasks

• Modular Performance Tasks– Staging the compelling

question– Summative

extensions/adaptations– Taking informed action

• Tasks are demonstrations of student understanding;

• What is the evidence students will provide to ensure they understand material?;

• Tasks are not instructional strategies; although teachers will need to think about these.

If students are asked a COMPELLING QUESTION…

Students answer in the form of a SUMMATIVEARGUMENT

IDM Follows C3 Inquiry Arc

What is an argument?

An argument is a collection of claims supported by relevant evidence, which can be considered an answer to the question investigated by the research.

As arguments become more sophisticated, students might include counterclaims.

Uncle Tom’s Cabin: Can words lead to war?

Argument stems:

• Words can lead to war when words , such as the words in Uncle Tom's Cabin, help people to express their disagreements with others.

• The causes of the Civil War and most other wars are very complicated and cannot be boiled down to words in a book such as Uncle Tom's Cabin.

• It is difficult to determine the extent to which Uncle Tom’s Cabin contributed to the Civil War, but the book did support abolitionism.

If students are asked a COMPELLING QUESTION…

Students answer in the form of a SUMMATIVEARGUMENT

In the middle are the FORMATIVE TASKS(Content and Skills)

IDM Follows C3 Inquiry Arc

Formative Performance Tasks

• In order to make a coherent and evidenced-based argument– students need practice with argumentation skills– students need a strong content/conceptual foundation

• This is where we get into formative work—there is no “gotcha” summative assessment

• These formative tasks are framed by the supporting questions

*NOTE: These formative tasks often follow a skill progression of increasing complexity.

Content and Pedagogical Logic

Example:Was the French Revolution successful?Argument stems:

• The French Revolution was successful because it gave many citizens a taste of liberty, equality, and power, however briefly it lasted.

• The French Revolution was unsuccessful because it led to several rapid changes of regime, culminating in military dictatorship, the Napoleonic Empire, and the restoration of the monarchy.

• The French Revolution was successful in changing the tax code between the Three Estates, abolishing feudalism, and redistributing land from the Church to the state. Although the Revolution addressed some of the prerevolutionary problems, the successes came at a very high price.

Example: Was the French Revolution successful?

Examples of Formative Task Sequence

What do the buried secrets of Tenochtitlan tell us about the Aztecs?

Should we call it the Silk Road?

Should corporations have a conscience?

Why is the Affordable Care Act so controversial?

1. List key features from maps; describe how each answers SQ

2. Write description of three archeological artifacts

3. Develop chaînes opératoires for econ. innovations.

4. Develop claim about Tenochtitlan demise.

1. Create map of commodities

2. Write paragraph on silk market

3. Create a T-chart of culture-tech shared.

4. Propose different name for the Silk Road; cite reasons

1. Create classroom definition of (CSR).

2. Prepare for SAC- create notecards summarizing benefits

3. Prepare for SAC- create notecards summarizing concerns

1. Create uninsured graphic depiction

2. List key components of ACA; write summary goals + challenges par.

3. Perform court case reader’s theater; write a par. for and against

4. Develop claim about why ACA is still controversial.

Questions for Supporting Questions

• Do the supporting questions have a content & pedagogical logic or sequence? – Do the questions help to posthole the content of the inquiry?– Do the questions sequence in such a way that moves students

from less complexity to more complexity? For example, in an inquiry about the French Revolution, the questions begin with “what” and move to “how” and then to “did”.

• Will students who have answered the supporting questions be set up to answer the compelling question? Are there any major holes in the content that they will need?

Questions for FPTs

• Do the formative performance tasks clearly connect to the supporting questions?

• By assessing these tasks, will you feel comfortable that students understand the answer to the supporting question?

• Is there a pedagogical logic to the tasks? Do they stage both content and skill experiences in a way that prepare students for the summative argument?

• Do the formative performance tasks vary by type and outcome? – Do the tasks set them up to engage with the material creatively and in

different ways (e.g., creating a t-chart, writing a paragraph, debating/discussing an idea, researching sources, developing a claim)?

Work Session III: Teams work to refine blueprint.

Next Steps