INQUIRY DESIGN MODEL 3rd and 4th Grade Mary McDonnell Lisa Rogers

INQUIRY DESIGN MODEL 3rd and 4th Grade Mary McDonnell Lisa Rogers
Expanding Your Teaching Toolkit with the INQUIRY DESIGN MODEL 3rd and 4th Grade Mary McDonnell Lisa Rogers Gifted Program - Milford Academic Coach – Norton Park @MaryMcDonnell64 Cobb County School District

A message from your content supervisors…
1st Session only. We will first watch a brief video from the content supervisors, welcoming us and providing a look ahead at what’s coming. 6 minutes

Roll out Plan Georgia Standards Excellence for Social Studies
Implemented in Phase I: Awareness and Understanding (Fall 2016) Crosswalk comparing GPS with GSE Unpacking of standards for deeper understanding Phase II: Instructional Implications (Spring/Summer 2017) PD on instructional shifts to more inquiry based strategies Continued focus on disciplinary literacy Face to face as well as online training opportunities Phase III: Implementation and Assessment (Fall 2017) Social Studies has new standards coming, to be implemented in the school year. We are in the Awareness and Understanding phase right now, so this school year you can expect to hear more about Crosswalks and unpacking the standards from Trudy Delhey (K-12 Social Studies Supervisor) and Ashley Melville (K-12 Social Studies Professional Learning Specialist). If you have specific questions, feel free to Trudy or Ashley. 2 minutes

Constitution Day 2016 September 17th
We will also be celebrating Constitution Day again this school year. It falls on a Friday this year.

Constitution Day September 17th
Public Law (36 USC 106) "STATE AND LOCAL OBSERVANCES - The civil and educational authorities of States, counties, cities, and towns are urged to make plans for the proper observance of Constitution Day and Citizenship Day and for the complete instruction of citizens in their responsibilities and opportunities as citizens of the United States and of the State and locality in which they reside." Teachers are required by law to teach about the Constitution and Citizenship on this day, but more importantly students should know their civic rights and responsibilities. 1 minutes

Resources and Expectations for Constitution Day
Digital Notebook with ready to use lessons and activities Posters and T-shirts Expectations Every K- 5 teacher and every social studies teacher is required by law to address the Constitution in some fashion on September 17th Teachers can expect information about the digital resources, posters, and t-shirts soon. Let Trudy or Ashley know if you want to be a part of the planning committee.

Speed Dating (Speed Learning)
Name 2-3 things that teachers should ensure they include in their social studies classrooms. 3 rounds. Sit and we will talk about your dates. What are some things your dates shared with you about social studies? What is important to include in Social Studies Instruction?

What is ? Exemplary format for Social Studies Instruction Content Standards Disciplinary Literacy The Inquiry Design Model (IDM) is a unique and flexible approach to creating curriculum and instructional materials. 2 minutes

25% (1 IDM per quarter) 1 minutes 3-5 Days

Why is the important? Social Studies is necessary to prepare the nation’s youth for college, careers, and civic life. The IDM is driven by the following shared principles about high quality social studies.

Why is the important? Social Studies emphasizes skills and practices as preparation for democratic decision-making.

Why is the important? Social studies involves interdisciplinary applications and welcomes integration of other subject areas. The IDM is driven by the following shared principles about high quality social studies. 1 minutes

Inquiry is at the heart of social studies.
Ultimately, and most importantly, inquiry is at the heart of social studies. Social studies is about solving the world’s problems and making the world a better place. So how are we, as teachers, to help students experience powerful inquiry-based social studies? We can do so by following the Inquiry Arc.

Inquiry Arc 1 2 dimensions 3 4 Raising Questions & Planning Inquiries
Applying Disciplinary Tools & Concepts Evaluating Sources & Using Evidence Communicating Conclusions & Taking Action 1 2 dimensions 3 The Inquiry Design Model is based on the Inquiry Arc. Let’s take some time to get familiar with the Inquiry Arc since this provides the basic structure for the Inquiry Design Model. 2 minutes 4

Inquiry Arc and Your Current Practice
CONNECT EXTEND CHALLENGE Think, Pair, Share with As we look at the Inquiry Arc (see handout). We will do a think-pair-share using a thinking routine called Connect-Extend-Challenge. Inquiry Arc and Your Current Practice

Connect → Extend ∞ Challenge ! / ?
How does the Inquiry Arc connect to your current classroom practices? Extend ∞ How does the Inquiry Arc extend your classroom practices in some way, taking them in new, further, or deeper directions? Challenge ! / ? What challenges or questions come to mind as you look at the Inquiry Arc? advance slide for worktime 5 minutes (1 minute independent, 2-3 minutes with group, then share out with all 1 minute) Have teachers think individually first. They can annotate their Inquiry Arc handout using the Connect-Extend-Challenge symbols on the slide. Then have then pair with people at their tables to discuss their thoughts. Then share out as a whole class. This exercise serves as a formative assessment for you, to see where teachers’ current practices are so you can make connections for them, extend their thinking, and address issues as they may arise. Show the next slide of the Inquiry Arc as you discuss as a whole class.

Inquiry Arc 1 dimensions 2 3 4 Raising Questions & Planning Inquiries
Applying Disciplinary Tools & Concepts Evaluating Sources & Using Evidence Communicating Conclusions & Taking Action 1 2 4 3 dimensions Think, Pair, Share Refer to the Arc for the purposes of comparing it to current practice.

IDM at a Glance Let’s see how the inquiry arc is incorporated into the Inquiry Design Model. Here is a broad overview of the IDM, called the IDM at a Glance. Compare the Inquiry Arc to the IDM at a Glance. What similarities do you see? What differences do you see?

Inquiry Arc IDM at a Glance 1 2 3 4
Raising Questions & Planning Inquiries Applying Disciplinary Tools & Concepts Evaluating Sources & Using Evidence Communicating Conclusions & Taking Action 1 2 3 4 1-2 minutes to compare, note and discuss with a partner.

Why? Inquiry Arc vs. IDM 1 2 dimensions 3 4 Questions
Disciplinary Tools Sources & Evidence Communicating 1 2 4 3 dimensions Possible whole class discussion points for the Think, Pair, Share: Dimension 1: The content of social studies consists of facts, concepts, and generalizations. To tie all of this content together is through the use of compelling and supporting questions. Having students ask questions also helps them to commit information to memory. 3 minutes

Inquiry Arc vs IDM 1 2 dimensions 3 4 Questions Disciplinary Tools
Sources & Evidence Communicating 1 2 4 3 dimensions Possible whole class discussion points for the Think, Pair, Share: Dimension 2: Working with a robust compelling question and a set of discrete supporting questions, teachers and students determine the content and skills they need in order to develop their inquiries. As students complete an inquiry, they use the ways of thinking unique to the social studies disciplines (e.g., civics, economic, geography, and history). These disciplinary literacies in Dimension 2 include skills such as using deliberative processes (civics), making economic decisions, reasoning spatially (geography), and determining the context and purpose of a source (history).

Sources & Evidence Communicating 1 2 4 3 dimensions Possible whole class discussion points for the Think, Pair, Share: Dimension 3: Social studies is an evidence-based field. The disciplinary concepts represented in Dimension 2 provide a solid base from which students can begin constructing answers to their questions. Equally important, however, is knowing how to fill in the gaps in their knowledge by learning how to work from sources and evidence in order to develop claims and counterclaims.

Sources & Evidence Communicating 1 2 4 3 dimensions Possible whole class discussion points for the Think, Pair, Share: Dimension 4: Although there is no substitute for thoughtful and persuasive writing, good teachers expand the modalities for expressing arguments (e.g., discussions, debates, video productions, portfolios) and find creative venues (e.g., classrooms, school assemblies, community events, online forums) in which students can communicate their preliminary and final conclusions.

IDM Follows C3 Inquiry Arc
If students are asked a COMPELLING QUESTION… Students answer in the form of a SUMMATIVE ARGUMENT Following the backbone of the Inquiry Arc, the IDM begins with a compelling question (Dimension 1) that is consistently answered in the form of an evidence-based argument (Dimension 4). In this way, the structure of the students’ summative product is convergent—that is, each of the 84 inquiries in the Toolkit results in the construction of an evidence-based argument that answers the compelling question. The compelling question-summative performance task approach is different than project-based learning, in which students explore a topic and express their understandings in divergent ways. Although the extension activities and taking informed action exercises within the 84 inquiries allow students to express these arguments creatively, the heart of each inquiry rests between two points—the compelling question and the argument that defines the summative performance task. What comes between (e.g., supporting questions, formative performance tasks, and sources) is designed to prepare students to move constructively between the compelling question and the summative argument. In the middle are the SUPPORTING QUESTIONS, FORMATIVE PERFORMANCE TASKS, and SOURCES

If students are asked a COMPELLING QUESTION… Students answer in the form of a SUMMATIVE ARGUMENT Following the backbone of the Inquiry Arc, the IDM begins with a compelling question (Dimension 1) that is consistently answered in the form of an evidence-based argument (Dimension 4). In this way, the structure of the students’ summative product is convergent—that is, each of the 84 inquiries in the Toolkit results in the construction of an evidence-based argument that answers the compelling question. 1 minutes The compelling question-summative performance task approach is different than project-based learning, in which students explore a topic and express their understandings in divergent ways. Although the extension activities and taking informed action exercises within the 84 inquiries allow students to express these arguments creatively, the heart of each inquiry rests between two points—the compelling question and the argument that defines the summative performance task. What comes between (e.g., supporting questions, formative performance tasks, and sources) is designed to prepare students to move constructively between the compelling question and the summative argument. In the middle are the SUPPORTING QUESTIONS, FORMATIVE PERFORMANCE TASKS, and SOURCES

Begin with a Strong Foundation
The compelling question is the foundation of every IDM lesson. It guides the inquiry. It should be rigorous and relevant to students. If your compelling question is weak, then your whole inquiry will be less engaging and meaningful.

Central Themes and Enduring Understandings
K, 1, 2, 3, 4, 5 K, 1, 2 K, 1, 2, 5 K, 1 2, 3, 4, 5 2, 3, 5 3, 4, 5 4, 5 4 Posters created by Deborah Chester, Cobb County District Title Coach and Marti Rosner District Coach Think about themes and what your students really care about. Can you see any correlations to the standards? Also show grade level’s connecting themes/enduring understandings to guide teachers in their thinking. CT/EU will help teachers think broadly because if they focus too much on their standards, their questions will be too specific and not engaging or relevant to students. 2 minutes

QFT Question Formulation Technique
Let’s try it! QFT Question Formulation Technique Let’s practice creating compelling question using a process call the Question Formulation Technique (AKA the QFT)

QFT STEP 1: Ask as many questions as you can
Do not stop to answer, judge or to discuss the questions Write down every question exactly as it is stated Introduce the rules for producing questions. Distribute or post the rules for producing questions. If large paper and markers are available, have groups choose a note-taker to record all questions. REMINDER: The note-taker should also contribute questions. If not, all group members should record all questions on their own paper so each group member can see all questions during the next phase. Once rules are introduced, introduce QFocus and EU/CT for grade level and allow time to produce questions.

QFT STEP 1: As many questions as you can
Do not answer, judge, or discuss the questions Write down questions exactly as stated 3 minutes

STEP 2: CATEGORIZING QUESTIONS
1 minute mark the questions that are closed-ended with a “C” mark the questions that are open-ended with an “O”

STEP 2: CATEGORIZING QUESTIONS
Practice changing questions from one type to another. Choose one closed-ended question from your list and change it into an open-ended one. Choose one open-ended question from your list and change it into an closed-ended one. If students have questions from only one type, for example, they only have open-ended questions, ask them to change two of those questions to closed-ended.

STEP 3: PRIORITIZING QUESTIONS
Choose three questions that are… Intellectually Rigorous Relevant to Students Criteria for prioritizing is usually set by the teacher. Criteria will depend on what you have planned as next steps with the questions. Instructions for prioritization will vary. Here are some examples: 1 minute Choose three questions that… most interest you. you consider to be the most important. will best help you design your research project will best help you design your experiment will best help you solve a problem you want/need to answer first. For our IDM purposes, we want a compelling question that is intellectually rigorous and relevant to students. Remember, this is the foundation of our inquiry.

Compelling Question Quadrant
Relevant Information Recall Compelling Question Quadrant Rigorous 4 minutes Inconsequential

Characteristics of Compelling Questions
Set the opening frame for an inquiry Express the intellectual rigor and student relevance of an inquiry Set up the summative performance task The foundation of the IDM is built on the compelling question. It is the basis for the whole IDM and guides the inquiry. This slide introduces the first component of the Inquiry Design Model—compelling questions. The Inquiry Design Model represented in the Toolkit features compelling questions and the elements necessary to support students as they investigate questions in a thoughtful and informed fashion. One of the primary characteristics of a compelling question is that it helps frame the inquiry under study. To that end, a compelling question helps teachers and students collect, organize, and pursue their ideas through the task of answering the question. Compelling questions are also intellectually rigorous and relevant to students. Compelling questions address key issues, topics, and problems found in and across the academic disciplines in general and the New York State K–12 Social Studies Framework in particular. But, compelling questions also reflect the ideas and experiences that students bring to class. Finally, compelling questions give direction and assistance to students as they construct their summative arguments.

Crafting Compelling Questions (They should be…)
Intellectually rigorous: Reflects an enduring issue, concern, or debate in the field Demands the use of multiple disciplinary lenses and perspectives Relevant to students: Reflects one or more qualities or conditions that we know children care about Honors and respects children’s intellectual efforts Kid friendly language and easily remembered This slide introduces the two criteria for compelling questions. 1 minutes The key to crafting compelling questions is hitting the sweet spot between the qualities of being intellectually rigorous and relevant to students.

Types of Compelling Questions
Broad Stroke (Does religious freedom exist?; Is compromise always fair?; Can words lead to war?) Case Study (What is the real cost of bananas?; Are the Olympics about more than sports?; Should Puerto Rico be a state?) Personalized (Why do I have to be responsible?; Can my life fit on a map?; Am I going to vote?) Analytic (Did industrialization make life better for everyone?; Did the constitution create just government?; Does it matter who freed the slaves?) Comparative (Which is better, a map or a globe?; How would life be different if I lived in a different community?; Were the suburbs good for the United States?) Word Play (What makes complex societies complex?; How did sugar feed slavery?; Was it destiny to move West?) Ironic (Is protest patriotic?; Is greed good?; Does development mean progress?; Can peace lead to war?) Evaluative (Is sharing and trading always a good thing?; Was the American Revolution avoidable?; Did Qin Shi Huangdi improve China?) Mystery (What’s the real story of the Manhattan purchase?; Was agriculture good for humans?; What do the buried secrets of Tenochtitlan tell us about the Aztecs?) 1 minutes

What do you find worrisome about IDM? What excites you about IDM?
What do you need to effectively use IDM? (training, information, tools) What do you find worrisome about IDM? What excites you about IDM? Implementation going forward… 2 minutes What suggestions do you have?

If students are asked a COMPELLING QUESTION… Students answer in the form of a SUMMATIVE ARGUMENT Following the backbone of the C3 Inquiry Arc, the IDM begins with a compelling question (Dimension 1) that is consistently answered in the form of an evidence-based argument (Dimension 4). In this way, the structure of the students’ summative product is convergent—that is, each of the 84 inquiries in the Toolkit results in the construction of an evidence-based argument that answers the compelling question. The compelling question-summative performance task approach is different than project-based learning, in which students explore a topic and express their understandings in divergent ways. Although the extension activities and taking informed action exercises within the 84 inquiries allow students to express these arguments creatively, the heart of each inquiry rests between two points—the compelling question and the argument that defines the summative performance task. What comes between (e.g., supporting questions, formative performance tasks, and sources) is designed to prepare students to move constructively between the compelling question and the summative argument. In the middle are the SUPPORTING QUESTIONS, FORMATIVE PERFORMANCE TASKS, and SOURCES

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. Presenters may want to pause here and make sure that the participants understand the nature of arguments. In this slide, arguments are defined as a “collection of claims supported by relevant evidence, which can be considered an answer to the question investigated by the research.” A secondary point is that, as students become more sophisticated in making arguments, they should begin to include counterclaims that acknowledge the other sides of their arguments. It may be good to pull from the Common Core ELA writing standards here to make an explicit connection to the shared responsibility for literacy in social studies.

An Argument needs…

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. The 84 inquiries included in the Toolkit include three to five possible argument stems within the annotation. An argument stem acts as the framing or thesis statement for students’ arguments. In this slide, the argument stems for the seventh-grade Uncle Tom’s Cabin inquiry are listed.

Characteristics of Supporting Questions
• Contribute to understanding of compelling question. • Focuses on descriptions, definitions, and processes. • General agreement in the field. • Require students to construct an explanation. • Grounded in curriculum and content.

Examples of Supporting Questions
Compelling Question: What path should the transcontinental pipeline take? Supporting Question: What are the five largest sources of oil for U.S. Markets? Compelling Question: Was the American Revolution Revolutionary? Supporting Question: What were the regulations placed on the colonists under the Townshend Acts?

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 Examples Ideas Inquiry Stations Close Readings Debates Plays Read Alouds Poems Technology This slide underscores a point made in the previous slide and is an important foundation of the IDM: Students need experience with content and skills throughout an inquiry in order to make a strong argument. In this way, teachers avoid “gotcha” assessments—tasks that catch students off guard or without proper preparation for success on the summative performance task. The formative performance tasks within the inquiry are designed not as activities but as exercises intended to move students toward success on the summative performance task. Although these tasks do not include all of what students might need to know, they do include the major ideas that provide a foundation for their arguments. The formative performance tasks are framed by the supporting questions within the inquiry. In this way, the formative performance tasks and the supporting questions have a similar relationship to that of the summative argument and the compelling question. Additionally, the tasks allow students to practice the skills of evidence-based claim making. Moreover, the tasks often demonstrate a skill progression of increasing complexity from the first to the last formative performance task.

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

http://www.c3teachers.org/ Explore IDM Inquiries
Now that we have explored the basic principles of the IDM, lets look at some real examples. Based on NY inquiries. 3 minutes Dr. John Lee UNC

Cobb County Hub . . . Coming Soon
Cobb County is currently working on creating it’s own public IDM Hub! While the public page for the CCSD Hub is currently under construction, you can still access inquiries that other Cobb teachers have created by setting up an IDM Generator account.

Want free access? Access other teacher’s IDMs
The IDM Generator account is a free account that will not only allow you to access other teacher’s IDM lessons, but will also allow you to modify existing inquiries or create your own. 8 minutes Modify other teacher’s IDM’s Create your own IDM’s

Directions for IDM Generator

Directions for IDM Generator
Now take a few minutes to look around in the generator and at inquiries. Be ready to talk about what you notice.

What did you SEE? What did you THINK? What did you WONDER?
IDM Generator Debrief What did you SEE? What did you THINK? What did you WONDER? Pro’s and con’s of IDM Generator/Hubs 1-2 minutes

The IDM Needs YOU Cobb’s IDM Hub needs YOU to start generating inquiries. This will be an invaluable resource.

IDM Resources Library of Congress National Archives Read Alouds
C3 Teachers 2 minutes

Finding Sources https://cobb.mackinvia.com/ https://loc.gov/education/

Summative Extensions Additional or alternative ways for students to express their arguments In keeping with C3 Framework: D Present adaptations of arguments and explanations on topics of interest to others to reach audiences and venues outside the classroom using print and oral technologies (e.g., posters, essays, letters, debates, speeches, reports, and maps) and digital technologies (e.g., Internet, social media, and digital documentary). Included in all annotated inquiries Summative extensions are included in all of the inquiries and highlight the additional or alternative ways in which students may express their arguments. Such activities are in keeping with the C3 Framework, which specifically states the need for students to a) present adaptations of their arguments, b) do so with a range of audiences, and c) do so in a variety of venues outside of the classroom. Unlike the summative performance task, these extension activities are divergent in that the products vary from inquiry to inquiry. Some examples of extensions from the Toolkit are on the next slide.

Taking Informed Action
Ways for students to civically engage with the inquiry Sometimes action is embedded in summative performance task In keeping with C3 Framework Step 1: Understand the problem Step 2: Assess the problem Step 3: Take action on the problem The other type of performance task includes opportunities for students to take informed action. These experiences are intentionally designed so that students can civically engage with the content of an inquiry. In some cases, taking informed action is embedded into the formative and summative performance tasks to ease the time burden on teachers and to make civic opportunities more seamless within the inquiry. Some examples of embedded action are included in the slides that follow. Informed action can take numerous forms (e.g., discussions, debates, presentations) and can occur in a variety of contexts both inside and outside of the classroom. The key to any action, however, is the idea that it is informed. The Inquiry Design Model, therefore, stages the taking informed action exercises such that students build their knowledge and understanding of an issue before engaging in any social action. In the understand stage, students demonstrate that they can now think about the issues behind the inquiry in a new setting or context. The assess stage asks students to consider alternative perspectives, scenarios, or options as they begin to define a possible set of actions. And the act stage is where students decide if and how they will put into effect the results of their planning.

IDM™ Taking Informed Action
Organize a boycott Organize a fundraising event for an issue/cause Circulate a petition Publish school newspaper special issue Organize a school assembly Upload a PSA to a website Bring stakeholders together for a classroom forum. Write a letter to an editor Community School Locus of Activity Classroom Identify problem(s) and possible civic action(s) One of the most challenging parts of the C3 Framework is taking informed action. A teacher’s worst enemies are the clock and the calendar because, together, they can limit time for teaching and learning. Additionally, teachers typically have not had much experience with action activities and may wonder if they have to encourage students to march on city hall. The good news is that there are many ways to take action and teachers can help students take action right in the classroom. The graphic on this slide is intended to help participants understand that there are a myriad of ways to take action within and outside of the classroom. Presenters might want to begin with the following explanations: The horizontal-axis of the graphic depicts increasing complexity of taking informed action, moving from understanding to assessing to acting. The vertical-axis represents the locus of activity—whether the effort takes place in the classroom, school, or community. In most cases, understanding and assessing the problem takes place in the classroom. Typically, it is only when students move to action that the location or locus of activity may change. For example, students who write a letter to the local newspaper could do so from the classroom, while students organizing a school assembly on a social issue would need to move outside of the classroom walls and would likely need to coordinate with the school administration. In cases where students organize a fundraiser or boycott, they would probably need to move outside of school grounds into the community. It is important to note that wherever action takes place, students are learning the foundations of becoming an active, informed, and engaged citizen. Research Issue relevant to Inquiry Understand Problem Assess Options Apply Action Complexity of the Effort

IDM Support Local school training by request District Hawthorne (after school) 8/17/16 9/12/16 12/12/17 2/6/17 IDM Resources C3teachers.org (IDM info) idm.c3teachers.org (IDM Generator/Cobb Hub) More info will be provided about the times and logistics for the district Hawthorne by Trudy & Ashley. 1 minute

INQUIRY DESIGN MODEL 3rd and 4th Grade Mary McDonnell Lisa Rogers

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