1. Inquiry Design Model: Planning Together Facilitated by:
Kathy Swan & John Lee Clark County School District

2. Agenda 5.19.2015 8:00 – 8:30 a.m. Introductions, Goals, and Agenda
Who 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 Questions
Kathy 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 Instruction
Kathy 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 Steps
Teams define summer goals and develop a plan to finish inquiries.

3. Where have we been & where are we going
C3 and IDM orientation
Webinar series
C3 Inquiry Arc
Inquiry Design Model—Questions, Tasks, and Sources
Feedback on emerging “blueprints” with PLC Leaders
Planning Inquiries with John Lee
Developing Inquiries with Kathy Swan and John Lee (Today!)
Summer: Finish Inquiries

4. c3teachers.org/clark

5. Inquiries under development
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

6. 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.

7. 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?

8. Inquiries under development
Blueprint Lesson plan template, Page 1

9. Inquiries under development
Blueprint Lesson plan template, Page 2

10. 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!

11. 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.

12. IDM Blueprint Checklist

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

14. 11:30 – 12:30
Compelling v.
Essential Questions

15. 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.

16. Compelling & Essential Questions

17. Examples of “Essential Questions”
Which ones are compelling? Which ones aren’t?

18. Questions for Compelling Questions
Were the 17th Century cities of Edo, Japan and Versailles, France twin cities, brothers from another mother, or not even distant relatives?

19. 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?

20. 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)

21. Work Session II: Teams work to refine blueprint.

22. LUNCH
11:30 – 12:30

23. Activity Driven Curriculum
11:30 – 12:30
Exercise Driven v.
Activity Driven Curriculum

24. 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.
The Inquiry Design Model (IDM) provides many opportunities for students to demonstrate knowledge and skill growth. These tasks are framed as performances since students are asked to demonstrate what they know in a variety of forms. The tasks are intentionally constructed to give students an opportunity to learn by doing and to give teachers a steady loop of data to inform his/her instructional decision making. These types of tasks will be defined and operationalized in the following slides, but a short description is provided below as a preview:
Summative performance tasks are tied to an inquiry’s compelling question and ask students to make an evidence-based argument in response to them.
Formative performance tasks reflect an inquiry’s supporting questions and offer students opportunities to build their content knowledge and their social studies skills. Formative tasks also offer teachers snapshots of their students’ progress so that they can modify their instructional plans if necessary.
Modular performance tasks are additional opportunities for students to extend their understanding and/or to express that understanding in creative ways. Teachers’ time is often limited for any one topic; however, teachers who have additional time to linger on one of the inquiries might engage students in the summative extensions or taking informed action opportunities.

25. IDM Follows C3 Inquiry Arc
If students are asked a COMPELLING QUESTION…
Following the backbone of the C3 Inquiry Arc, IDM begins with a compelling question (Dimension 1) that is consistently answered in the form of an argument (Dimension 4). In this way, the structure of the student’s summative product is convergent—that is, each of the 84 inquiries in the Toolkit results in the construction of a summative argument that answers the compelling question.
This is different than project-based learning, in which students explore a topic and express their understanding in divergent ways. While the modular performance tasks within the 84 inquiries allow students to express these arguments creatively, the heart of each inquiry rests between two points—the question and the argument. What comes between (e.g., supporting questions, formative performance tasks, and sources) is designed to prepare students to move constructively between the question and the summative argument.
Students answer in the form of a SUMMATIVE
ARGUMENT

26. The blueprint of the IDM inquiry indicates this convergence
The blueprint of the IDM inquiry indicates this convergence. For example, in the seventh-grade Uncle Tom’s Cabin inquiry, the summative performance task begins with the compelling question followed by the phrase, “Construct an argument.” The verb construct was purposefully chosen to indicate that not all arguments must take the form of an essay. Depending on time or experience with the task, teachers may choose to have students do an outline of the argument and then express the argument more creatively as detailed in the summative extension described on slides 19 and 20. It is important to note that all of the 84 inquiries follow this argument structure.

27. 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.
It is important to pause here and make sure that teachers 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.” Further, as students become more sophisticated in making arguments, they should begin to include counterclaims that acknowledge the other side of the argument.
It may be good to pull from the Common Core ELA writing standards to make an explicit connection to the shared responsibility for literacy in social studies.

28. 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. In this slide, the argument stems for the seventh-grade Uncle Tom’s Cabin inquiry are listed.

29. IDM Follows C3 Inquiry Arc
For any summative task, students need preparation. Dimensions 2 and 3 of the C3 Framework help to provide some of the structure for the skills and conceptual knowledge that help to move students from question to argument. Using this structure and the NYS K–12 Social Studies Framework, teachers can begin to structure the formative learning experiences that will allow students to demonstrate their knowledge of the content, concepts, and skills that are needed to produce a clear, coherent, and evidence-based summative argument.
If students are asked a COMPELLING QUESTION…
In the middle are the FORMATIVE TASKS (Content and Skills)
Students answer in the form of a SUMMATIVE
ARGUMENT

30. 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.
This slide underscores a point made in the previous slide and an important foundation of the IDM. That is, students not only need experience with the content of an inquiry, but they also need the skills to make a strong argument. In this way, teachers avoid “gotcha” assessments—or assessments that catch students off guard or without proper preparation for success on the summative performance task. All formative tasks within the inquiry are designed not as activities but as exercises to move students toward success on the summative performance task. While these tasks do not include all of what a student might need to know, they do include the major ideas that provide a foundation for his or her argument.
The formative tasks are framed by the supporting questions within the inquiry—in this way, the formative tasks and the supporting questions have a similar relationship to the summative argument and the compelling question.
Additionally, the tasks themselves allow students to practice the skills of evidence-based claim making and often demonstrate a skill progression of increasing complexity from the first to the last formative performance task.

31. In this slide, teachers can see the formative performance tasks for the seventh-grade Uncle Tom’s Cabin inquiry highlighted. Participants should note the relationship of the supporting question to the formative performance task by referencing the first component of the IDM series: questions. The presenter could also foreshadow the third component of the IDM series (sources) by noting that the featured sources were selected to support students in working through the formative performance tasks.

32. Content and Pedagogical Logic

33. 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.
The 84 inquiries included in the Toolkit include three to five possible argument stems within the annotation. In this slide, the argument stems for the seventh-grade Uncle Tom’s Cabin inquiry are listed.

34. Example:
Was the French Revolution successful?

35. 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?
List key features from maps; describe how each answers SQ
Write description of three archeological artifacts
Develop chaînes opératoires for econ. innovations.
Develop claim about Tenochtitlan demise.
Create map of commodities 
Write paragraph on silk market
Create a T-chart of culture-tech shared.
Propose different name for the Silk Road; cite reasons
Create classroom definition of (CSR).
Prepare for SAC- create notecards summarizing benefits
Prepare for SAC- create notecards summarizing concerns
Create uninsured graphic depiction
List key components of ACA; write summary goals + challenges par.
Perform court case reader’s theater; write a par. for and against
Develop claim about why ACA is still controversial.

36. 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?

37. 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)?

38. Work Session III: Teams work to refine blueprint.

39. Next Steps
3:20