john lee - nhcss.org
TRANSCRIPT
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John LeeNHCSS 2021 Virtual Conference
March 11, 2021
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Our Goals and Outcomes
● Learn about the Inquiry Design Model.
● Learn more about the inquiry blueprint.
● Develop a sense for how we can create inquiries with connected questions, tasks, and sources.
● Engage in a discussion about moving inquiry forward in the state.
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The C3 Inquiry Arc
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Inquiry Design Model (IDM)
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Component IQuestions
Component IITasks
Component IIISources
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Questions
Tasks
Sources
Components of IDM in practice
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Cover Page
Blueprint
Unpacking the inquiry elements
Sources
Sharing the Inquiry
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IDM Design
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1
3
2
Finding the Right Content Angle
Stress Testing the Compelling
Question through the Summative Argument Task
Crafting a Compelling Question
That Is Actually
Compelling
Framing the IDM Inquiry
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Finding the right content angle for
the inquiry 1
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Just a one day
Three WeekUnitInquiry
Inquiry =
Lesson
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The whole unit
Three WeekUnitA three week Inquiry
Inquiry =
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“Bigger than a lesson,Smaller than a unit!”
Three WeekUnit
Lesson
Three to Five Day Inquiry
Inquiry =
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Content slices that are worth the time!
Finding the right content slice
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Crafting a Compelling Question That Is Compelling and
Critical2
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If students are asked a COMPELLING QUESTION …
IDM Follows Inquiry Arc
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Compelling Questions
Characteristics of compelling questions:• Set the opening frame for an inquiry• Express the criticality• Set up the summative argument• Express the intellectual rigor and student
relevance of an inquiry
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Did Abraham Lincoln really want to free the slaves?
What did freedom mean for Anna?
How did slavery shape my state?
What Ended Apartheid?
Is it ever too late for justice?
Did we overcome
racism yet?
Qu
esti
on
s M
atte
r
Why Did the South Secede?
How Did Sugar Feed Slavery?
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Types of Compelling Questions
• Broad-brush questions: Is everyone unique? Is freedom absolute?
• Case Study Questions: Did the printing press preserve the past or invent the future?
• Personalized: Am I going to vote?
• Problem based questions: What should be done about the gender wage gap?
• Comparative: How could Americans be happier?• Evaluative: What symbol best represents the United States?
• Word Play questions: Was New Deal a good deal?
• Ironic: Is greed good?
• Mystery: What do the buried secrets of Tenochtitlan tell us about the Aztecs?
• Yes/No: Are all rules good rules?
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Stress Testing the Compelling Question
through the Summative Argument Task
3
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If students are asked a COMPELLING QUESTION…
Students answer in the form of a SUMMATIVEARGUMENT
IDM Follows C3 Inquiry Arc
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What is an argument?
An argument is a collection of claims supported by relevant evidence, which can be considered an answer to a compelling question.
As arguments become more sophisticated, students might include counterclaims.
Inquiry helps us to make an argument(and it’s a performance assessment!)
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Almost same language in every inquiry
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An ARGUMENT can be made up of a single claimEvidence
Evidence
Evidence
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ARGUMENT
Claim #1
Claim #2
Evidence
Evidence
Evidence
Evidence
Evidence
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Argument stems are different ways to answer the
compelling question.
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Notice the Summative Performance Task are always the same
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4
5
6
Sequencing the Content through
Supporting Questions
Using Disciplinary Sources to Construct
Arguments
Building Knowledgethrough the Formative
Performance Tasks
Filling the IDM Inquiry
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If students are asked a COMPELLING QUESTION …
Students answer in the form of a SUMMATIVEARGUMENT
In the middle are the SUPPORTING QUESTIONS &
FORMATIVE TASKS & SOURCES
IDM™ Follows C3 Inquiry Arc
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Argumentation is like running a marathon…students need to train for it.
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Guts of the Inquiry: Formative Work
• In order to make a coherent and evidenced-based argument,– students need a strong content/conceptual
foundation– students need practice with argumentation skills.
• This is where we get into formative work—there is no “gotcha” summative assessment.
• Designing formative work requires logic: question logic, source logic, task logic.
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Question Logic
Task Logic
Source Logic
Logic = Coherence
Formative work should sequence
logically or coherently across
the blueprint.
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Sequencing the Content through
Supporting Questions4
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Guts of the Inquiry: Formative Work
• Contribute to understanding of compelling question
• Focus on descriptions, definitions, and processes.
IDM Formative Work
Supporting Questions
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Question Logic
• Supporting Questions unpack the content in the compelling question.
• Supporting Questions also build the content as students move from the first supporting question to the last.
Compelling Question
SupportingQuestion
Supporting Question
SupportingQuestion
Argument Task
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Was the French Revolution successful?
Organized by peerspectives
Supporting Question 3
What are the human costs of displacement and war?
Supporting Question 1
What were the experiences of Korean children during the Korean War?
Supporting Question 2
What were the experiences of Korean children during the KoreanWar from the perspective of soldiers?
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Summary of Question Logics*
*We are sure there are more out there….but this should get us started!
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Using Disciplinary Sources to Construct
Arguments5
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IDM Formative Work
1) Spark Curiosity2) Build Background
Knowledge3) Construct Arguments
Featured Sources
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Sparking Curiosity
• Using sources for the purpose of curiosity & engagement.
• Focusing on relevance and what we know students care about.
This sessionSparking Curiosity
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Building Knowledge
• Sources in an inquiry contain the disciplinary knowledge (content and concepts) students need to complete tasks.
Building Background Knowledge
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Constructing Arguments with Evidence
• Inquiries result in arguments.• Sources contain information that can be
used as evidence in an argument.
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Source Logic: Variety of source
type, complexity & perspective
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Preparing Sources for
Inquiry
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Adapting Sources
• Excerpting: remove words
• Modifying: change words
• Annotating: add clarifying words
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Building Knowledge through the Formative
Performance Tasks6
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IDM Formative Work
1) Surface students’ knowledge of the supporting question, and
2) Support students in constructing their arguments.
Formative Performance Tasks
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Types of Formative Performance Tasks
• Define a term
• List/Rank problems, reasons, challenges, key features, etc.
• Annotate a source (map, timeline, photograph)
• Make a timeline
• Create a chart/graphic (T-Chart, Venn Diagram, Graph)
• Write a paragraph (or 1-2 sentences) with evidentiary support
• Participate in a debate, SAC, reader’s theater
• Develop a claim with evidentiary support
• Make a counter claim with evidentiary support
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• Notice the verb– Performances (behavioral versus cognitive verbs)
– What are the students doing?
• Tasks are not elaborate expressions– No digital documentaries, dioramas, presentations, etc.
– Why? Grading and time
• Tasks build in complexity across the blueprint– Task logic
• Tasks wrap tightly around supporting question and sources
Key Points about Formative Tasks
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Formative Task 1
Formative Task 2
Formative Task 3
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Question Logic
Task Logic
Source Logic
Logic = Coherence
Formative work should sequence
logically or coherently across
the blueprint.
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A few Design Notes1. Try rewriting the supporting question as a
formative performance task.
2. Consider using existing pedagogical routines and protocols.
3. Use performance verbs. Construct
WriteParticipate
ListDevelop
LabelComplete
Define
ProposeResearchPerform
DrawBrainstormCompleteIllustrate
SummarizeDiscuss
LabelConduct
MakeAssembleSimulate
BuildSortRank
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7
8
Creating Curiosity by Staging the Compelling Question
Taking It to the Bridge with
Informed Action
Making Connections
with Extension Tasks
9
Finishing the IDM Inquiry
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Creating Curiosity by Staging the
Compelling Question 7
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Staging the Compelling Question
• A 15-25 minute exercise to become kick start the inquiry.
• Opens the inquiry. • May be the most important task– the
establishing shot of the inquiry because it,○ raises students’ level of concern and○ activates their prior knowledge.
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Making Connections with Extension Tasks8
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Summative Extensions
• Additional or alternative ways for students to express their argumentsPresent 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).
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Dis
cuss
ion
Orie
nted
Extension: Conduct a Socratic dialogue addressing the compelling question.
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Proj
ect-
base
d
Extension: Discuss the following: If the country were to build a monument or memorial (e.g., Mount Rushmore or the Vietnam War Memorial) for nonviolent heroes of the civil rights movement, what type of monument should it be and who, if anyone, should be on it?
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Taking It to the Bridge with Informed Action9
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YIKE
S! I
di
dn’t
sign
up
for t
his!
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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
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Exam
ple
of
Taki
ng
Info
rmed
Act
ion
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Finishing an Inquiry by Looking Vertically10
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Example of horizontal alignment: Was the French Revolution successful?
SummativeArgument
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Example of vertical alignment: Was the French Revolution successful?
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ASSESSMENT
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As an
Assessment System
IDM provides two powerful assessment opportunities. A single inquiry
is a contained assessment
A loop of inquiries is an assessment program
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Single IDM Blueprint Assessment
Formative assessment tasks are opportunities for students to learn and teachers to communicate to students about their understandings and progress toward learning goals.
Summative assessment tasks are evaluative and provide opportunities to determine skill acquisition, and academic achievement at the conclusion of a defined instruction.
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As an
Assessment System
IDM provides two powerful assessment opportunities. A single inquiry
is a contained assessment
A loop of inquiries is an assessment program
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The Performance Assessment Task
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Multiple Performance Assessment Tasks
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Q&A