Core Session

Differentiation in Inquiry

Session Plan

SUMMARY

OVERVIEW

What does differentiated instruction look like in an inquiry classroom? In this session, participants explore ways that inquiry practices promote differentiation and examine differentiation strategies within lessons and across Units. 

PARTICIPANTS WILL

  • Investigate how inquiry can be self-differentiating by removing barriers and ceilings

  • Identify ways to differentiate instruction across an inquiry unit and within a single lesson

  • Practice evaluating lesson plans to identify areas for customization

 

MATERIALS & PREP

  • Set up the meeting space for groups of 3-4

  • Prepare to project “Differentiation” video and Differentiation in Inquiry slide presentation.

  • Highlighters, pens, or colored pencils in red, yellow, and green (3 colors per participant, or enough to share)

VIDEO PROMPT

 

LEARNING EXPERIENCE

OPENING

  • Think-pair-share: How is Social Studies different with an inquiry-based approach?  (5 min)

  • Show the video above, “Using Inquiry in Social Studies.” 

  • Possible Discussion Prompts

    • Based on the video, how does inquiry in the social studies differ from traditional direct instruction?

    • What role do questions play in inquiry-based social studies?

    • What could be difficult for teachers in shifting to inquiry-based social studies?

FACILITATOR NOTE

Summary of the C3 Framework:

  • Dimension 1: Developing Questions and Planning Inquiries

  • Dimension 2:  Applying Disciplinary Tools and Concepts

    • Civics 

    • Economics

    • Geography

    • History

  • Dimension 3: Evaluating Sources and Using Evidence

  • Dimension 4: Communicating Conclusions and Taking Informed Action

ACTIVE INQUIRY

  • Facilitate an examination of the C3 Framework (15 min).

    • Pose the question: What parts of the C3 framework am I comfortable with? 

    • Distribute copies of the Using Inquiry in Social Studies Handout and colored highlighters/pencil.

    • Participants read and answer questions about Dimensions 1 & 2.

    • Participants highlight/underline each indicator in Dimensions 3 & 4 in red, yellow, or green:

      • Comfortable with this indicator, I currently address this in my classroom

      • Uncomfortable with this indicator, I currently do not address this in my classroom

      • Not sure

FACILITATOR NOTE

 

  • The questions that focus on Dimensions 1 & 2 can also be used as discussion prompts.

  • The indicators included from dimensions 3 & 4 serve as standards within inquirED curriculum.

CLOSING

  • Facilitate a debrief; write down responses (on the board or loose paper) to capture ideas (5 min). 

  • Small groups share out common themes among group members regarding:

    • Strengths

    • Areas for growth

    • Worries

FACILITATOR NOTE

  • Remind participants that, like any time we make a shift, everyone begins at a different place and takes a different path. Emphasize that:

    • Everyone is on their own journey, but we are all in this together

    • There will be opportunities throughout the year to reflect upon the shift in inquiry in Social Studies

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