Inquiry Design Model at A Glance PDF

Inquiry Design Model (IDM)—At a Glance™
Compelling questions address issues found in and across the academic disciplines that make up
Compelling social studies. Compelling questions reflect the interests of students and the curriculum and
Question content with which students might have little experience. Example: Was the American Revolution
revolutionary?
The key standard (1-‐2) that is the foundation for the inquiry. Example: Integrate evidence from
Standards and
multiple relevant historical sources and interpretations into a reasoned argument about the past
Practices
(D2.His.16.9-‐12).
Staging the question activities introduce students to the ideas behind the compelling question in
Staging the
order to generate curiosity in the topic. Example: Discuss the question of how much change must occur for
Question
something to be considered revolutionary.
Supporting Question 1 Supporting Question 2 Supporting Question 3
Supporting questions are intended to contribute knowledge and insights to the inquiry behind a compelling question.
Supporting questions focus on descriptions, definitions, and processes about which there is general agreement within the
social studies disciplines, which will assist students to construct explanations that advance the inquiry. Typically, there are
3-4 supporting questions that help to scaffold the compelling question. Example: What were the political changes that resulted
from the American Revolution?
Formative Performance Task Formative Performance Task Formative Performance Task
Formative Performance Tasks are activities designed to help students practice the skills and acquire the content needed to
perform well on the summative task. These tasks are built around the supporting questions and are intended to grow in
sophistication across the tasks. The performance tasks threaded throughout the inquiry provide teachers multiple
opportunities to evaluate what students know and are able to do so that teachers have a steady loop of data to inform
his/her instructional decision-making. Example: Write a paragraph that compares the political rights of white, black, and Native
American men and women before and after the American Revolution.
Featured Sources Featured Sources Featured Sources
Each Formative Performance Task should have 1-3 disciplinary sources to help students build their understandings of the
compelling and supporting questions and to practice the work of historians and social scientists. To that end, sources can
be used toward three distinct, but mutually reinforcing purposes: a) to generate students’ curiosity and interest in the
topic, b) to build students’ content knowledge, and c) to help students construct and support their arguments related to a
compelling question. Example: Abigail Adams letter to John Adams (1776).
Each inquiry ends with students constructing an argument (e.g., detailed outline,
drawing, essay) that addresses the compelling question using specific claims and
Argument relevant evidence from sources while acknowledging competing views. Example:
Construct a written argument that addresses the compelling question using specific claims and
Summative relevant evidence from historical sources while acknowledging competing views.
Performance Task
An extension activity offers an optional task that might be used in place of the
Summative Performance Task. Example: Create a three-part chart detailing the social,
Extension
economic, and political changes that may or may not have occurred as a result of the American
Revolution.
The three activities described in this space represent a logic that asks students to a) understand the
issues evident from the inquiry in a larger and/or current context, b) assess the relevance and
Taking Informed impact of the issues, and c) act in ways that allow students to demonstrate agency in a real-world
Action context. Example: Understand--Research a proposed tax in the United States. Assess--Examine the
benefits and disadvantages of the proposed tax. Act--Write a letter to the newspaper editor that outlines
support or opposition to the proposed tax.
Grant, Lee, and Swan, 2014

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Inquiry Design Model (IDM)—At a Glance™

Grant, Lee, and Swan, 2014

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