Inquiry Project Design Template
Instructions to students: Please delete the assignment description below, and replace with your own work, or if you wish to keep it here as a reference, simply move it down and add your work at the top of the page.
Phase 3: Create/Discuss: Inquiry Project Design
Assignment Criteria / 15
Due: First Draft is due in class for feedback on Tuesday, February 23. Post to student website by Friday, February 26 at midnight.
Complete Draft is due in class for feedback on Tuesday, April 6. Peer feedback is due Friday, April 9 on student website by midnight.
Final Inquiry Project Design, with all revisions, and Final Written Reflection is due Sunday, April 11 on student website by midnight.
Required elements for Inquiry Project Design
Description: Your Inquiry Project Design may take the form of a “detailed unit plan,” a series of linked classroom or online resources, a workshop, field trip, or other inquiry project that you would undertake with students or colleagues. The length of the plan will range from a minimum of 4 detailed lesson plans with fully developed resources and assessment strategies and sample student assignments, to 10 or more broadstrokes lesson plans with a more general overview. The length and level of detail will vary depending on each student’s intended purpose for the project, their teaching background, and depth of experience with inquiry-based planning and pedagogy.
The Design itself will include, but not be limited to:
- Your Inquiry Topic Exploration and Inquiry Project Brainstorm (posted to website previously, and graded separately; any additions and improvements must be noted/highlighted by student for instructor to review).
- A brief “reimagined for Inquiry” Project overview and description of your project, inspired and guided by Sharon Friesen’s (2009) Five Teaching Effectiveness Principles, and the Rubric for Inquiry.
- Rationale for your project.
- Key Questions for Inquiry and notes on the Inquiry Cycle.
- Learning Principles from BC Curriculum: K-12 Core Competencies, Big Ideas (Understand), Learning Standards for Curricular Competencies (Do), Learning Standards for Curricular Content (Know), and First Peoples Principles for Learning.
- Assessment principles and strategies, with explanations of inquiry connections. Detailed assessment documents may be included, commensurate with the purpose of the project, and the experience and background of each student.
- An overview of the project activities that learners will undertake, with explanations of inquiry connections. This will most likely be presented in the form of lesson plans (approximately 4-10, depending on the scope of the project), with a level of detail commensurate with the purpose of the project and the experience and background of each student. Alternate forms of representing your plan (using graphics, the inquiry cycle, and so on) are welcome, in consultation with the instructor.
- An explanation of how you incorporate inclusive practices (Universal Design for Learning); personalization (Differentiated Instruction), and culturally respectful and relevant teaching. These strategies may include ways to show respect for all forms of diversity by incorporating a range of learning styles, interests, and skill sets.
- Include the following as appropriate: relevant resources; video demonstrations and/or reflections; student assessment and assignment samples. The format of the design is flexible, and the focus and level of detail will be commensurate with student background, previous experience in inquiry and planning, and purpose of the project.
- Citations and references for all research and planning correctly cited in APA format.