Title: Going with the Flow:
Author: Jeffrey Wilhelm
Last saved by: Hammond, Gaetan

^Jeff ^Wilhelm ^- ^Inquiry ^Sequence ^for ^Unit ^Planning

^Essential ^Question:
^When ^designing ^essential ^questions, ^think
about…
- Have I related the topic to students’ past and present experiences?
- Does the topic relate to human issues and human well- being?
^- ^How ^might ^I ^teach ^so ^that ^my ^students ^and ^I ^work
together to build a community of practice?
- Have I made good use of disciplinary concepts used by practitioners?
^How ^Might ^I ^explore ^the ^emotional, ^ethical, ^and ^human
dimensions that relate to the topic?

^Naming ^Conceptual
^and ^Procedural
Knowledge
^When ^identifying ^these
skills, think about…
-	Do these skills mirror
what experts do in their discipline?

^Procedural
^Knowledge

^Conceptual ^Knowledge

^Culminating ^activity
^When ^designing ^a ^culminating ^project, ^think
about…
- Where do I want the students to be at the end of the
unit?
- Does the project allow students to demonstrate their conceptual and procedural understandings?
^- ^Is ^it ^authentic ^by ^mirroring ^what ^“real ^experts” ^would ^do?
- Does it require intellectual quality?
- Does it consider differentiation? Are there different ways to complete the project?
- How does your culminating performance allow students to reach the mentioned standards?

^Project ^Description

^Frontloading
^When ^designing ^frontloading ^activities, ^think
about…
- How does your activity activate and build the students’
prior knowledge or background information regarding your unit inquiry?
^- ^How ^does ^the ^activity ^work ^to ^motivate ^students ^for

^reading ^and ^inquiry ^regarding ^the ^theme?
- How will the frontloading activity work to organize inquiry, set purposes, and consolidate learning about the theme throughout the unit, i.e., how will it help students set purposes for their reading, focus their learning, clarify what they are coming to know, and help them to monitor their learning progress?

^Sequencing ^Scaffolding ^Activities
When designing a scaffolding activity, think about …
- Does it allow students to explore the big ideas connected or relevant to the essential topic?
- Does it allow students to practice techniques required for disciplinary expertise in a variety of ways?
- Does it assist students to expand their conceptual and strategic repertoire?
- Does it provide for multiple entrance levels?
- Does it provide for multimodal learning?
- Does it provide for differentiation?
- Does it provide for student discovery and meaning making in a social setting?

^Principles ^of ^Scaffolding

^o ^Close ^to ^home→
^Far ^From ^Home
o Current Knowledge→ Need to Know
o Visual→ Written
^o ^Short→ ^Long

^o ^Easy→ ^Hard
^o ^Concrete→ ^Abstract
^o ^Directly ^Stated→
^Implied
o Supported→
^Independent

^o ^Whole→ ^Part→
^Whole
o Learning→
^Doing→ ^Reflecting
o Model→ Mentor→
^Monitor

^Formative ^Assessments
^When ^planning ^formative ^assessments ^within ^a ^unit ^think ^about…
- What is the intent of the unit? What is the purpose of this activity?
- How will the students be showing me what they know?
- What will I be monitoring or looking for in the students’ thinking?
- How will I track the assessment of my students?
- How will the students leave this activity thinking about something in a new way or changed in some way?
- How is this activity layered for all students’ learning?
- How does this activity allow students to practice more than one thing at a time?
- How will students be demonstrating true understanding – the capacity to flexibly use, extend, transfer, and think about what has been learned?

^Week ^1:

^Activity/Strategy

^Texts ^&
Resources

^Procedural
Knowledge

^Conceptual
Knowledge

^Formative
Assessment
^And ^CCSS

^Monday: | | | |
^Tuesday: | | | |
^Wednesday: | | | |
Thursday: | | | |
Friday: | | | |
^Week ^2:

^Activity/Strategy

^Texts ^&
Resources

^Procedural
Knowledge

^Conceptual
Knowledge

^Formative
Assessment
^And ^CCSS

^Monday: | | | |
^Tuesday: | | | |
^Wednesday: | | | |
Thursday: | | | |
Friday: | | | |
^Week ^3:

Taken from the Planning for Inquiry Webinar Packet March 2013Page