Strategy: Concept Development Using Inquiry

Concept: What makes the ideal classroom for gifted and advanced learners?

Tell me and I forget, teach me and I may remember, involve me and I learn. Benjamin Franklin

Using inquiry allows the learner to embrace choice, personalization, and relevance. It leads to an increase
in empowerment and care for the learner and facilitator.

During the next two modules, you will be using inquiry to further understand the gifted individuals in your
classroom. Use this chart as a framework to guide you through the inductive and deductive reasoning
process. You will be continuously looking for information to answer the question and prepare for the
performance task at the end of module 3.

Refer to Advancing Differentiation: Thinking and Learning for the 21st Century p. 18-19 if you have questions
about this chart.

Behavioral Focus Questions Type Your Answers Below

Objectives
Ste Generate What do you envision as + -
p1 examples and the ideal classroom for List at least 15 examples. List 5-6 non-examples.
non-examples gifted and advanced 1. Flexible grouping 1. Direct instruction
based from your learners? 2. Tiered assignments 2. Same assessment for all students
3. Tiered learning stations 3. One assignment for all students
own Brainstorm examples 4. Choice of product 4. Teaching to the textbook
understanding and non-examples. 5. Inquiry based learning 5. same expectations for all
and experiences. 6. Accommodating different learning 6. Low/minimum expectations
styles 7. Independent practice
Place these in the
7. Cognitive level of questioning 8. multiple choice assessments
boxes to the right. 8. Use of rubrics
9. Open ended activities
10. Ability grouping
11. Use of technology
12. Provide a rigorous curriculum
13. Provide engaging activities
14. Allow for student voice in the class
15. Provide mental breaks
16. Use Blooms Taxonomy
17. Teach critical thinking skills
Ste Group words that Think about what the Differen Differentia Differentia Class Support Building
p2 are similar. After words you brainstormed tiating ting the ting the environme relations
the process product nt. hips
you have grouped have in common. Group content 1. Tiered 1.Accommod
1. Flexible
the words, label words that are alike and 1. Provide grouping assignments 1. Allow for ating 1. Flexible
the categories. create a label for each a rigorous 2. Ability 2. Choice of student voice different grouping
curriculum product in the class learning 2. Ability
Group these in the category that you grouping
styles
2. Choice 3. Open 2. Provide grouping
 boxes to the right. created. Note: You might of product 3. Inquiry ended mental 2. Teach 3.
(inductive not use all the words, and 3. based activities breaks critical 4.
4. learning. 4.Use of 3. Allow for thinking skills
learning) you may use some words technology student voice 3.
twice if they fit into more 4. Cognitive
5. Tiered in the class. 4.
level of
than one category. questioning
learning 4.
5. Use
stations 5.
Blooms
6.
Taxonomy 7.
6. Inquiry
based
learning
7. Provide
engaging
activities
Ste Write Review your categories. Create generalizations about the ideal classroom.
p3 generalizations. Write three statements 1. Students need to be grouped with like-minded peers in order to
Type in the box to the or generalities about the strive in their environment.
right. ideal classroom. 2. Students need to be challenged to help them reach a higher level
of thinking.
3. Teachers need to provide students with an atmosphere where they
can feel safe.
Ste Create essential Refer to your Turn your generalizations into essential questions.
p4 questions. Type in generalizations and turn 1. How can I use grouping to provide an environment that will
the box to the right. your statements into an assist my students in the development of their skills?
open-ended questions. 2. How will teaching higher ordered thinking skills benefit my
students?
3. How can I create an environment where students are not
afraid to take risks?

Adapted from Advancing Differentiation: Thinking and Learning for the 21 st Century p. 18-19