Elementary
Math
Tara Howard
Salyersville Grade School
Magoffin County
Our hopes for this session
o To become familiar with the Inquiry Design Model to
engage students in compelling, relevant learning
experiences.
o To anchor the conversation in the “WHY” this design is
important to student achievement.
o To explore units developed by classroom teachers in
elementary, middle and high across content areas.
o To provide thoughtful input to inform the revision process
Three Components:
The IDM Series
Component I
Questions
Component II
Tasks
Component III
Sources
Traditionally mathematics has been
perceived as a difficult subject to
incorporate inquiry into.
Most of us were taught using direct
instruction or lecture style.
Students often are taught only the
algorithms
Workbooks, worksheets
Move from independent to collaborative
learning
Why IDM and Math?
Why the IDM and Math Combination?
This method requires more than remembering a
fact or plan.
A child’s natural curiosity is addressed. The
“why?”.
Students reveal misconceptions during this
process.
RELEVANCY
Staging the question will lead to connection to
pre-existing schema.
How do I Begin?
Think of a relevant question relating content to
student interests. This is your Compelling
Question.
Build a unit around this question.
Summative tasks should be planned in a way
that students get the skills/information they need
to answer the Compelling Question.
What are the Results?
For Students:
Exploration
Engagement
Real-world applications
Discovery of content relationships
What are the results?
For teachers:
It’s all on one sheet. Time saver!
You can rest assured that students
UNDERSTAND the content and it has not
just been drill and kill!
Social Studies
(6-8)
Jessica A. Francis
Herald Whitaker Middle School
Magoffin County
IDM™ Follows C3 Inquiry
Arc
If students
are asked
a
COMPELLING
QUESTION
…
In the middle are the
SUPPORTING
QUESTIONS,
FORMATIVE TASKS,
and SOURCES
Students
answer in the
form of a
SUMMATIVE
ARGUMENT
Why IDM for your students?
Students get engaged!
Students think on a deeper level –
changing what they are able to create
Allows for cross-curriculum learning
Students get creative!
Why IDM as a teacher?
Students get engaged!
Student outcomes are more easily
focused on their summative and formative
tasks.
IDM allows you and your students to have
fun with lessons
Students get creative!
My 1st IDM Journey
Inquiry Design Model (IDM) Blueprint™
Compelling
Question
Standards
and
Practices
Isthe national economy hurtingyour allowance?
8.EDM.6 National Economy Use economic analysis to evaluate data in order to explain the
influence of monetary changes on spending, production and supply of money in the national
economy.
Staging the
Question
This module integrates Reading and Writing into the Social Studies standards. Students are asked to draw from
several texts to form an argumentative essay, determining whether or not the national economy actually affects
them.
Reading Skills, Writing Skills, Social Studies knowledge building
Supporting
Supporting
Supporting
Question 1
Question 2
Question 3
How does the government
determine the amount of taxes that
people pay in the national economy?
Who has the power to decide how money is produced, supplied,
and spent in the national economy?
Formative
Formative
Formative
Performance Task
Performance Task
Performance Task
Create a graph to
represent the source of
funds for the United
States federal
government.
Write a proposal to the President
of the United States regarding
taxation. Highlight what type of
tax your feel is the most fair and
how you feel this would best
benefit the federal government
and the national economy.
Complete a Venn Diagram outlining the powers of the state and
national government, according to the United States
Constitution.
Featured Sources
Featured Sources
Featured Sources
Where does the national
government get its
money?
United
States
Government, Office of
Management & Budget,
Fiscal
Year,
2016
(Historical Tables)
**Graph/Table
representing how much
IRS/US Tax
Resource
Center
–
Online
** Program Answers student
questions about how to determine
their tax brackets, ways to file
taxes, and what factors affect the
tax bracket.
(1) U.S. Constitution (Powers of Congress)
(2) Web Related Article, “Why Can’t the Government Just
Print More Money?”
http://welkerswikinomics.com/blog/2010/08/28/why-cant-thegovernment-just-print-more-money-not-such-a-silly-question/
(3) National Budget Simulation
Grant, Lee, and Swan, 2014
My 1st IDM Journey
money
comes
from
personal/individual
taxes
https://www.irs.com/articles/howdetermine-your-income-taxbracket
http://www.icurio.com/goExternal?np=/templates/
sections/external/external.ftl&pp=/templates/sections
/framework/error.ftl&evlCode=
2110999071862648pC2Zc9&productName=icurio&al=Middle
Is the national economy hurting your allowance? Construct an argumentative essay that addresses the
compelling question using specific claims and relevant evidence and date to support your claim.
Summative
Argument
Performance
Task
The national economy does not affect my allowance because it doesn’t have anything to do
with my family or me, so it doesn’t affect my allowance. (“It doesn’t matter to me!”)
Extension
Taking
Informed
Action
The national economy does affect my allowance because the amount of money the
government has affects the amount of taxes my parents have to pay and that are who control
my allowance.
So.. Why Use It?
“It will go away in a few years.”
“I don’t have time to use “another model”
“I’m already letting my kids do creative
writing.”
“Some lessons don’t fit into the model.”
Continuing IDM
Inquiry Design Model is designed for
deeper learning
Reflections……..Questions?
Thank you! Now, before you leave .
..
o Please give us your feedback!
o Remember, there is a wealth of information about the IDM Units located on
C3 Teachers Network http://www.c3teachers.org/
o If you want to learn more, please contact:
o [email protected]
o [email protected]
o [email protected]
o [email protected]
o The Holler.org http://www.theholler.org/resources/