This template is adapted from the CfAO handout. Please do not save your edits to this page directly (except for corrections/additions). Use the Edit button and select "Copy from this page" to make your own copy of this page for your inquiry activity.
The purpose of this checklist is to provide a list of items that should be addressed before your activity happens. You may decide that some items do not apply or do not need to be addressed, but it will benefit your group to at least consider every item on the list. As you fill in the checklist, I suggest un-bolding the text of each item that has been addressed.
Facilitator roles, instructor floor time, etc.
Who will play the following roles or present the following material (if applicable):
- Lead Facilitator?- Isar
- Other Facilitators?-Nick, Ciril, Mark Hoffman, John Pye, Elizabeth Reader
- Timekeeper?-Isar
- Floater?
- Thinking Tool presenter?
- Introductory context?-Isar
- Context and instructions for all transitions?
- Context for presentations?
- DQ/questioner for presentations?
- Presentation note-taker?
- Synthesis presenter?-Ciril
- Closing?
Learner groups, grouping mechanisms, etc.
How learners will move through the activity, how they will be grouped, where they have choice and where they are assigned, etc. Thing to plan or think about:
- # of groups in the starters?
- # of groups or stations per facilitator in the starters?
- How to choose/assign starter groups?
- Rotate through all starters?
- # of groups in the investigations?
- # of groups or stations per facilitator in the investigations?
- How to choose/assign investigation groups?
- Rotate through all stations, or focus on 1?
- How do learners choose investigation focus?
- # of groups in the presentations?
- Do all learners present?
- Does each group have one assigned facilitator?
- Can other facilitators interact with other groups? How?
Materials and investigations
- Permission/procedures for ordering supplies?
- How much lead time to order supplies?
- # of supplies/setups needed for # of learners?
- Gathered all supplies and materials?
- Facilitators familiar with all materials, know how to use them, etc?
- Which materials for starters?
- Additional materials for investigations?
- Additional materials/phenomena in your "back pocket"?
- Other supplies (sentence strips,markers, posters,etc)?
Timing and schedules
Not all inquiry activity elements (like a Gallery Walk) are applicable to every activity. Has your team planned the following:
- Detailed schedule for activity?
- All facilitators know the schedule?
- Scheduled breaks?
- How/when will questions be sorted?
- Roughly when should learners be at milestones? Rough early-, middle-, late-stage investigation times?
- Time(s) for facilitator check-in(s)?
- Time(s) for thinking tool(s)? To the whole group at once or to smaller groups as needed?
Practicing and planning
Has your team done the following:
- Practiced the starters?
- Practiced with investigation materials?
- Explored likely questions and investigation paths?
- Practiced all stations and investigations in case facilitator has to cover extra/odd groups?
- Practiced thinking tool(s)?
- Planned multiple entry and exit points for different learners/groups at each station/investigation?
- Planned what evidence counts as success?
- Prepared the synthesis?
- Planned for incorporating learners' work/investigations/presentations into the synthesis?
What to say
Have you decided what to say to learners for all instructions and transitions:
- Introduction and context-setting?
- Introduction for starters?
- Transition/instructions to a Gallery Walk or group formation?
- Transition/instructions for investigations?
- Intructions for sharing? Are the expectations for learners clear?
- Inquiry closing?
- Any other transitions?
Documentation and wrap-up
Do you have a plan to:
- Record/photograph starters/setup?
- Record/photograph questions?
- Record/photograph investigations/setups?
- Record/photograph presentations?
- Record schedule?
- Save scripts, outlines for talks, presentation files?
- Debrief among instructors afterward? Record notes? If applicable, include your teaching consultant.
Activity context
Most inquiry activities occur in the context of a larger course or program. To fit into that context, do you need to address:
- Course instructor(s) aware of this activity's presumed prerequisites?
- Course instructor(s) aware of this activity's learning goals?
- Will design team members be present/participate in other course activities?
- Schedule meeting(s) with course instructor before activity? Do you need a day-before or hour-before meeting?
- Propose exam/homework questions to course instructor?
- Propose pre-inquiry curriculum for instructor to cover?