Classroom Conversation: The Use Of Discussion-Based Strategy In The History Classroom, pp. 8 of 10

Table 1: Considerations during the designing of inquiry

Difficulty level of the Inquiry question

Grouping structures

Sources and reading materials

Rationale for the grouping structures and reading materials

High to mid

According to ability

Different groups will be given materials according to their information literacy ability.

This combination will allow differentiated instruction to take place. Materials tailored to each group can be given: groups with higher ability can take on more difficult reading or more complex issues related to the inquiry question.

Mid to low

Mix ability grouping

Reading materials that is more difficult.

This combination will allow for peer coaching to take place and also misconception to surface during the discussion. Mix ability grouping will have more diverse views which will allow for a richer discussion. However, if weaker students are unable to do the preparation because of the difficulty of the materials, tendency would be that they get swayed to agree with the other students. Weaker students may also disengage and take a back seat during the discussion.

When planning for the inquiry, I would plan the classroom grouping last and it will be based on the amount of materials that I hope to use in the class. This will also help me determine the number of groups that I will have. If this is pitched right, the inquiry can be thought provoking because students will see

An Inspiring Quote

"[Open-mindedness] includes an active desire to listen to more sides than one; to give heed to facts from whatever source they come; to give full attention to alternative possibilities; to recognize the possibility of error even in the beliefs that are dearest to us."

~ John Dewey, How We Think

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