CT Interview

1. Are the focus students chosen for the study accurate representations of the whole class?

“Yes, this group of students has a good mix, students of multiple genders, ESE students,

ELL students, and students from many different backgrounds.”

2. Would you suggest another way to gather different student data and/or formative data?

“Maybe consider a small group discussion with focus students? Potentially including a

follow-up discussion each week to reflect.”

3. How is this inquiry important for the students in our class?

“This inquiry is important because it covers and clarifies students’ misconceptions,

increases exposure to important topics within social justice, is a happy-medium for

respectfully discussing these topics.”

4. What resources and literature would be useful for progressing in this inquiry?

“Some resources you could use for the beginning of the week, building background parts

of your lesson could be NewsZella or BrainPop to introduce concepts.”

5. In what ways does my inquiry connect to the school improvement plan?

“It does not really connect to the school improvement plan because the plan is more

based around academics, whereas your inquiry is more focused on social/ emotional

skills.”

6. Do you think there is anything I can add to increase the effectiveness of my inquiry

work?

“Nothing comes to mind, as you have developed a solid routine with the students, as well

as modified to meet the needs they have put forth.”

7. I have planned to implement the higher order thinking questions strategy, are there any

other strategies you think I should implement to enhance my inquiry?

“Again, incorporating H.O.T. questions or NewsZella/ BrainPop into the building

background sections of the week. I would not deviate too far from this routine you have

already developed for the students.”