Heather Martinez
National University
Abstract
This paper contains a review of An Inquiry Based Instructional Planning Model that
how the information contained within the article relates to planning instruction.
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Whether the planning is long-term or short-term, covers a unit or a single lesson, the
effectiveness of a teacher’s ability to plan is reflected in the success of their students. This
single class, a teacher may have multiple English-language learners, students with emotional
difficulties or behavioral challenges, and students with educational disabilities, along with a
variety of cultural backgrounds. While there are many strategies and techniques available
through research and scholarly literature, it can be difficult for “even the experienced teacher …
to incorporate into her practice the best of what’s known about effective instruction for all
Cheryl Jorgensen reviews a model of instructional planning “that is anchored in the values of
inclusive classroom community and is supported by a solid research base.” (Jorgensen, C.M.,
2005, p. 2) The article begins with an overview of a project-based learning experience in a high
school classroom. Over the course of several lessons, the teacher utilizes a variety of
instructional methods, such as “whole class lecture, Socratic dialogues, individual library or
Internet research, small group discussions, guest presentations, and hands-on activities.”
(Jorgensen, C.M., 2005, p.3) The instructional planning model utilized in this example
incorporates both guiding principles and instructional practices, differentiating “between what
teachers do while they are planning versus what they think about when planning.” (Jorgensen,
C.M., 2005, p. 4)
The guiding principles of this instructional planning model are founded in the belief that
all students are capable of academic success when provided with proper accommodations and
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adaptations. Research has shown time and again that teachers who vary their instructional
strategies and assessment techniques find that their students have greater success. The actual
planning of the lesson, according to the model featured in the article, involves translating
academic standards into essential questions which can be formatively assessed through
performance-based exhibition. Taken together, these steps create functional instructional units
which meet academic standards, while also increasing students’ ability to connect with new
material, relate it to their own lives, and explore the practical application of their new
knowledge. On-going formative assessment allows the teacher to continually explore their
The author asserts that following this process minimizes the amount of additional
accommodations teachers will need to make for individual students, due to the inherent
differentiation included in the planning. However, the final stage of this model involves
providing individual supports to exceptional students. These supports “are grouped in four
categories: a) physical, emotional, and sensory; b) materials and technology; c) instruction; and
I approach instructional planning with the same guiding principles reflected in the article.
I firmly believe that any and all students are capable of success, when provided with
strive to incorporate a variety of learning activities to better connect with the various learning
modalities present in every classroom. Additionally, the final step in this instructional planning
model is reflected in two of the goals in my long-term professional development plan, both of
References
Jorgensen, C.M. (2005). An inquiry based instructional planning model that accommodates
https://scholars.unh.edu/cgi/viewcontent.cgi?article=1106&context=iod