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M2 C3 E3 Extensions Video Transcript

The document discusses extension activities for summative assessments in inquiry-based learning. Extension activities allow students to communicate the conclusions of their inquiry to different audiences or in different formats. Examples provided include creating a public service announcement, participating in a Socratic dialogue, or developing a project. The purpose of extensions is to have students represent their initial arguments in alternative ways and practice sharing with different groups.

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15 views2 pages

M2 C3 E3 Extensions Video Transcript

The document discusses extension activities for summative assessments in inquiry-based learning. Extension activities allow students to communicate the conclusions of their inquiry to different audiences or in different formats. Examples provided include creating a public service announcement, participating in a Socratic dialogue, or developing a project. The purpose of extensions is to have students represent their initial arguments in alternative ways and practice sharing with different groups.

Uploaded by

Ugur
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Video Transcript

Module 2_Category 3_Element 3


Extension Activities
Facilitator: Dr. John Lee, North Carolina State University

Hello again. I’m John Lee and in this element, we’ll discuss how to construct summative
extension activities.

It is important to note that when we talk about Extensions, we are really targeting the inquiry
practices in the Kentucky Academic Standards. In the language of the standards, we call this
“Communicating Conclusions.” This is when students share the results of their inquiry through
an argument and find ways to communicate that argument to different people in different ways.

In IDM, extensions are additional or alternative ways for students to express their arguments. It’s
important for students to have practice with these alternative ways of sharing their arguments
as preparation for college and career. We often find ourselves in situations where the context of
our communication dictates how we communicate. An extension task gives students
opportunities to practice sharing their argument in different formats or modalities and practice
sharing arguments with different audiences. The next three slides show a variety of ways in
which an extension activity can add to an inquiry.

For example, in an inquiry, “Does money matter in Political Campaigns?” students adapt their
argument so they can share it with a new audience.

With this extension, students create a public service announcement that addresses students’
stances on campaign-finance reform. The teachers who developed the inquiry added this
action-oriented extension so students can take what they have learned in the inquiry and what
they communicated through their argument and transfer that knowledge to a new setting using
new communication tools and actually speaking to new groups of people.

In the inquiry, “Was the development of agriculture good for humans?” we see another example
of how extensions can work.

In this extension, students participate in a Socratic dialogue during which they present the
arguments that they developed based on the inquiry’s compelling question. We hear from
teachers all the time that discussion pedagogies such as Socratic dialogue are a good way to
extend the argument, and that it the dialogue sets up very nicely given that students have
already made an argument.
Here’s one more example from an inquiry asking the compelling question, “What made
nonviolent protest effective during the civil rights movement?”

With this inquiry extension, students create a project that reflects their arguments. This is
another one of those areas where we hear from lots of teachers about a common pedagogy,
namely project-based learning. Well, here’s an opportunity for students to take their argument
and produce the type of product you might see in a PBL lesson.

Regardless of the venue in which an extension is set, the idea is the same—rather than creating a
new argument, students are representing their initial ideas in a different form. On this slide, we
suggest that there are lots of different types of extension possibilities. So, teachers and students
can use their creativity in completing extension tasks and representing responses to an inquiry’s
compelling question.

In the Practice-It section, there are a couple of questions intended to push your thinking about
this important element of the IDM blueprint and some guidance around finishing your blueprint
extension. Up next is Taking Informed Action with Ms. Carly Muetterties.

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