Peer Review Process for Inquiry Design Model (IDM) Lessons
Compelling Question / Put the compelling question through the “stress test”:
  • Is it relevant/kid friendly? Would kids care about the question?
  • Is it rigorous/intellectually meaty? Does it reflect an enduring issue, concern, or debate in the field?Does it demand the use of multiple disciplinary lenses and perspectives?
Look at the lesson’s Summative Performance Task at the bottom – Do the argument and action stems in the summative task align with and answer the compelling question?
Standards and Practices / Is the curriculum focus appropriate? Does it align with GPS/GSE?
Is there a manageable number of standards addressed (i.e. not too few, not too many)?
What ELA standards are addressed? Are they appropriately aligned?
Staging the Question / Does the task pique student’s interest and leave them wanting to know more?
Is the task brief enough such that it doesn’t bore students or give them too much information? (this isn’t supposed to be an instructional task)
Supporting Question 1 / Supporting Question 2 / Supporting Question 3
Are there between 3-4 supporting questions?
Do all the supporting questions help students to answer the compelling question?
Do the supporting questions build in complexity from one to the next?
Do all or most of the supporting questions align with content standards?
Formative Performance Task / Formative Performance Task / Formative Performance Task
Do the formative tasks help students answer the supporting questions?
As a whole, do the formative tasks align with each other and work together to put students in the position to pose an argument in the summative performance task? Will they have attained the knowledge and skills they need to make the argument?
Featured Sources / Featured Sources / Featured Sources
Will the selected sources build students understanding of the supporting question?
Do the sources support the knowledge and skills needed for the summative performance task?
Do the sources spark curiosity?
Do the sources provide evidence to help answer complete the formative tasks?
Are their enough sources? Are there too many sources?
Do any of the sources need to be adapted (i.e. shortened, grammar/words changed, annotated/information added) for student accessibility?
Are all sources cited with the author and original source/link?
Summative
Performance Task / Argument / Are there multiple possible argument stems? (allowing for student voice)
Extension / Does this task include opportunities for students to extend their understanding and/or to express that understanding in creative ways?
Taking Informed Action / Does this task help students understand the issue/problem they are addressing?
Does this task allow students to assess the issue/problem they are addressing?
Does this task have students take action on the issue/problem they are addressing?
OVERALL FORMAT: Is the lesson published via the IDM Generator complete? In other words, are all sections of the IDM lesson beyond the 1 page Blueprint finished - i.e. cover page, overview, etc.?