The Six-Phase Inquiry Model
2.1 Overview: The CBI Learning Arc
Concept-Based Inquiry isn't just about what students learn—it's about how they learn it. The inquiry process is the vehicle through which students construct conceptual understanding, rather than passively receiving it from the teacher.
This chapter introduces a six-phase model for structuring inquiry experiences. While various inquiry models exist (and you may be familiar with others), this framework is specifically designed to support concept-based learning. Each phase serves a distinct purpose in moving students toward transferable understanding.
The Six Phases at a Glance
┌─────────────────────────────────────────────────────────────────────┐
│ THE CBI INQUIRY ARC │
├─────────────────────────────────────────────────────────────────────┤
│ │
│ 1. ENGAGE → Hook curiosity, surface prior knowledge │
│ ↓ │
│ 2. FOCUS → Frame the inquiry, introduce concepts │
│ ↓ │
│ 3. INVESTIGATE → Gather evidence, explore content │
│ ↓ │
│ 4. ORGANIZE → Sort and analyze findings │
│ ↓ │
│ 5. GENERALIZE → Construct conceptual understanding │
│ ↓ │
│ 6. TRANSFER → Apply understanding to new contexts │
│ │
└─────────────────────────────────────────────────────────────────────┘
Important Notes About the Model
It's not strictly linear. While the phases are numbered, inquiry is often recursive. Students may need to loop back to earlier phases as new questions emerge or understanding deepens.
Phase length varies. A provocation (Engage) might take 10 minutes; Investigation might span several class periods. The proportions depend on your learning goals and context.
All phases are essential. Skipping phases compromises learning. A common mistake is jumping from Engage directly to Transfer—this produces superficial "conceptual" language without genuine understanding.
The phases can structure a lesson, unit, or year. You might move through all six phases in a single lesson (mini-inquiry) or spread them across a multi-week unit.
The Teacher's Role Across Phases
Your role shifts throughout the inquiry:
| Phase | Teacher Role |
|---|---|
| Engage | Provocateur, curiosity-sparker |
| Focus | Frame-setter, question-poser |
| Investigate | Facilitator, resource-provider |
| Organize | Guide, thinking-partner |
| Generalize | Discussion facilitator, questioner |
| Transfer | Bridge-builder, challenger |
Let's explore each phase in detail.
2.2 Phase 1: Engage
Purpose
The Engage phase serves to:
- Capture student curiosity and attention
- Surface prior knowledge and preconceptions
- Create cognitive disequilibrium (productive confusion)
- Build motivation for the inquiry to come
- Connect new learning to students' lives and interests
What Makes a Good Engagement?
Effective engagement is more than entertainment. It should:
- Connect to the conceptual focus (even if students don't realize it yet)
- Create genuine puzzlement or emotional response
- Be accessible to all students regardless of prior knowledge
- Generate questions rather than answer them
- Be efficient (5-15 minutes typically)
Engagement Strategies
Provocations: Objects, images, scenarios, or experiences that provoke wondering
- Example: For a unit on "change," display photos of the same location 50 years apart without explanation
Discrepant Events: Demonstrations that contradict expectations
- Example: For "density," drop objects into water where the "obviously heavier" one floats
Essential Questions: Open-ended questions that don't have easy answers
- Example: "Is conflict ever good?"
Problematic Scenarios: Real or fictional situations that demand thinking
- Example: "A town must decide between economic development and environmental protection. What should they consider?"
Primary Sources: Artifacts, documents, or data that invite interpretation
- Example: A letter from a historical figure, presented without context
Personal Connections: Invitations to relate new ideas to students' experiences
- Example: "Tell about a time when you had to choose between what you wanted and what was right."
The Engage-to-Focus Bridge
Engagement without focus is just activity. As you conclude the Engage phase, you should:
- Capture student questions and wonderings
- Note prior knowledge revealed (including misconceptions)
- Begin pointing attention toward the conceptual focus
2.3 Phase 2: Focus
Purpose
The Focus phase:
- Clarifies what students will investigate
- Introduces or surfaces key concepts
- Establishes the central inquiry question(s)
- Sets the parameters for investigation
- Connects to the conceptual destination (without giving away the ending)
Introducing Concepts
This is where concepts become explicit. Approaches include:
Naming concepts directly:
- "In this unit, we're going to investigate the concept of INTERDEPENDENCE—how things depend on each other."
Concept formation through examples:
- "Here are three examples. What do they have in common? What would you call this pattern?"
Building on engagement:
- "Your questions from yesterday point toward something important. Let's name it..."
Student-generated concept identification:
- "What big ideas do you think we'll be exploring based on what you've seen?"
Crafting the Inquiry Question
The Focus phase introduces the driving question(s) that will guide investigation. Good inquiry questions:
- Are genuinely open (can't be answered with a quick Google search)
- Connect to concepts (answering them requires conceptual thinking)
- Are worth investigating (matter beyond the classroom)
- Are appropriately scoped (can be addressed in the available time)
Types of Inquiry Questions:
| Type | Purpose | Example |
|---|---|---|
| Factual | Build necessary knowledge base | "What adaptations do desert animals have?" |
| Conceptual | Drive toward understanding | "How does environment shape adaptation?" |
| Debatable | Require judgment and evidence | "Is adaptation always successful?" |
| Provocative | Challenge assumptions | "Could humans un-adapt?" |
A strong inquiry often combines question types, with conceptual questions serving as the primary drivers.
Focus Phase Moves
- Display the concept(s) prominently—they should be visible throughout the unit
- Co-create or share the inquiry question(s)
- Discuss criteria for successful inquiry
- Preview the investigation process
- Have students record what they already know/think and what they want to find out
2.4 Phase 3: Investigate
Purpose
The Investigate phase is where students:
- Gather evidence and information related to the inquiry question
- Encounter content through active exploration
- Build the factual foundation necessary for conceptual understanding
- Develop and practice disciplinary skills
- Generate data/evidence that will inform generalization
The Teacher's Role
During Investigation, you shift from direct instructor to:
Resource curator: Providing appropriate materials, sources, and experiences
Process facilitator: Teaching skills as needed, managing logistics, troubleshooting
Questioner: Prompting deeper thinking, redirecting unproductive paths
Observer: Noticing student thinking, identifying misconceptions, gathering formative data
Investigation Structures
Teacher-structured investigation:
- Clear steps and sources provided
- Appropriate for younger students or new inquirers
- Lower cognitive demand but ensures necessary content is encountered
Guided investigation:
- Parameters set, but student choice within them
- Students select from a range of sources/methods
- Teacher checkpoints along the way
Open investigation:
- Students determine their own approach
- High autonomy but requires skilled inquirers
- May require more time and scaffolding
Collaborative investigation:
- Groups tackle different aspects of the question
- Jigsaw approaches where groups specialize then share
- Develops both content knowledge and collaboration skills
Keeping Investigation Conceptually Focused
A common pitfall: investigation becomes fact-gathering without conceptual purpose. To prevent this:
- Remind students of the concept lens regularly
- Use "concept check-ins": "How does what you're finding connect to [concept]?"
- Provide graphic organizers that connect facts to concepts
- Have students categorize findings by conceptual themes
- Model conceptual thinking in your feedback
Investigation Duration
Investigation can range from:
- Mini-investigations: 15-30 minutes within a lesson
- Multi-day explorations: Several class periods
- Extended inquiries: Weeks of deep investigation
Match duration to learning goals and student readiness.
2.5 Phase 4: Organize
Purpose
The Organize phase helps students:
- Make sense of gathered information
- See patterns and connections in their findings
- Prepare evidence for generalization
- Identify gaps or contradictions
- Move from raw data to meaningful categories
Why Organize Matters
Students often skip from Investigation directly to conclusions, missing the crucial sense-making step. Without organization:
- Important patterns go unnoticed
- Generalizations are based on limited evidence
- Conceptual understanding remains superficial
- Transfer becomes unlikely
Organization Strategies
Sorting and categorizing:
- Group findings by theme, category, or conceptual lens
- Use physical or digital manipulatives
- Create classification systems
Comparing and contrasting:
- Look for similarities and differences across examples
- Use Venn diagrams, comparison matrices
- Identify what's common vs. unique
Sequencing and causation:
- Arrange findings chronologically or causally
- Create flowcharts or timelines
- Trace cause-and-effect relationships
Visualizing relationships:
- Concept maps and webs
- Hierarchical diagrams
- Systems maps
Finding patterns:
- Look for repetitions across examples
- Identify "rules" that seem to apply
- Note exceptions and anomalies
The Organize-to-Generalize Bridge
As organization concludes, students should be asking:
- "What patterns do I notice?"
- "What seems to be true across my examples?"
- "What can I conclude?"
These questions naturally lead to the Generalize phase.
2.6 Phase 5: Generalize
Purpose
The Generalize phase is where students:
- Articulate their conceptual understanding
- Construct transferable statements (generalizations)
- Test their generalizations against evidence
- Refine and qualify their understanding
- Achieve the "aha" of genuine insight
This is often the most challenging phase to facilitate well, and the most important. Everything before it builds toward this moment; everything after extends from it.
What Is a Generalization?
A generalization is a statement that:
- Connects two or more concepts
- Expresses a transferable truth
- Can be supported by evidence
- Applies beyond specific examples
- Uses present tense and no proper nouns
Formula: Concept A + Active Verb + Concept B (+ qualifier if needed)
Examples:
- "Systems maintain stability through feedback mechanisms."
- "Perspective shapes interpretation of events."
- "Scarcity drives innovation and conflict."
- "Power can be used to protect or oppress."
Facilitating Generalization
Approach 1: Teacher-guided generalization
- Teacher poses scaffolded questions
- Discussion moves toward target generalization
- Teacher names the generalization explicitly
- Students record and discuss
Approach 2: Co-constructed generalization
- Students share patterns they noticed
- Class discusses and debates
- Teacher guides refinement
- Generalization emerges from dialogue
Approach 3: Student-generated generalization
- Students draft their own generalizations
- Share and compare with peers
- Class critiques and refines
- Multiple valid generalizations may emerge
Generalization Quality Criteria
Teach students to evaluate generalizations:
| Criterion | Question to Ask |
|---|---|
| Timeless | Is this true across different time periods? |
| Transferable | Does this apply in other contexts beyond our examples? |
| Significant | Is this important enough to be worth understanding? |
| Supportable | Can we point to evidence that supports this? |
| Universal | Is this true across different situations (or appropriately qualified)? |
Common Generalization Pitfalls
- Too narrow: "The American colonists sought independence from Britain" (fact, not generalization)
- Too vague: "Things change" (true but not meaningful)
- Not transferable: "Photosynthesis produces oxygen" (specific fact, not conceptual relationship)
- Unsupportable: "Revolution always leads to better outcomes" (contradicted by evidence)
2.7 Phase 6: Transfer
Purpose
The Transfer phase:
- Tests whether students truly understand the generalization
- Extends understanding to new contexts
- Proves that learning is not example-bound
- Builds confidence in conceptual thinking
- Demonstrates the "so what" of the inquiry
Transfer is where we see if conceptual understanding is genuine or superficial.
Types of Transfer Activities
Near transfer: Applying understanding to similar situations
- "We studied how scarcity affected ancient civilizations. How does scarcity affect your community?"
Far transfer: Applying understanding to quite different situations
- "We developed generalizations about revolution from historical examples. How might these apply to a technology 'revolution'?"
Personal transfer: Connecting to students' own lives
- "How does what we learned about conflict resolution apply to conflicts in your life?"
Novel problem application: Using understanding to address new problems
- "Based on what we know about systems and interdependence, predict what might happen if we introduced a new species to this ecosystem."
Cross-curricular transfer: Connecting to other subject areas
- "We studied how artists use symbolism. Where do you see symbolism in our current novel?"
Facilitating Transfer
Transfer doesn't happen automatically. Facilitate it by:
- Explicitly asking: "Where else might this apply?"
- Providing new examples: "Here's a different situation. Does our generalization hold?"
- Challenging with counter-examples: "What about this case? Does it fit or contradict?"
- Encouraging student-generated examples: "Find a real-world situation where this applies."
- Creating transfer tasks: Design assessments that require application to new contexts
Transfer and Assessment
The Transfer phase is a natural moment for summative assessment. Performance tasks that require students to apply conceptual understanding to novel situations provide authentic evidence of learning.
2.8 Putting It All Together
A Complete Mini-Inquiry Example
Grade 5 Science: Ecosystems (45-minute lesson) Concept: Interdependence Target Generalization: "Changes in one part of a system affect other parts"
| Phase | Activity | Time |
|---|---|---|
| Engage | Show image of healthy vs. damaged coral reef; ask "What do you notice? What questions do you have?" | 5 min |
| Focus | "Today we're investigating INTERDEPENDENCE—how parts of a system depend on each other. Our question: What happens when one part of an ecosystem changes?" | 3 min |
| Investigate | Students explore a simple food web simulation (digital or card-based), removing one organism and tracking effects | 15 min |
| Organize | Partners complete a graphic organizer showing cause-and-effect chains | 7 min |
| Generalize | Class discussion: "What patterns did you notice? What statement could we make about systems and change?" Arrive at generalization. | 10 min |
| Transfer | "Does this apply to other systems? What about a school? A family? A city?" Students share examples. | 5 min |
Phases Across a Multi-Week Unit
For a 3-week unit on the American Revolution through the concept of "revolution":
| Week | Focus | Phases Emphasized |
|---|---|---|
| Week 1 | Building context | Engage → Focus → Begin Investigation |
| Week 2 | Deep exploration | Investigation → Organize |
| Week 3 | Making meaning | Generalize → Transfer → Assessment |
Adapting for Different Contexts
Short on time? Compress phases but don't skip them. A 20-minute mini-inquiry can touch all six phases briefly.
New to inquiry? Start with more teacher structure in Investigation and Generalization. Gradually release responsibility.
Young students? Phases can be spread across multiple days. Explicit transitions help ("Yesterday we explored. Today we're organizing our thinking.")
Advanced students? Increase student ownership of Investigation and Generalization. Multiple valid generalizations can emerge.
Chapter 2 Templates
Template 2.1: Six-Phase Unit Planner
+============================================================================+
| SIX-PHASE UNIT PLANNER |
| Planning Your Concept-Based Inquiry |
+============================================================================+
| Teacher: __________________________ Grade/Subject: ________________________ |
| Unit Topic: ________________________ Duration: ____________________________ |
+============================================================================+
CONCEPTUAL FOUNDATION
+----------------------------------------------------------------------------+
| Primary Concept(s): ______________________________________________________ |
| |
| Supporting Concepts: _____________________________________________________ |
| |
| Target Generalization(s): |
| 1. ___________________________________________________________________ |
| 2. ___________________________________________________________________ |
+----------------------------------------------------------------------------+
PHASE 1: ENGAGE (Hook curiosity, surface prior knowledge)
+----------------------------------------------------------------------------+
| Provocation/Hook: |
| _______________________________________________________________________ |
| _______________________________________________________________________ |
| |
| Materials needed: _________________________________________________________ |
| |
| Questions to spark curiosity: |
| 1. ___________________________________________________________________ |
| 2. ___________________________________________________________________ |
| |
| How I'll capture student wonderings: ______________________________________ |
| |
| Estimated time: ____________ |
+----------------------------------------------------------------------------+
PHASE 2: FOCUS (Frame the inquiry, introduce concepts)
+----------------------------------------------------------------------------+
| How I'll introduce the concept(s): |
| _______________________________________________________________________ |
| |
| Central inquiry question(s): |
| _______________________________________________________________________ |
| |
| Supporting questions (if applicable): |
| - Factual: ____________________________________________________________ |
| - Conceptual: _________________________________________________________ |
| - Debatable: __________________________________________________________ |
| |
| Estimated time: ____________ |
+----------------------------------------------------------------------------+
PHASE 3: INVESTIGATE (Gather evidence, explore content)
+----------------------------------------------------------------------------+
| Investigation structure: |
| [ ] Teacher-structured [ ] Guided [ ] Open [ ] Collaborative |
| |
| What students will explore/do: |
| _______________________________________________________________________ |
| _______________________________________________________________________ |
| |
| Resources/materials: |
| 1. ___________________________________________________________________ |
| 2. ___________________________________________________________________ |
| 3. ___________________________________________________________________ |
| |
| Skills students will practice/develop: |
| _______________________________________________________________________ |
| |
| Concept check-in points: |
| _______________________________________________________________________ |
| |
| Estimated time: ____________ |
+----------------------------------------------------------------------------+
PHASE 4: ORGANIZE (Sort and analyze findings)
+----------------------------------------------------------------------------+
| Organization strategy: |
| [ ] Sorting/categorizing [ ] Comparing/contrasting [ ] Sequencing |
| [ ] Visualizing relationships [ ] Finding patterns [ ] Other |
| |
| Specific activity: |
| _______________________________________________________________________ |
| |
| Graphic organizer or tool to use: |
| _______________________________________________________________________ |
| |
| Questions to guide organization: |
| 1. ___________________________________________________________________ |
| 2. ___________________________________________________________________ |
| |
| Estimated time: ____________ |
+----------------------------------------------------------------------------+
PHASE 5: GENERALIZE (Construct conceptual understanding)
+----------------------------------------------------------------------------+
| Generalization approach: |
| [ ] Teacher-guided [ ] Co-constructed [ ] Student-generated |
| |
| Discussion questions to surface generalizations: |
| 1. ___________________________________________________________________ |
| 2. ___________________________________________________________________ |
| 3. ___________________________________________________________________ |
| |
| Target generalization(s) students should arrive at: |
| _______________________________________________________________________ |
| |
| How I'll test/refine the generalization: |
| _______________________________________________________________________ |
| |
| Estimated time: ____________ |
+----------------------------------------------------------------------------+
PHASE 6: TRANSFER (Apply understanding to new contexts)
+----------------------------------------------------------------------------+
| Transfer activities: |
| [ ] Near transfer [ ] Far transfer [ ] Personal transfer |
| [ ] Novel problem [ ] Cross-curricular |
| |
| New context for application: |
| _______________________________________________________________________ |
| |
| Transfer questions: |
| 1. ___________________________________________________________________ |
| 2. ___________________________________________________________________ |
| |
| How students will demonstrate transfer: |
| _______________________________________________________________________ |
| |
| Estimated time: ____________ |
+----------------------------------------------------------------------------+
ASSESSMENT
+----------------------------------------------------------------------------+
| Formative assessment strategies (throughout): |
| _______________________________________________________________________ |
| |
| Summative assessment: |
| _______________________________________________________________________ |
| |
| Evidence of conceptual understanding I'll look for: |
| _______________________________________________________________________ |
+----------------------------------------------------------------------------+
Template 2.2: Inquiry Phase Checklist
+============================================================================+
| INQUIRY PHASE CHECKLIST |
| Ensuring Quality Implementation of Each Phase |
+============================================================================+
| Teacher: __________________________ Lesson/Unit: _________________________ |
+============================================================================+
ENGAGE PHASE CHECKLIST
+----------------------------------------------------------------------------+
| [ ] Captures attention and curiosity |
| [ ] Connects (implicitly) to the conceptual focus |
| [ ] Creates productive puzzlement or emotional response |
| [ ] Is accessible to all students |
| [ ] Generates questions rather than answers |
| [ ] Surfaces relevant prior knowledge |
| [ ] Duration is appropriate (not too long) |
| |
| Notes/Adjustments needed: |
| _______________________________________________________________________ |
+----------------------------------------------------------------------------+
FOCUS PHASE CHECKLIST
+----------------------------------------------------------------------------+
| [ ] Clearly introduces the concept(s) |
| [ ] Inquiry question is genuinely open |
| [ ] Inquiry question connects to concepts |
| [ ] Students understand what they'll investigate |
| [ ] Parameters are clear but allow for exploration |
| [ ] Students can articulate the purpose of the inquiry |
| |
| Notes/Adjustments needed: |
| _______________________________________________________________________ |
+----------------------------------------------------------------------------+
INVESTIGATE PHASE CHECKLIST
+----------------------------------------------------------------------------+
| [ ] Students are actively exploring (not passively receiving) |
| [ ] Resources are appropriate and accessible |
| [ ] Conceptual lens is maintained (not just fact-gathering) |
| [ ] Students are developing relevant skills |
| [ ] Check-ins keep investigation on track |
| [ ] All students can participate meaningfully |
| [ ] Sufficient time for genuine exploration |
| |
| Notes/Adjustments needed: |
| _______________________________________________________________________ |
+----------------------------------------------------------------------------+
ORGANIZE PHASE CHECKLIST
+----------------------------------------------------------------------------+
| [ ] Students have strategy for making sense of findings |
| [ ] Patterns and connections are becoming visible |
| [ ] Organization connects to conceptual focus |
| [ ] Students are prepared for generalization |
| [ ] Gaps or contradictions are identified |
| |
| Notes/Adjustments needed: |
| _______________________________________________________________________ |
+----------------------------------------------------------------------------+
GENERALIZE PHASE CHECKLIST
+----------------------------------------------------------------------------+
| [ ] Generalization emerges from evidence (not given by teacher) |
| [ ] Statement connects concepts |
| [ ] Generalization is transferable (not specific to examples) |
| [ ] Students can support generalization with evidence |
| [ ] Generalization is refined and tested |
| [ ] Students can explain the generalization in their own words |
| |
| Notes/Adjustments needed: |
| _______________________________________________________________________ |
+----------------------------------------------------------------------------+
TRANSFER PHASE CHECKLIST
+----------------------------------------------------------------------------+
| [ ] New context is genuinely different from investigation context |
| [ ] Students apply generalization (not just repeat it) |
| [ ] Transfer is supported but not done for students |
| [ ] Multiple transfer opportunities provided |
| [ ] Students can explain why the generalization applies |
| [ ] Celebration of successful transfer |
| |
| Notes/Adjustments needed: |
| _______________________________________________________________________ |
+----------------------------------------------------------------------------+
OVERALL REFLECTION
+----------------------------------------------------------------------------+
| What worked well in this inquiry? |
| _______________________________________________________________________ |
| |
| What phase(s) need strengthening? |
| _______________________________________________________________________ |
| |
| What will I do differently next time? |
| _______________________________________________________________________ |
+----------------------------------------------------------------------------+
Chapter 2 AI Prompts
Prompt 1: Inquiry Phase Planner
I'm planning a concept-based inquiry on [TOPIC] for [GRADE LEVEL] students.
My primary concept is: [CONCEPT]
My target generalization is: [GENERALIZATION OR "HELP ME DEVELOP ONE"]
Available time: [NUMBER OF CLASS PERIODS/LESSONS]
Help me plan all six phases of inquiry:
1. ENGAGE: Suggest 2-3 provocations that would spark curiosity and connect to the concept
2. FOCUS: Draft an inquiry question and suggest how to introduce the concept
3. INVESTIGATE: Recommend investigation activities and resources
4. ORGANIZE: Suggest strategies for students to make sense of findings
5. GENERALIZE: Provide discussion questions that could lead to the generalization
6. TRANSFER: Suggest new contexts where students could apply their understanding
Include estimated time allocations for each phase.
Prompt 2: Provocation Designer
I need a powerful provocation to launch a concept-based inquiry.
My concept: [CONCEPT]
My topic/content: [TOPIC]
My grade level: [GRADE]
Available materials/resources: [WHAT YOU HAVE ACCESS TO]
Generate 5 different provocation options across these types:
1. Visual provocation (image, video, or display)
2. Discrepant event (something unexpected)
3. Problematic scenario (real-world dilemma)
4. Primary source (artifact, document, or data)
5. Personal connection (experience-based)
For each, explain:
- What to do/show
- What questions it might generate
- How it connects to the concept (implicitly)
- Approximate time needed
Prompt 3: Inquiry Question Refiner
I've drafted inquiry questions for my CBI unit but want to improve them.
My concept: [CONCEPT]
My topic: [TOPIC]
My grade level: [GRADE]
My current questions:
[LIST YOUR QUESTIONS]
For each question, analyze:
1. Is it truly open (or could it be answered with a quick search)?
2. Does it connect to the concept?
3. Is it age-appropriate?
4. Is it appropriately scoped for my time available?
Then provide:
- Revised version of each question (if needed)
- Suggested question sequence (factual → conceptual → debatable/provocative)
- One additional question I might not have considered
Prompt 4: Investigation Activity Designer
I need investigation activities for a concept-based inquiry.
My concept: [CONCEPT]
My topic: [TOPIC]
My inquiry question: [QUESTION]
My grade level: [GRADE]
Available time for investigation: [TIME]
Resources available: [WHAT YOU HAVE ACCESS TO]
Design investigation activities that:
1. Help students gather evidence related to the inquiry question
2. Maintain focus on the concept (not just fact-gathering)
3. Are appropriate for my students' skill level
4. Include built-in conceptual check-points
5. Allow for differentiation
Provide:
- Main investigation activity description
- Step-by-step procedure
- A graphic organizer or recording tool
- Questions to ask during investigation to maintain conceptual focus
- Suggestions for supporting struggling students and extending advanced students
Prompt 5: Generalization Facilitation Script
I need help facilitating the Generalize phase of my inquiry.
My concept: [CONCEPT]
Target generalization: [GENERALIZATION]
What students investigated: [BRIEF DESCRIPTION]
Grade level: [GRADE]
Create a facilitation script that includes:
1. Opening question to launch the discussion
2. Sequence of questions that builds toward the generalization
3. Prompts to push student thinking deeper
4. Questions to test and refine the emerging generalization
5. Ways to handle if students arrive at a different (but valid) generalization
6. Closing questions to solidify understanding
Include likely student responses and suggested teacher moves for each.
Key Takeaways: Chapter 2
-
The six phases (Engage, Focus, Investigate, Organize, Generalize, Transfer) provide a structure for inquiry that builds toward conceptual understanding.
-
Each phase serves a specific purpose. Skipping phases compromises the learning—especially the crucial Organize and Generalize phases.
-
The model is flexible. Phases can be compressed into a single lesson or expanded across weeks, depending on your goals.
-
Your role shifts from provocateur to facilitator to guide to questioner across the phases.
-
Investigation without organization leads to superficial generalizations. Generalization without transfer leaves understanding untested.
-
Effective provocations spark curiosity and connect implicitly to concepts without giving away the ending.
-
Strong inquiry questions are open, conceptual, and worth investigating.
-
Transfer is the proof of genuine conceptual understanding.
What's Next
Part 2 dives deep into the CBI Toolkit—the essential elements you need to master for effective concept-based inquiry. In Chapter 3, we'll explore what makes a true concept and how to identify concepts within your curriculum.