CIP Step 3 Questions & Subquestions

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Steps: Guide for Reading CIP Step 4 and Step 5 Pages

Guide for Reading CIP Step 4 and Step 5 Pages

While working on CIP Step 3 you read all the pages about CIP questions to consider a range of possible cultural influences on your puzzlement. Your goal was to identify the cultural influence(s) that you think are likely to be influencing your puzzlement.

The cultural influence(s) you decided to examine determine which pages you are to read in the CIP Guidebook for Step 4--Gather and analyze relevant information and Step 5--Develop and implement intervention(s). For Steps 4 and 5, you need to read the general pages for those steps and the pages directly related to the CIP question(s) associated with the cultural influence(s) you are examining in your study.

Below is the complete list of CIP questions from Step 3. Locate the CIP question(s) you selected. The pages listed beneath each CIP question represent the reading path for Step 4 and Step 5 in the Guidebook. You can use the links here to jump to the relevant pages. You can also use the Process Links at the bottom of the Step 4 and Step 5 pages to return to this page to guide your reading activity, or you can open the CIP diagram to guide your reading.

3.1

How might your beliefs or values, or those of other educators, be contributing to the puzzling situation?

3.2

How might aspects of the school's culture(s) be contributing to the puzzling situation?

4 Gather and analyze relevant information 4.2 Gathering information about the school's culture(s) 5 Develop and implement intervention(s) 5.2 The school's culture(s) seem to be contributing to the puzzlement
3.2.1	How might competition be contributing to the puzzling situation?
4 Gather and analyze relevant information 4.2 Gathering information about the school's culture(s) 4.2.1 Competition 5 Develop and implement intervention(s) 5.2 The school's culture(s) seem to be contributing to the puzzlement 5.2.1 Competition
3.2.2	How might tracking or ability-grouping be contributing to the puzzling situation?
4 Gather and analyze relevant information 4.2 Gathering information about the school's culture(s) 4.2.2 Tracking or ability-grouping 5 Develop and implement intervention(s) 5.2 The school's culture(s) seem to be contributing to the puzzlement 5.2.2 Tracking or ability-grouping
3.2.3	How might instructional programs for English language learners be contributing to the puzzling situation?
4 Gather and analyze relevant information 4.2 Gathering information about the school's culture(s) 4.2.3 Instructional programs for English language learners 5 Develop and implement intervention(s) 5.2 The school's culture(s) seem to be contributing to the puzzlement 5.2.3 Instructional programs for English language learners

3.3

How might cultural mismatches be contributing to the puzzling situation?

4 Gather and analyze relevant information 4.3 Gathering information about cultural mismatches 5 Develop and implement intervention(s) 5.3 Mismatches between a student's or group's culture(s) and the school's culture(s) seem to be contributing to the puzzlement
3.3.1	How might mismatches between a student's or group's interaction patterns and those of the school be contributing to the puzzling situation?
4 Gather and analyze relevant information 4.3 Gathering information about cultural mismatches 4.3.1 Mismatches between a student's or groups interactional patterns and those of the school 5 Develop and implement intervention(s) 5.3 Mismatches between a student's or group's culture(s) and the school's culture(s) seem to be contributing to the puzzlement 5.3.1 Interactional Patterns
3.3.2	How might mismatches between a student's or group's home culture(s) and the school curriculum content be contributing to the puzzling situation?
4 Gather and analyze relevant information 4.3 Gathering information about cultural mismatches 4.3.2 Mismatches between a student's or group's home culture(s) and the school curriculum 5 Develop and implement intervention(s) 5.3 Mismatches between a student's or group's culture(s) and the school's culture(s) seem to be contributing to the puzzlement 5.3.2 Home Culture & Curriculum
3.3.3	How might mismatches between a student's or group's preferred learning approaches and classroom processes be contributing to the puzzling situation?
4 Gather and analyze relevant information 4.3 Gathering information about cultural mismatches 4.3.3 Preferred Learning Approaches 5 Develop and implement intervention(s) 5.3 Mismatches between a student's or group's culture(s) and the school's culture(s) seem to be contributing to the puzzlement 5.3.3 Preferred Learning Approaches

3.4

How might students' experiences and meanings be contributing to the puzzling situation?

4 Gather and analyze relevant information 4.4 Gathering information about students' experiences and meanings 5 Develop and implement intervention(s) 5.4 Students' experiences and meanings seem to be contributing to the puzzlement
3.4.1	How might influences on students from outside school be contributing to the puzzling situation?
4 Gather and analyze relevant information 4.4 Gathering information about students' experiences and meanings 4.4.1 Influences on students from outside school 5 Develop and implement intervention(s) 5.4 Students' experiences and meanings seem to be contributing to the puzzlement 5.4.1 Influences from outside school
3.4.2	How might imbalances in power or economic opportunities, and peer group response to those imbalances, be contributing to the puzzling situation?
4 Gather and analyze relevant information 4.4 Gathering information about students' experiences and meanings 4.4.2 Imbalances in power or economic opportunities and peer group response to those imbalances 5 Develop and implement intervention(s) 5.4 Students' experiences and meanings seem to be contributing to the puzzlement 5.4.2 Imbalances in power or economic opportunities and peer group response to those imbalances

3.5

How might individual students' cultural "negotiations" be contributing to the puzzling situation?

4 Gather and analyze relevant information 4.5 Gathering information about individual students' cultural "negotiations" 5 Develop and implement intervention(s) 5.5 Individual students' cultural "negotiations" seem to be contributing to the puzzlement
3.5.1	How might individual students' negotiations of home, peer, and school cultures be contributing to the puzzling situation?
4 Gather and analyze relevant information 4.5 Gathering information about individual students' cultural "negotiations" 4.5.1 Individual students' negotiations of home, peer, and school cultures 5 Develop and implement intervention(s) 5.5 Individual students' cultural "negotiations" seem to be contributing to the puzzlement 5.5.1 Negotiations of home, peer, and school cultures
3.5.2	How might individual students' negotiations of their cultural identities be contributing to the puzzling situation?
4 Gather and analyze relevant information 4.5 Gathering information about individual students' cultural "negotiations" 4.5.2 Individual student's negotiations of their cultural identities 5 Develop and implement intervention(s) 5.5 Individual students' cultural "negotiations" seem to be contributing to the puzzlement 5.5.2 Negotiations of cultural identities

Step 3-Questions | Step 4-Gather Information

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Cultural Inquiry Process: Guidebook

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Steps: Guide for Reading CIP Step 4 and Step 5 Pages