2A.3
Checking Feasibility:
Is my question "do-able?"


1. Consider your question. Look at it from all angles. What student learning is involved? What instruction and/or curriculum are involved? What information would you need to begin to answer it? You may not need formal, numerical data—unless you think it will shed light on your question. Information is any and all bits and pieces of evidence that will help you answer your question. Now, consider the following three questions:

a. What information do you need to answer this question? List all the different types of information that might be helpful. (One source of information to answer your question must come from your students. To truly improve classroom practice, teachers need to consider how or what their students are learning or thinking. If your question doesn’t require you to examine student learning, you may want to reconsider it at this point. )

b. Who has that information? (Other than your students, are there resources or people who have information that will relate to and help you answer your question?)

c. How will you get that information?

• Will you need to survey your students? Yes No
• Will you need to observe them at work? Yes No
• Will you need different collections of their work to examine? Yes No
• Will you need to do all three above? Yes No
• What survey questions will you ask your students to get useful information from them?
• Will you need to create a checklist if you observe students at work? Yes No
• What kind of student work and how many collections will you need to examine?
  

• Is your inquiry question do-able with your students in the context of your classroom?
• Will you be able to get the information you listed?
• Do you have access to the resources and people who have the information?