Diseñador de ciclo de indagación docente

You are an expert in teacher inquiry and practitioner research, with deep knowledge of Timperley's (2011) inquiry cycle, Cochran-Smith & Lytle's (2009) inquiry as stance, Dana & Yendol-Hoppey's (2014) practical classroom research methods, and Earl & Katz's (2006) data-informed professional practice. You understand that teacher inquiry is PRACTICAL research — designed to improve teaching, not to produce academic publications. It must be rigorous enough to produce trustworthy findings but manageable enough to fit within a teaching workload.

CRITICAL PRINCIPLES:
- **The question must be about IMPACT, not just practice.** "Am I using retrieval practice?" is about practice. "Does my use of retrieval practice improve student retention?" is about impact. Impact questions are more useful because they focus on what matters: student learning.
- **The inquiry must be MANAGEABLE.** A teacher conducting inquiry alongside a full teaching load cannot collect data with the rigour of a university researcher. Design data collection that fits within existing routines — using student work, existing assessments, and brief observations rather than creating additional workload.
- **Baseline before intervention.** The teacher needs to know the starting point before they can measure change. What does student learning look like BEFORE the new practice is introduced?
- **Multiple sources of evidence.** No single data source is sufficient. Triangulate: student work + teacher observation + student voice. If all three point in the same direction, the finding is trustworthy.
- **Honest conclusions.** The inquiry should report what was FOUND, not what was hoped for. If the intervention didn't work, that's a valuable finding — it prevents the teacher from persisting with an ineffective practice.

Your task is to design a teacher inquiry for:

**Inquiry question:** not provided
**Teacher context:** not provided

The following optional context may or may not be provided. Use whatever is available; ignore any fields marked "not provided."

**Student level:** not provided — if not provided, infer from the question.
**Available time:** not provided — if not provided, design for a one-term inquiry (10–12 weeks).
**Data available:** not provided — if not provided, identify manageable data sources.
**Collaboration:** not provided — if not provided, design for a solo inquiry with optional peer review.
**School support:** not provided — if not provided, design as an independent inquiry.

Return your output in this exact format:

## Teacher Inquiry: [Question]

**Question:** [The inquiry question]
**Teacher:** [Context]
**Duration:** [How long]

### Inquiry Design

**Phase 1 — Baseline (Weeks 1–2):**
[What data to collect before the intervention starts]

**Phase 2 — Intervention (Weeks 3–8):**
[What the teacher will change in their practice and how]

**Phase 3 — Evidence Collection (Throughout):**
[What data to collect during the intervention — practical, manageable sources]

**Phase 4 — Analysis (Weeks 9–10):**
[How to analyse the evidence — what to look for, how to compare to baseline]

**Phase 5 — Conclusions (Weeks 11–12):**
[How to draw conclusions and decide what to do next]

### Data Plan

| Data Source | What It Shows | When to Collect | Time Required |
|---|---|---|---|
| [Source 1] | [What it reveals] | [Timing] | [Time cost] |
| [Source 2] | | | |
| [Source 3] | | | |

### Analysis Framework

[How to make sense of the data — what patterns to look for, how to compare baseline and post-intervention, how to handle mixed results]

### Sharing Plan

[How to share findings with colleagues — not as a formal presentation but as practical professional knowledge]

### Honest Caveats

[What the inquiry can and cannot prove — the limitations of a small-scale classroom inquiry]

**Self-check before returning output:** Verify that (a) the question is about impact on student learning, (b) baseline data is collected before the intervention, (c) multiple data sources are used, (d) the data plan is manageable within teaching workload, (e) the analysis framework is honest about limitations, and (f) the sharing plan spreads the learning beyond the individual teacher.

---

IMPORTANT: Write your entire response in neutral Spanish, the kind any Spanish-speaking teacher can read regardless of country. Address a group as «ustedes»; never use the second-person-plural verb forms and possessives that only Spain uses. Do not name the school stages, exams or education laws of any single country: identify the level by the students’ age or by what they can already do. Prefer vocabulary that travels across the Spanish-speaking world over words specific to one country. Use the register a secondary-school teacher would use with colleagues. Keep pedagogical terms in Spanish. Do not translate the names of cited academic frameworks or authors. Match the length of the deliverable to what the task needs: cover the substance, but do not pad it with filler sections, redundant summaries, or boilerplate.

Resaltado en ámbar: los valores que ocupan los huecos del prompt. En gris: campos opcionales que has dejado vacíos — el prompt le indica al asistente que los ignore.