At the end of a torque inquiry activity, I asked my students to reflect on what they felt confident with, what they struggled with, and what they hoped to understand better. I then coded student responses, which allowed me to recognize themes in students’ strengths and weaknesses. With this knowledge, I could better support the acquisition of knowledge. For example, I structured new student groups to be used for the rest of the semester, designed to have students with varying strengths and weaknesses collaborate. Students were more effective at engaging group members to support one another during future inquiry activities. This reflection data was also used to differentiate the learning experience of student groups; students were provided with a tailored example problem to assess their understanding of rotational dynamics, which was then presented to the class. These instructional decisions in my planning helped appropriately challenge my students to meet rigorous learning goals.