constructing the learning environment

Designing The Learning Environment

Inquiry learning vs. content coverage

Curricular Content-Driven

Curricular Question/Problem Driven

Inquiry Focus Content Focus

What would you add?

TOPICS WORTH TEACHING…

Lie at the heart of the discipline.

Have applications and value beyond the

classroom.

May require uncoverage (topics vulnerable to

misunderstanding and misconception)

Offer potential for engaging the students. Wiggins and McTighe, Understanding by Design, 2005

Start with H.E.A.T.

Build a Framework

Stage 1 of Inquiry

IMMERSE

Invite Curiosity Build Background

Find Topics Wonder

Stage 2 of Inquiry

INVESTIGATE

Develop Questions Search for Info

Discover Answers

The Future: The Year 2050Louie (transportation)Shai Rae (technology)

Nathan (cloning)Ilse (technology)

Javier (cars, green building)

Stage 3 of Inquiry

COALESCE

Intensify Research Synthesize Info

Build Knowledge

Christy interviewing a fashion designer.

Stage 4 of Inquiry

GO PUBLIC

Share Learning Demonstrate

Take Action

Science standards – sixth grade

Weather and Climate5. Understand factors that create and influence weather, including:

Heat, air movement, pressure, humidity, oceans How clouds form by condensation of water vapor How weather patterns are related to atmospheric pressure Global patterns of atmospheric movement (e.g., El Nino)

6. Understand factors that can impact Earth’s climate (e.g., volcanic eruptions, impacts of asteroids, glaciers).

QUESTIONS?