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Designing The Learning Environment<br />
Inquiry learning vs. content coverage<br />Inquiry Focus                               Content Focus<br /><ul><li>Curricul...
Curricular Question/Problem Driven</li></ul>What would you add?<br />
TOPICS WORTH TEACHING…<br /><ul><li>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. </li></ul>Wiggins and McTighe, Understanding by Design, 2005<br />
Start with H.E.A.T. <br />
Build a Framework<br />
Stage 1 of Inquiry  <br />IMMERSE<br />Invite Curiosity<br />Build Background<br />Find Topics<br />Wonder<br />
Stage 2 of Inquiry  <br />INVESTIGATE<br />Develop Questions<br />Search for Info<br />Discover Answers<br />
The Future: The Year 2050<br />Louie (transportation)<br />Shai Rae (technology)<br />Nathan (cloning)<br />Ilse (technolo...
Stage 3 of Inquiry  <br />COALESCE<br />Intensify Research<br />Synthesize Info<br />Build Knowledge<br />
Christy interviewing a fashion designer.<br />
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Constructing the Learning Environment

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  • Transcript of "Constructing the Learning Environment"

    1. 1. Designing The Learning Environment<br />
    2. 2. Inquiry learning vs. content coverage<br />Inquiry Focus Content Focus<br /><ul><li>Curricular Content-Driven
    3. 3. Curricular Question/Problem Driven</li></ul>What would you add?<br />
    4. 4. TOPICS WORTH TEACHING…<br /><ul><li>Lie at the heart of the discipline. 
    5. 5. Have applications and value beyond the classroom.
    6. 6. May require uncoverage (topics vulnerable to misunderstanding and misconception)
    7. 7. Offer potential for engaging the students. </li></ul>Wiggins and McTighe, Understanding by Design, 2005<br />
    8. 8. Start with H.E.A.T. <br />
    9. 9. Build a Framework<br />
    10. 10. Stage 1 of Inquiry <br />IMMERSE<br />Invite Curiosity<br />Build Background<br />Find Topics<br />Wonder<br />
    11. 11.
    12. 12. Stage 2 of Inquiry <br />INVESTIGATE<br />Develop Questions<br />Search for Info<br />Discover Answers<br />
    13. 13. The Future: The Year 2050<br />Louie (transportation)<br />Shai Rae (technology)<br />Nathan (cloning)<br />Ilse (technology)<br />Javier (cars, green building)<br />
    14. 14. Stage 3 of Inquiry <br />COALESCE<br />Intensify Research<br />Synthesize Info<br />Build Knowledge<br />
    15. 15. Christy interviewing a fashion designer.<br />
    16. 16. Stage 4 of Inquiry <br />GO PUBLIC<br />Share Learning<br />Demonstrate<br />Take Action<br />
    17. 17. Science standards – sixth grade<br />Weather and Climate<br />5. Understand factors that create and influence weather, including:<br /><ul><li>Heat, air movement, pressure, humidity, oceans
    18. 18. How clouds form by condensation of water vapor
    19. 19. How weather patterns are related to atmospheric pressure
    20. 20. Global patterns of atmospheric movement (e.g., El Nino)</li></ul>6. Understand factors that can impact Earth’s climate (e.g., volcanic eruptions, impacts of asteroids, glaciers).<br />
    21. 21.
    22. 22. QUESTIONS?<br />
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