Instructional Flow

1)  Explore

2)   Describe

3)   Explain

4)   Demonstrate

5)   Evaluate

Facilitator’s Instructional Approach

Facilitator kick-offs the Challenge with a playful multi-sensory exercise, invites learners to explore key vocabulary, concepts, and skills

Facilitator provides learners time to process what they know and need to learn, ask questions, along with taking into consideration stakeholder’s and end user’s needs

Facilitator clarifies and builds on learners’ language, introduces new materials and concepts, and paces content delivery and skill development based on their needs

Facilitator coaches learners as they analyze and integrate information, apply new understandings, and share evidence of their learning outcomes

Together, facilitators and learners reflect and assess the effectiveness of the learning process, opportunities for improvement, and discuss new questions that come to mind

Big Ideas

Inviting curiosity to take the front seat in the learning process will engage learners to ask and respond to open-ended questions on critical levels.

Empowering learners with the capacity to ask critical questions will have a positive impact on how they see with their eyes and minds as they solve problems.

Learners with the capacity to see with their eyes and minds will have positive impact on their capacity to plan actions and solve problems worth solving.

Learners who have the capacity to plan actions and solve problem worth solving are prepared to implement creative and innovative solutions.

Learners with the capacity to implement creative and innovative solutions continuously wonder how they can improve problem-solving practices.

Overarching Questions

How does curiosity affect asking critical questions?

How does asking critical questions affect “seeing with your eyes” and “seeing with you mind”?

How does “seeing with your   eyes/mind” affect designing an effective plan of action?

How does the effectiveness of a plan of action affect the implementation of that plan?

How does the effectiveness of implementing a plan of action affect learning?

Learners’ Tasks and Activities

Learners listen (only) to the first minute of video – “Going on a Bear Hunt” to prepare for the Explore Exercise

Learners briefly unpack for meaning of relevant key vocabulary, concepts, and skills

Prior to kicking-off the exercise, invite learners to take mental notes when they wonder, are curious, or have questions

Learners unpack exercise - their words will be used to introduce new information

Introduce theme - classroom, school, neighborhood, or community to prepare learners for Idea Books and Presentation Boards

Guide learners to frame problem statement, solution, and criteria - assign learners into complementary teams

Prepare learners to develop scenario-based storyboard to visualize - innovative product, service, or user experience design solution

Guide learners to prepare survey anchored in convergent and divergent thinking

Learners unpack key vocabulary, concepts, and skills

Learners present proposals to class followed by critique

Guide learners with criteria-ranking tool

Learners finalize problem statement, desired solution, criteria for success

Guide learners’ discussion on setting realistic expectations, implementation cycle, and midcourse corrections

Learners finalize their Plan of Action

Consider bringing in guest speaker/s

Learners unpack key vocabulary, concepts, and skills

Assign learners into submission teams

Learners implement Plan of Action and make sense of findings

Unpack submission guidelines with learners

Unpack roles, responsibilities, and timeline to develop Google Site

Unpack learners’ self-assessment and jury process

Learners unpack key vocabulary, concepts, and skills

Guide learners as they reflect on findings, successes, and lessons learned – together, as facilitator and learners, evaluate your collective learning experiences

What sense was made of the process? Did learners understand key vocabulary, concepts, and skills?

As facilitator if you could redesign the learning experience, what would you keep doing, start, or stop?

As learners if they could redesign the learning experience, what would they keep doing, start, or stop?

Unpack how learners might use key concepts and skills in life in general and/or in other school subjects?