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? |