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The
Explore More "Learning Triangle"
 The
Explore More project connects compelling content, effective teaching
and learning strategies, and innovative uses of technology to
provide meaningful opportunities for students. Using these resources,
students solve problems, relate current issues with classroom
subjects, communicate their ideas with others, and learn about
themselves.
The three
equal dimensions in the diagram represent the thoughtful connections
made between these elements within the design of the project.
The student is in the center of the triangle, as they are at the
center of the Explore More learning experience. The design of
the project follows best practices and current research within
each dimension.
Strategy
- The student
is the focus of the learning experience. Student interests and
curiosity can drive their investigation of the content.
- All materials
designed to support problem-based learning, inquiry, and issue-based
instruction.
- The content
and approach matches skills and knowledge identified by National
Council for Teachers of Mathematics, National Science Education
Standards, and Mid-continent Regional Education Laboratory standards.
- The learning
process results in a real-world product to share (portfolio,
student productions).
- Natural
connections can be made between various classroom subjects (interdisciplinary,
multidisciplinary, transdisciplinary).
- Assessment
tools are provided for formal and informal learning (rubrics,
activities).
- Teachers
have opportunities to work together and share their experiences
(staff development, Web resources).
- Students
are encouraged to work effectively with others (cooperatively,
collaboratively).
- Students
are applying what they learn to real-world issues and occupations
(anchored instruction, situated learning).
Technology
- Project
materials are delivered using video (broadcast, videotape),
Web, videoconferencing, DVD, and print.
- The project
design follows recommendations and core standards set forth
by the ISTE National Educational Technology Standards, including
using technology as a tool for productivity, communication,
research, problem solving, and decision making.
- Teachers
are provided with the capability to customize or accommodate
the materials for their classroom.
- Students
are encouraged to create their own technology-based products
to share.
- The project
uses resources that are readily available in the classroom.
- The content
is presented as a collection of short segments that is convenient
for students and teachers.
- The project
content is presented using a variety of media to accommodate
different teaching and learning styles, and the technology available
to classrooms.
Content
- Issues
and problems surround genetic engineering, the future of energy,
sustainable environments, and water quality.
- Topics
have been chosen by teachers for their ability to engage students
and because the issues offer clear connections to critical thinking
skills, national standards, and problem-based learning.
- All content
relates to current, newsworthy events, and headlines.
- The project
presents a balanced view of the issues from a variety of stakeholders
and experts.
- The project
content can be applied globally, nationally, and locally.
- The problems
being presented are challenging, with a variety of perspectives,
and many possible solutions.
- Project
topics are inherently interdisciplinary, particularly as related
to science, social studies, math, and language arts.
- The content
is presented in a variety of formats to accommodate individual
differences.
- Required
prerequisite content is identified and included.
- Links
to primary sources, related content, and current news reports
are provided.
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