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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.