Investigation: Target Area
Downloads
Interactive discussion/user feedback
Section: User Feedback
- Introduction: Thinking About Thinking
- Investigation: Mental Puzzles
- Investigation: Thinking In School
- PART 1: Linking Information
- Investigating Patterns
- Investigation: Social Patterns
- Investigation: Biological Patterns
- Investigation: Mathematical Patterns
- Investigation: Literary Patterns
- Investigation: Target Area
- Investigation: Patterns in the Target Area
- Investigating Relationships
- Investigation: A First Look at Relationships
- Investigation: Aerodynamic Relationships
- Investigation: Geographic Relationships
- Investigation: Relationships in Public Issues
- Investigation: Physiological Relationships
- Investigation: Relationships in the Target Area
- I. Branching Out (1)
- I. Branching Out (2)
- Analytical Categories
- Investigation: Developing Analytical Categories
- Investigation: Insect Analysis
- Investigation: Analytical Categories in Commerce
- Investigation: Analytical Categories in the Target...
- I. Branching Out
- PART 2: Analyzing Systems
- Investigation: Building and Analyzing a System
- Investigation: Looking at Other Systems
- Investigation: Target Area Systems
- Investigation: Ecology
- Systems With Human Components
- Investigation: A System Involving A Human
- Investigation: Systems With Several Humans
- Investigation: People/Demography
- Investigation: Patterns of Action
- The Whole Model
- Investigation: Target Area Systems That Include Humans
- Investigation: How Universal Is Our Human Systems Model?
- PART 3: Major Human Systems: Societies
- Investigation: Traditional Korean Society
- Investigation: Colonial Virginia Society
- Investigation: Native American Societies
- Investigation: Traditional Afghani Society
- Investigation: Comparing Societies
- Investigation: Societies In The Target Area
- Investigation: Identifying Sub-Categories
- Investigation: Identifying Category Problems
- Investigation: Sub-Societies in Your Area
- Investigation: Extending the Model
- PART 4: Investigations of People/Demography
- Investigation: Locating Societies
- Investigation: Demographics/Population Pyramids
- Investigation: Target Area Demographic Change
- Investigation: Extended Life Spans
- IV: Branching Out (1)
- IV: Branching Out (2)
- PART 5: Investigations of Environment
- Technology as a Part of Environment
- Investigation: Stirrups and the Rise of Feudalism
- Investigation: City Design and Behavior
- Investigation: Apartment Environment and Crime
- Investigation: Modifying Your Environment
- Investigation: Target Area Environment
- PART 6: Investigations of Patterns of Action
- Investigation: Patterns of Conversation
- Investigation: Significant Patterns in Your Target Area
- Investigation: Historical Changes in Manufacturing Patterns
- Investigation: Patterns of Mobility
- Investigation: Marriage Age Patterns
- VI. Branching Out
- PART 7: Investigations of Shared Ideas
- Investigation: Actions Growing Out of Beliefs
- Investigation: Puritan Beliefs
- Investigation: Immigrant Ideas
- Investigation: Native Americans and English Colonists
- Investigation: Individual Feelings and the Model
- Investigation: Summarizing Ideas of People in Your Target Area
- PART 8: The Dynamics of Change
- Investigation: Flow-Charting Change
- Investigation: Complex Causation
- Investigation: Feedback
- Investigation: Analyzing Multiple and Cumulative Causation
- Investigation: Identifying Cumulative Causal Sequences
- Investigation: Negative Feedback
- Investigation: Target Area System Change
- PART 9: Change and Stress
- Investigation: Action Pattern Stability
- Investigation: Shared-Idea Stability
- Investigation: Change-Triggered Conflicts
- Investigation: Target Area Conflicts
- Investigation: Incremental Change
- Investigation: Monitoring Change
- Investigation: Predicting Future Change
- Part 10: Constructing New Knowledge
- Investigation: Possible Relationships
- Environment
- Patterns of Action
- Shared Ideas
- Appendix: A Version of the Model
Links
Features Articles- An Any-Century Curriculum
- Testimonials
- Regressing. Fast
- Curricular Problems / K-R/T Columns
- Journal Articles
- A Primer For Reformers
- Books
- The REAL Basics (PDF)
- Historical Artifacts
- Personal
- SITEMAP
(PowerPoint Slideshows to stimulate Dialog)
1 Comments:
From: "Webb, Bill - Center for Educational Options"
Just wanted to let you know that the IS curriculum is working very well for us. The kids are enjoyably engaged and learning. We had fun looking for patterns in the leaves. They're still not great at letting go of preconceptions...but who is? It's not the way most brains have been trained. We are deep into observing and describing a manageable chunk of the physical area in which our classroom is embedded. The process has been very interesting for the students. We started by just walking the perimeter of the defined area noticing everything we could that was contained in that area. Then we sketched our perceptions, shared them with each other, and noted similarities and differences. THEN, we split up into groups, went back out into our area and took measurements, redrew our sketches with more precision and shared again, noting measurement differences among the various group drawings. The final product, on which we are currently working, is a drawing that reflects all the relevant features of our immediate environment DRAWN TO SCALE. During this last phase, students who have been math deficient for most of their school lives (and math phobic as a result), were highly engaged in a host of math operations, including geometry, in a really natural, attendant, way. The experience wasn't lost on them. Doing math in service to a meaningful activity changed everything.
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