4Q: The quadruple win

4Q

Four big questions to ask about a lesson, unit, or activity…

  1. Deeper learning. Did it allow students to go beyond factual recall and procedural regurgitation and be creative, collaborative, critical thinkers and problem-solvers? Did it really? [If not, why not? Our graduates need to be deeper learners and doers so that they can add value beyond what search engines, Siri, and YouTube already can do.]
  2. Student agency. Did it allow students to drive their own learning rather than being heavily teacher-directed? Did it really? [If not, why not? Our graduates need to be autonomous, self-directed, lifelong learners so that they can reskill and adapt in a rapidly-changing world.]
  3. Authentic work. Did it allow students to be engaged with and/or make a contribution to the world outside the school walls? Did it really? [If not, why not? Our graduates need to be locally- and globally-active so that they can be positive citizens and contributors to both their community and the larger world.]
  4. Digital tools. Did it allow students to use digital learning tools to enhance their learning beyond traditional analog affordances? Did it really? [If not, why not? Our graduates need to be digitally fluent so that they can effectively navigate our technology-suffused information, economic, and learning landscapes.]

What percentage of the learning occurring in your school system would simultaneously satisfy at least two of the above (2Q)? At least three of the above (3Q) for a triple win? All four (4Q) for the quadruple win?

If you have a 3Q or 4Q lesson, unit, or activity that you think is worth sharing, let us know below. We’d love to hear about it!

3 Responses to “4Q: The quadruple win”

  1. As a Contractor for NASA Glenn Research Center in Cleveland, we were tasked to do just that starting last year. A team of veteran educators and subject matter experts collaborated to create a middle-school-level engineering design challenge based on real NASA research. We included content, video supports, and the ability for students to share their solutions on NASA Education’s YouTube Channel. While the “lead-up investigations” are rather scripted to give all student groups the same background info, the challenge is open ended. It has led to the creation of a new challenge this year called Let It Glide which will be appearing on the main page at the beginning of the 2015-2016 school year.
    Hope you enjoy!

  2. I thought the link was going to explicitly post in the comment, not just as a link to my name. The actual content can be found here: http://www.nasa.gov/content/grc-engineering-design-challenges/

  3. Chris, thanks so much for sharing. Can’t wait to explore this further!

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