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In-service program documentation
Learning how to plan a new inquiry unit (D7.1)
Logistics and scheduling information (by Raffaella Borasi)

Choice of scope and format for this activity:

The case-study of the process of planning the Olympics Unit itself was develop in response to the need to explicitly discuss the process of planning new inquiry units, that had been expressed by several teachers in the first implementation of our in-service program. The case-study featured in the essay was in fact first presented in one of the follow-up meetings within Implementation B/C of our in-service program.

In later implementations of our in-service program, we made available to participants the videotape of this presentation, along with its accompanying documentation. It seemed, however, that the most efficient way to convey this information to participants would be through a writte essay. The essay included in these materials was written with this goal in mind. Unfortunately, we did not yet have the opportunity of using it with participants.

Scheduling of this activity within the program

The reading of the essay and its follow-up discussion should be scheduled during the first or second follow-up meeting -- after the participants have already experienced the process of planning and teaching an inquiry unit in the scaffolded situation offered by the implementation of one of our illustrative units, and before they begin to plan a second inquiry experience for their classes.

At least 45-60 minutes should be devoted to the follow-up discussion.

Materials needed to implement this activity

• The essay "Planning a new inquiry unit: A case-study" (included in this package in the reproducible booklet "Suggested readings for the participants").
• Selected documentation about the case-study showcased in the video -- for the facilitator only, although it would be nice to have a copy available for reference during the discussion (see Instructional Materials).

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