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In-service program/Methods course documentation
Learning how to plan a new inquiry unit (D7.1)
Selected artifacts from the planning of the Olympics unit

A CLOSE LOOK AT
THE PLANNING PROCESS:

THE CASE OF THE 1994 OLYMPICS UNIT

Selected documentation

In this document we have collected selected artifacts from the planning of the Olympics unit -- including excerpts from lesson plans at various stages of development, facilitator's and teachers' journals, examples of readings and other instructional materials that were used and/or created by the teachers, etc.. These documents are intended to complement the presentation featured in the video entitled "Planning a new inquiry unit: A case-study," by providing illustrations of what actually took place at key stages of the process of planning this unit.

These materials have been organized first of all according to the key stage of the planning process identified by our case-study of this experience -- as indicated in the menu below. By clicking on an item of this menu, the reader can access a reminder of how this stage played out in the case of the planning of the Olympics unit, which also identifies the documents available about that specific phase of the experience and provides access to them.

 SCROLL TO READ THE ENTIRE DOCUMENT, or click an item to go directly to that section.
Summary of key stages of planning process 
 Stage 1. CHOOSING A THEME
 Stage 2. FIRST ELABORATION -- Exploring the math potential of the theme
 Stage 3. FIRST DECISIONS
 Stage 4. FURTHER ELABORATION
 Stage 5. PRELIMINARY" PLANNING OF THE UNIT -- before unit starts
 Stage 6. "DAILY" PLANNING -- as the unit is implemented
 Stage 7. PLANNING FOR FUTURE IMPLEMENTATIONS

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SUMMARY OF KEY STAGES OF THE PLANNING PROCESS:

Stage 1. CHOOSING A THEME:

  • consider: topic appeal; math potential; available resources

Stage 2. FIRST ELABORATION -- Exploring the math potential of the theme:

  • brainstorming and exploring possible questions for inquiry
  • brainstorming possible student activities
  • brainstorming potential curriculum topics/goals for the unit

Stage 3. FIRST DECISIONS:

  • decide overall scope and time limits for the unit

Stage 4. FURTHER ELABORATION:

  • collecting and examining potential resources
  • elaborating list of goals for the unit
  • deciding on key activities/components of the unit
  • matching list of goals and key activities

Stage 5. "PRELIMINARY" PLANNING OF THE UNIT -- before unit starts:

  • detailed plan of the first day(s) of the unit
  • first written "daily sketches" for each of the main segments of the unit
  • various discussions/revisions/elaboration of this preliminary plan

Stage 6. "DAILY" PLANNING -- as the unit is implemented:

  • daily plans -- to "operationalize" the preliminary plans
  • on-going revisions of overall plan

Stage 7. PLANNING FOR FUTURE IMPLEMENTATIONS

  • reconstructing key components of the unit/ overview
  • reconstructing/revising rationale, goals, plans and materials for each major component of the unit

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