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Phase 2: The Main Event in which deeper learning, more sophisticated inquiry and technology happens and the soft skills emphasized. At this level, the expertise developed in Phase 1 is brought to the table where a larger problem is encountered that requires a variety of expertise to solve, invent, create, share widely, act upon or demonstrate.
A higher level of both individual and collaborative is required, critical thinking, and creative thinking happen, and a more sophisticated product is developed and shared. A culminating event that demonstrates the combined knowledge and application is demonstrated and a final Big Think reflects on the learning experience as a whole.
Step 5: The adults introduce a tougher question designed to enlarge every learner’s understanding of the umbrella question and develop a second product designed to teach/demonstrate/invent using a more sophisticated product with a larger scope.
Example: The class is jigsawed to include at least one person from each disaster studied. The question is: “What can I and my family do to survive any disaster that might happen to us?” A product is designed, such as a refrigerator poster, listing the disaster plan.
Step 6: Both adults and the learners build a culminating activity that will both further develop and demonstrate collaborative intelligence. Final assessments are made by both adult partners of their contribution to the learning experience.
Example: The learners help plan a presentation/workshop for an upcoming parent’s night where the parents interact with what the various groups are showcasing, but then have a chance to sit down with their own child/teen to do some planning together. The adults do their final assessments and give both individuals and groups kudos or recommendations.
Step 7: After the learning experience concludes, the adults and learners engage in a Big Think activity as a reflection of what they know as individuals and as a group; how they learned what they know and are able to do; and, how they can become better the next time they engage in this type of learning experience together.
Example: The adults find an expert in the community to come to the class for a reflection on the project, its topic, and what might have been both successful and could be improved. The expert can discuss with the class the ongoing efforts in the community to be prepared and solicit the learner’s help if appropriate.
Step 8: Document, Archive, Share. After every such co-taught learning experience, document the percentage of learners who met or exceeded both adult’s expectations. Take note of any actions, results, initiatives, benefits that happened as a result of the learning experience. Archive the learning experience as a record that can be used again or modified in the future. Share the successes/challenges with administrators, colleagues, parents, and at conferences. Make such experiences documentary evidence for annual reports, local action research, and as tests of various school wide initiatives. Ask the questions: So what? What’s next?
Variation on a Similar Theme:
For a career learning experience, the class might investigate various first responder occupations in their own community.
Learners could investigate various animals nearing extinction and propose solutions.
Issues facing the school, community, state, nation, and the globe work very well with an umbrella question.
Causes of wars or historical problems can be studied in this fashion.
The study of a theme or technique in literature can be studied effectively using an umbrella question.
The challenge to find a solution to a problem in the school or community could be effectively studied this way. This type of learning experience would be more of a project based learning-experience where the e process rather than the content.
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