Design Consideration

Rationale

Possible Solution(s)

Teachers already have a “full” curriculum

Teachers need to meet national, state, and district standards with limited class time

Design modular, independent materials meeting standards for infusion into existing curriculum

Teachers have limited time

Teachers have little preparation time and many time demands

Design complete, self-explanatory materials

Design materials that direct teachers and students to important and interesting data

Teachers may have limited background in portions of their subject area

Teachers usually have general training in their subject, but have had limited opportunities to study all subject in depth.

Design supporting resource materials for use by teachers and students.

Teachers have limited educational budgets

Teachers and their departments have only a small budget for purchasing science supplies.

Provide WOW materials free through the internet

Teachers need to teach in discrete units of class periods

Most teachers present materials in class or lab periods of about 1 or 2 hours.

Design materials so all of the lesson or discrete portions may be completed within normal class periods

Teachers want students to complete some coursework outside of class time

Teachers believe learning can be extended by having students learn and apply their knowledge  through “homework” and projects

Design materials written for students so students can understand and complete the work outside of class

Teachers want to use “real world” connections in their teaching

Teachers know students are more motivated if students can relate to the material as “real”

Design materials using data from real Minnesota lakes and provide enough information about the lakes to make them “real” for students

Design materials so that the real context for the information is clear

Teachers enjoy creating and adapting materials for their classes

Many teachers don’t like to teach exactly from the book and adapt materials to fit their teaching style and students

Design materials with a recognition they will be adapted and include extension ideas for teachers to build upon

Teachers want to use a “hands-on” approach to learning

Teachers know “hands-on, minds-on” learning motivates and students and is remembered longer

Design materials that use a “hands-on, minds-on” approach in both the laboratory or field and the technology settings where possible

Students should be encouraged to make predictions

Making educated predictions is part of the scientific process and helps engage students in the study

Design materials that include predicting as part of the investigative processes

Teachers want suggestions for questions  that can encourage students’ reasoning

Having sample questions available stimulates the teachers’ thinking and reduces preparation time

Design materials that include sample questions for teachers