Overview

The collaborative planning process is not always linear. Many considerations drive the focus for each unit of inquiry. Some of these may include: student interest, local and national standards, subject specific scope and sequence documents and learner developmental readiness.

While each component of this section contributes to the overall planning, it is not uncommon to begin planning by starting with different entry points. For example, planning for one unit may begin by identifying related concepts, while another may start with the identification of the transdisciplinary theme.

Regardless of your entry point for planning, discussion and consideration of the aspects outlined in this guide will determine the foundation and building blocks for the unit of inquiry.

When an organic approach is taken during this initial planning, teaching teams may find themselves revising and reworking the wording, focus or connections within the unit. That is a natural and expected part of the process, particularly while planning and documenting the “Overview” section of the planner.

This process may take time and can seem challenging at times. Keep in mind that the rich conversations that arise as the unit overview is developed, a stronger understanding of the goals and purpose is established. This allows for teachers to implement the unit with vision and confidence, which can result in a more robust experience for students.

Pro-Tip: When preparing to launch a unit of inquiry, consider referencing the teacher reflections from previous iterations of the unit! These reflections were most likely documented from the perspective of someone recently immersed in the implementation of inquiry and may provide valuable insight in refining the unit in moving forward.