60 Future Forwards: Exploring Frontiers in Education
students to process the information they are uncovering. The Dartmouth/
Thayer approach defines the teacher’s role as someone who “develops
resources – human resources, paper resources, technical resources – and
guides the process”. During this process, all the teachers in the department
spent a great deal of time asking questions of our students to probe their
understanding of the topics at hand, ensure they had considered relevant
fields, give them space to talk through the topics they were investigating and
help explain material they had not encountered in their core subjects. Three
questions were posed to each student during one-on-one conferences to
prompt this process:
Teacher Check-In Statements:
1. State and describe your problem and include the physical setting of
your geographic region.
2. State and describe your solution.
3. State and describe which criteria was used to identify the solution.
As an extension, a group of parent/community mentors could be added to
this stage of the project in the next iteration.
Student Work: Proposing Applicable Solutions and Next Steps
The final product of this project was unique for each student, but it contained
thematic similarities so that they could be judged on the same rubric. Our
students were given two class periods to create their presentations and
all students put in additional time outside of class to finalize their work.
Students were asked to create a 5 – 7 minute long digital presentation that
addressed the components in the following rubric.
The major components of the rubric were Creativity, Communication and
Content and Research. These were supported by subtopics that came
directly from the Group 4 IB Internal Assessment Rubric and modified to