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Macro Concept |
Concept that is general and easily transferable to any subject and topic, eg: Change, Patterns. |
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Micro Concept |
Concept that is more subject-specific and less easily transferable to any subject and topic, eg: Rates, Civilisation. |
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General Concept |
An organising idea that is timeless, universal, abstract and represented by 1/2 words. |
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Global Lens |
Broad universal concepts that contextualise learning by identifying specific settings, events or circumstances across the world. |
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Conceptual Statement |
A statement describing how comprehensive concepts relate to the lesson. |
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Question Identification |
A list of question types, eg: factual, conceptual and debatable questions. |
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Inquiry Pedagogy |
A set of teaching and learning strategies that encourage metacognitive thought processes, discussion and collaboration. |
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Lines of Inquiry |
Questions that encourage learners to think in the template of the Inquiry Pedagogy. |
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Educators Provocations |
Skills or techniques required by the educator to direct learners towards a specific inquiry. |
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Inquiry Statement |
A single, central statement for each unit/ lesson that captures and directs what learners will be learning and the importance of the lesson. |