Instructional+Frames

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====This page contains two instructional frames that should be used as references for teachers creating CI-5 lesson plans at the GBL Institute. These frames are: the **Project-Based Inquiry (PBI)** and the **Revised Rigor/Relevance Frame**. By blending these two instructional frames, it is possible to create relevant lessons that are both rigorous and also promote the inquiry process.====

= **Frame 1: Project-Based Inquiry (PBI)** =


 * What is Project-Based Inquiry (PBI)?**

At the heart of the PBI process is inquiry. Students engage in a process of questioning, gathering information, creatively synthesizing information, evaluating, and finally sharing their product of learning. The starting point is developing a compelling question. In PBI, a real world problem that students can connect to is presented for investigation.

**Why use PBI?**

The aim of the project-based inquiry approach is to provide the opportunity for students to engage in what Newman, Bryck and Nagaoka (2001) describe as authentic intellectual work. They describe the distinctive characteristics of authentic intellectual work as the “construction of knowledge through disciplined inquiry in order to produce products that have value beyond school” (p. 14). Through a focus on authentic intellectual work, we aim to engage students in learning opportunities that connect to their world. Likewise, elements of project-based inquiry possess what John Dewey referred to as //productive inquiry//, which is "that aspect of any activity where we are deliberately (although not always consciously) seeking what we need in order to do what we want to do” (Cook & Brown, 2005, p. 62). Our aims are to engage students in intellectual work that has depth, duration and complexity, and to challenge and motivate students toward knowledge creation that is creative and innovative. For more information about PBI, visit: []

Project-Based Inquiry Process
//Figure 1.// Adapted from Spires, Hervey, Morris, and Stelpflug (in press).

**Examples of PBI:**
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= Frame 2: Revised Rigor/Relevance Framework =

The Revised Rigor/Relevance Framework presented here is based on the original framework developed by the International Center for Leadership in Education. The Rigor/Relevance Framework is based on the **Revised Bloom's Taxonomy** and a continuum known as **the Application Model**. For more information about this framework, visit: []

References:
Page, S., & Charland, M., Scott, A., & Spires, H. (in press). Embracing project-based inquiry with emerging technologies in the multi-age classroom. In A. Cohan & A. Honigsfeld (Eds.) Breaking the mold of classroom organization and management. Rowan & Littlefield. Spires, H., Hervey, L., Morris, G., & Stelpflug, C. (2012). [|Energizing project-based inquiry: Middle grade students read, write, and create videos.]//Journal of Adolescent & Adult Literacy//. Spires, H., Hervey, L., & Watson, T. (in press). [|Scaffolding the TPACK framework with literacy teachers: New literacies, new minds]. In S. Kajder's and C.A. Young (Eds.). Research on English language arts and technology. Greenwich, CN: Information Age Press. Spires, H., Wiebe, E., Young, C., Hollebrands, K., & Lee, J. (2009). [|Toward a new learning ecology: Teaching and learning in 1:1 learning environments]. Friday Institute White Paper Series. NC State University: Raleigh, NC.

International Center for Educational Leadership. (2011). Rigor/Relevance Framework. Available online [] []