ABSTRACT
Knowledge from the science of learning is organized into three topic areas for participants to read and discuss: the brain system and prior knowledge; conversations and social activities; and engagement in learning. Participants make a concept map from this reading to visualize and articulate their evolving understanding. This chapter discusses how educators’ practice supports learning and considers an instructional design framework to use in the design of experiences that support learning and sustain engagement. The Invitation Phase focuses on sparking curiosity and encouraging learners to begin determining how the experience can be meaningful to them. The Exploration Phase is driven by learners’ interests, questions, and prior knowledge. Learners gather new information from free exploration and consider how the information is related to what they know. The Reflection Phase is time set aside for learners to look back on the experience to consider what they learned and how their understanding changed.
