The DISCOVER Curriculum Model represents a new and exciting approach to expand

ing children’s abilities. Even though full-scale DISCOVER Curricula for all grade
levels is still in the development stage, curriculum prototypes, based on Curri
culum Model guidelines, have shown promising results in pilot projects. When de
signing the Model, DISCOVER researchers took into account the fact that each chi
ld has a different background, along with varying abilities and interests. The
resulting curriculum framework is flexible, diverse, and customizable according
to the unique needs and potential of each child. Some schools have used the Mod
el to rework their existing curricula. Others have adopted or written new curri
cula. Either way, lesson plans following this Model stand in stark contrast to
the traditional drill-and-practice, one-size-fits-all, regurgitation-of-facts ap
proaches still used in many schools today. They represent an emerging teaching
methodology that takes advantage of new understandings of how learning occurs, a
nd strives to capture—for education—the same astounding success brought about in ind
ustry and science through the use of specialization, hands-on problem solving, a
nd other learning tools.
Before discussing the essential components, it is important to note that DI
SCOVER Curricula follow a “constructivist” (rather than a “reductionist”) philosophy. T
his approach is characterized by several key elements: (a) actively building new
knowledge from experience and prior knowledge…learning lessons from past successe
s and failures that help increase future success; (b) acquiring higher-order thi
nking and problem-solving skills…rather than just finding the right answer—and in th
e process, understanding why that answer is right, how it was obtained, and how
the same process possibly might be used in another context; (c) using and integr
ating several “already known” skills to learn a new skill…in essence, exploring a new
task or concept by combining and experimenting with methods that have proven eff
ective before; (d) exploring fewer topics in greater detail, as opposed to many
topics at a cursory level; (e) allowing students to be active “architects” rather t
han passive recipients of knowledge…posing scenarios which require the student to
learn by first defining and structuring the problem, experimenting with possible
solutions and trying to explain the results; (f) changing the role of teachers
from merely “giving knowledge” to “guiding the learning process”…which might mean the teac
her, in turn, learns from the students’ problem-solving processes.
The following components characterize the DISCOVER Curriculum Model. Some
were included because of being effective teaching strategies used in high qualit
y programs for gifted students—now used to enhance learning and raise standards fo
r all students. Others are found in successful bilingual programs. Still other
s were included to broaden the applicability for students from diverse backgroun
ds. All components are predicated upon the philosophy that we must first find,
and then build upon, the strengths and interests of every student—honoring the fac
t that there certainly will be individual differences by providing numerous ways
of learning the required material.
Components
Active, Hands-On Learning—Sensory stimuli and bodily movement are an important par
t of many learning experiences, especially with children showing high Bodily-Kin
esthetic Intelligence (for whom movement is essential). Many subjects can be ta
ught in the context of movement and/or a rich sensory environment. For example,
a child with low Oral Linguistic skills might be able to tell a much better sto
ry when encouraged to add appropriate bodily illustrations throughout—and likely w
ill have more fun doing so. Or students can study abstract concepts by making a
nd manipulating physical models or graphs. Considering the fact that shape, tex
ture, color, noise, movement and myriad other sensory inputs are a regular part
of “real-world” learning, why should learning in a classroom setting be any differen
t? The DISCOVER approach, in fact, amplifies, concentrates, and integrates thes
e natural processes into the regular school curriculum. With the cooperation o
f parents, it also can be integrated into the home learning environment.
Integration of Culture and Language—DISCOVER philosophy strongly supports bilingua
l education, if implemented in such a way as to provide fluency in both language
s, not just one. Our research confirms findings of other studies, showing stude
nts who develop fluency in more than one language eventually demonstrate superio
r academic performance and are more successful as adults. Integration of a chil
d’s background and culture is equally important, especially for children newly arr
ived from a different culture or for children whose family environment differs s
ubstantially from norms of the dominant culture. Using familiar symbols to illu
strate concepts helps the child improve assimilation of new knowledge.
Group Activities and Choice—“Real-world” experiences can be classified roughly as: (a)
individual observation and decision-making; (b) small group interactions; or (c
) large group interactions…and often as some combination of these elements. An ef
fective classroom should contain all three on a regular basis. Whereas individu
al decision-making emphasizes the cause and effect of personal choice, small gro
up interactions build teamwork and group decision-making skills. Large group in
teractions require both the individual and small group perspectives to be subord
inate to the larger context. They also usually involve teaching the same concep
ts—at the same pace—to all students in the class. A teacher dispensing knowledge in
a drill-and-practice routine is, basically, operating in a large group context,
telling the students where they need to “fit in” to learn the pre-defined right ans
wers. Although knowing these “right answers” can be important, equally (if not more
) important is learning the best methods to individually derive the right answer
, or working with other people to collectively derive the right or best answer.
Unlike most traditional curricula, the DISCOVER Curriculum Model places signifi
cant emphasis on individual choice and small group decision-making…allowing studen
ts to determine which learning styles work best for their abilities and to exper
iment with how their abilities fit together with those of other peers.
Centers with the Tools of Multiple Intelligences—One of the ways DISCOVER Curricul
a encourage individual choice is by using “Exploratoriums”. As the name suggests, a
n Exploratorium is a place where students explore various facets of learning, th
rough what we call “Centers”. A Center is organized according to Intelligence or co
ntent area. For example, a Musical Center might contain various instruments and
other audio-related items that allow students to explore music and sound in div
erse ways. An Art Center might have clay, brushes and paint, paper, scissors, a
nd other materials that can be used to create many forms of art. An Exploratori
um may contain only a few, or up to as many as twenty or more Centers. Some sch
ools choose to reserve an entire room for this purpose, while others create smal
l Exploratoriums in each classroom. In either case, we recommend that students
be allowed a sizeable block of time, perhaps and hour or more each day, to immer
se themselves in the Center(s) of their choosing. During this time, teachers ac
t as guides and advisors, encouraging students to explore ever deeper into the p
rogressively more complex problem solving exercises offered at each Center. The
content areas of the Centers are tied directly to the class curricula and are u
sed, in part, to teach the required core competencies.
Interdisciplinary Themes—Content and problem-solving exercises are organized by In
telligence, according to themes. The teacher and/or class may choose a theme su
ch as “Habitats”, and within this theme, a topic such as “Oceans”. They likely will sta
rt with a Problem Type 1 exercise (read about Problem Types at Problem Solving—Pro
blem Types), in the context of a specific intelligence; for example they might e
xplore an ocean-related exercise relating to Spatial Intelligence such as “Trace t
he route of the Humbolt current on a map of the world s oceans”. Additional exerc
ises become gradually more complex and open-ended, transforming eventually into
Type 5 problems such as “Daydream about being at the bottom of the ocean. What can
you make to express what you experience?” Many diverse themes exist, appealing t
o numerous interests and backgrounds.
Varied Problem Types—The entire structure of DISCOVER Curricula is built upon prob
lem solving and is designed to model and enhance real-world problem solving skil
ls. The inclusion of multiple problem types ensures the problem solving exercis
es will foster a wide range of necessary capacities. For a detailed description
of problem solving and problem types, as applicable to DISCOVER, see Problem So
lving and Problem Types.
Visual and Performing Arts—Numerous studies have shown the importance of including
visual and performing arts into curricula—not only for the intrinsic value of art
, but to enhance the effectiveness of learning. Each of Gardner’s Intelligences i
s directly related to several, if not many, types of art. Bodily-Kinesthetic In
telligence can be augmented through the use of mime, dance, and theatre. Spatia
l Intelligence responds to sculpture, painting, design, and computer-enhanced im
agery. Individuals with Intrapersonal Intelligence gravitate toward quiet, refl
ective, solitary art forms (and often indirect audiences) whereas those with mor
e Interpersonal Intelligence prefer active art forms with a more lively social i
nteraction (and a visible audience). The DISCOVER model encourages schools to p
artner with members of the local community and practicing artists to integrate a
s many forms of performing and visual arts as possible. It’s an emphasis that hel
ps create active bodies as well as active minds, with far-reaching impacts. Vis
it the Recommended Resources of this website to read descriptions of excellent a
nd compatible programs we recommend.
Self-Selected Formats—As part of an emphasis on individual choice, DISCOVER encour
ages “self-selected formats” for students to “show what they know”. To illustrate, cons
ider an exploratory lesson on oceans. Students might be asked to demonstrate th
eir knowledge of the subject matter using their choice of formats. Some might w
rite a story and read it to the class, while others might perform a drama, act o
ut the movements of a sea creature, or draw a picture.
Technology Integration—Familiarity with technology is becoming an increasingly imp
ortant part of the regular classroom. The DISCOVER approach, however, stresses
the importance of using technology as a tool, not merely as a set of expensive “to
ys”. Computers and other digital equipment are used alongside hundreds of other i
tems as part of regular lesson plans and problem solving activities. Use of com
puters with pre-school children is actually discouraged, the better option being
the use of hands-on materials that encourage brain development and increase mot
or skills. Computer use is encouraged only sparingly for children ages 5 throug
h 9. Older students, on the other hand, receive a much deeper emersion in many
aspects of technology use, again with an emphasis on problem solving. Internet
collaboration and use of software that encourages higher-level thinking are regu
lar parts of coursework for high school students. As an example of an exercise
that incorporates technology, students, as part of a history lesson, might use d
igital cameras, recorders, and video to interview grandparents—afterwards creating
a digital report and presentation that is delivered to the class.