6. Incidents

Guiding Questions

  • Are the incidents real problems to be solved?
  • Are the incidents relevant to the story?
  • Are problems clearly defined?
  • Are key questions used to determine what students know and what they need to know to conduct an enquiry?
  • Is the studentsʼ sense of ownership engaged and does the story drive the solution?
  • Do the incidents move the story along in a natural progression?
  • Do they offer valuable insights into the story?
  • Do incidents vary in how they occur?
  • Do they allow for a variety of creative responses or products?
  • Are incidents included that allow for in-depth research and investigation?
  • Do they often include the element of surprise?
  • Are the incidents designed to make characters think about their feelings, beliefs and attitudes, as well as to make decisions and solve problems? (affective and cognitive)
  • Do they generate strong character interaction and development?
  • Have teacher/students set criteria for quality work, with clear expectations for process and product? (structure before activity)
  • Do the incidents tie in curriculum in a meaningful way, or have a defined objective that enhances the story?
  • Are the curriculum content objectives listed?
  • Are incidents designed by the students as well as the teacher?