Framing Process:  QuESTA Learning Cycle

How students learn is as important as what they learn in the LiFE curriculum. The questions that drive the modules and units in LiFE ask students to think–and to think hard. They also challenge students to explore, question, investigate, analyze, synthesize, and act. To take students through this process of learning we have a five-phase learning cycle, called QuESTA. The procedure of each lesson is divided into sections by the phases of QuESTA. The lessons have anywhere from one to all five phases of QuESTA, depending on what is appropriate for the lesson. 

Sample lessons to teach students about QuESTA

The five phases of QuESTA

	Questioning. Students explore their prior knowledge and experiences related to the area of study and develop and refine meaningful questions to guide further inquiry. They also share their current conceptions about the topic so that any misconceptions can be demythed.
	Experimenting. Students plan and conduct experiments to answer the questions within the area of study. Thus, students identify problems, state hypotheses, select methods, display results and draw conclusions from these experiments to further their knowledge.
	Searching. Students seek out other information already known about their topic through readings provided in the lessons, researching in the library or on the computer, and interviewing people.
	Theorizing. Through thoughtful reflection and synthesis of what they have learned in the previous phases the students develop their own theories and constructs about how the world works. Students gain skills that enable them to articulate theories, give evidence to support their arguments and appropriately challenge the theories of others.
	Applying to Life. Students apply the new constructs and processes they learned through the unit to decisions and actions they make each day. Students develop new questions to continue their exploration in the area of study.

The Theorizing and Applying to Life phases are especially important. While Questioning, Experimenting, and Searching activities are fun for children and often easy to implement in the classroom, the last two phases will help children refine their abilities to construct explanations and theories about what they have learned from their exploring and experimenting and to apply their learning to their everyday lives. Please direct special attention to fully implementing the theorizing and application activities in the lessons. This will help you meet some important yet challenging standards. The National Standards and Benchmarks suggest that in addition to making observations, and designing and conducting investigations, students:

• use logical reasoning and critical thinking to link evidence with explanations;
• use communication skills to describe observations, summarize results, articulate theories and constructs about how the world works, consider alternative explanations, and challenge the explanations proposed by others; and,
• apply scientific constructs and processes to everyday decisions and actions.