Learning that Thoughtfully Builds upon Itself

Ti2 curriculum draws upon a wealth of resources to bring students the best science and engineering content, validated approaches to learning and a teaching philosophy of inspiration and engagement that leads to achievement. While the curriculum is rigorous and demanding, it is developmentally appropriate and rewarding.

Our curriculum's content is organic and will evolve over time. Core valid concepts and science and engineering methods and practices will remain constant. 

The Development Process

The Innovation Institute curriculum combines:

  • innovative curricular practice from the best primary through secondary schools globally
  • collective wisdom about science and engineering teaching and learning
  • research by academics and practitioners working at the intersection of STEM education and cognitive development
  • elite undergraduate admissions standards
  • inputs from the evolving debate about skills needed for 21st century personal and professional success

We engage leading thinkers and practitioners to ensure excellence in how and what we teach.

Monitoring Curriculum in Area Schools

Researchers at The Innovation Institute track the curricula used by greater Boston area schools, including their modification by Next Generation Science Standards. Our objective is to complement and deepen day-school learning. Although the curricular scope and sequence varies from area to area, there are commonalities that enable us to create an exciting and complementary program.

A Word about State Standards and Assessments

Massachusetts educators and policy makers are engaged in important decisions about K-12 science and engineering standards. We follow these policy debates. However, we do not teach to "the test." Our learning focus is critical and creative thinking skills development. We believe they are vital for excelling at science and engineering and enable students to meet/exceed standards-based assessments.

Follow the link for a more in depth understanding of our pedagogical approach. Feel free to call us with questions.

For more information about our programming approaches, please visit the following links:

 

 

 

Curricular Resources

 Our curriculum is a thoughtfully woven tapestry. The groups and institutions from which we draw our curriculum include:

Adler Planetarium
American Association for the Advancement of Science (AAAS)
American Chemical Society
Association of Science-Technology Centers  
Bay Area Biotechnology Area Consortium  
Baylor College of Medicine
BrainU, University of Minnesota Department of Neuroscience
BioBuilder Educational Foundation
Biological Sciences Curriculum Study (BSCS)
British National Curriculum
Center for Gifted Education, William and Mary
CERN
Challenger Center for Space and Science Education
Cold Harbor Spring Laboratory
The Concord Consortium
Edgerton Center, MIT
European Commission
Genetic Science Learning Center, University of Utah
Harvard-Smithsonian Center for Astrophysics
Haystack Observatory, MIT
Howard Hughes Medical Institute
Institute of Medicine
King's College London
Lawrence Hall of Science, University of California-Berkeley  
Lincoln Laboratories, MIT
MASS BIOED
Maine Mathematics and Science Alliance  
Media Lab, MIT
Mind and Hand, MIT
Museum of Science EIE  
NASA
Nation STEM Centre, UK  
National Academy of Engineering (NAE)  
National Academy of Sciences (NAS)
National Center for Atmospheric Research
National Institutes of Health (NIH)  
National Oceanic and Atmospheric Administration (NOAA)  National Research Council (NRC) 
National Science Digital Library  
National Science Teachers Association (NSTA)  
New York Academy of Sciences
North Cascades and Olympic Science Partnership
NOVA, WGBH, The Secret Lives of Scientists and Engineers
Peabody Fellows Program, Peabody Museum of Natural History Museum, Yale  
Plasma Science and Fusion Center, MIT  
Science for Society and the Public Good  
Science Museum of Minneapolis  
Teaching and Learning Laboratory, MIT
TERC
U.S. Naval Observatory
University of Colorado
University of Rochester  
University of Texas Health Science Center  
University of Utah  
Young Scientist Challenge