Developmental progression

Under the hood you’ll find logical, scaffolded developmental progression through each grade.

Of course, you can modify our scope to make it your own. Add units, move them around. With Stile, you’re in control.

Units built on proven practices

Stile’s middle school units are grounded in the 5 E instructional model and scaffold students to “extended abstract” thinking as defined in SOLO taxonomy, where they can generalize their understanding and apply it in a new domain.

Stile’s instructional framework was reviewed by Alan J. Reid (PhD) and Steve Ross (PhD) from Johns Hopkins University’s Centre for Research and Reform in Education. They determined that Stile’s curriculum is grounded in rigorous research and had a meticulously designed logic model.

Varied units keep teaching and learning fresh

Our units fall into one of the six following categories, each describing what drives student learning throughout the unit.

Model	Science in society anchoring phenomenon	Scientific anchoring phenomenon
Project-driven learning Students are exposed to the culminating activity at the start of the unit. The activity drives learning throughout the unit.	Classification and Biodiversity Phenomenon Do we need to save the bees? Activity Engineering challenge to solve declining bee population.	Waves Phenomenon How do video calls work? Activity Create a model for global communication.
Wonder to workshop Students learn in the context of investigative phenomena. There's a culminating activity at the end of the unit whereby students apply their skills and knowledge in an "extended abstract" transfer task.	Energy Conservation Phenomenon Should we rely on hydropower for our energy needs? Activity Socratic seminar on the proposed Congo Dam.	Human Impacts on Ecosystems Phenomenon Are corals going extinct again? Activity Awareness campaign about coral extinction.
Phenomini Students learn in the context of investigative phenomena. There's no significant culminating activity. These units are typically shorter than the other categories and provide a lighter teaching and learning experience between heavier and lengthier units.	Genetics Phenomenon How can genes increase the risk of cancer? Activity No culminating activity.	Food Chains and Food Webs Phenomenon Why do cats have slit-shaped pupils? Activity No culminating activity.