Scientific Research Supporting Carousel of IDEAS
The Carousel of IDEAS program is based on solid educational research and effective practices that have been outlined in this inservice. Pedagogical underpinnings include the following:
Active Learning and Prior Knowledge
Learning is most effective when students actively apply new knowledge in meaningful activities that link to their existing knowledge and when they are working within their zone of proximal development (Piaget, 1969; Gardner, 1991; Vygotsky, 1978). The Carousel of IDEAS program focuses on student-centered, active learning and links new content to students’ prior knowledge.
Authentic and Meaningful Communication
Students develop fluency through authentic uses of language, both oral and written, and opportunities to practice newly learned structures in different contexts (Dutro, 2002). Further, repeated exposure to vocabulary in multiple contexts aids word learning. Carousel provides ample opportunities for students to use the words and apply the concepts they have learned in meaningful contexts, thereby developing their fluency and strengthening their vocabulary.
Cooperative Learning Groups
Cooperative group work gives students a chance to use new language and receive feedback on the language they produce. Learning is most beneficial in cooperative group settings when the task is structured and clearly defined (Dutro, 2002). Throughout the Carousel of IDEAS program, strategies are suggested to engage learners collaboratively in a variety of student groupings (e.g., pairs, small groups).
Family Involvement
Families play a key role in student achievement and school success. Research on this topic is summarized in Strong Families, Strong Schools (1994). The Carousel of IDEAS program acknowledges the critical role family plays in student achievement. Each lesson includes suggestions and activities to involve families in the learning process.
 
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