PART 01ㆍ1

Understanding the curriculum and designing concept-based curriculum and lessons
1.
Understanding the Curriculum and Class 3
2.
The Meaning and Necessity of Deep Learning 8
3.
The Significance of Concept-Based Curriculum and Instruction 12
4.
Lesson Design Methods Based on the Structure of Knowledge and the Structure of Process 21
5.
6 Steps of Concept-Based Inquiry Learning and the Cyclical Learning Process 41
6.
63 Tips for Designing Concept-Based Instruction
Reference 70

PART 02ㆍ71

Exploration features for in-depth learning
1.
Constructivism 74
2.
Learner Initiative and Metacognition 75
3. IB's Teaching and Learning Approaches 76
4.
Exploration function 79
Reference 89

PART 03ㆍ91

Inquiry techniques that lead to deep learning
-Exploration functions and exploration techniques
1.
Utilizing Features and Exploratory Techniques for Deep Learning 93
2.
Overview of Functions and Exploration Techniques 94
-Thinking function
1.
Circle of Viewpoints 97
2.
Why do you think so? (What makes you say that?) 102
3.
Claim-Support-Question 106
4.
See-Think-Wonder 111
5.
3-2-1 Bridge 116
6.
Decision Making Matrix 120
7.
Question Starts 125
8.
Case Comparison 129
9.
Lotus Blossom 134
10.
Compass Points 139
-Investigation and research functions
1.
3Q Survey Tool 146
2.
Four-Factor VL (OPVL) 151
3.
Tree Map 157
4.
Hexagonal Thinking 161
5.
Info Web 165
6.
Circle Map 170
7.
Story Pyramid 175
8.
Comparison Lens 179
9.
3 Whys Questioning Technique 184
10.
Concept Mapping 189
-Collaborative communication function
1.
Listen and Practice 195
2. TPS (Think-Pair-Share) 200
3.
Carousel Interview 205
4.
TAG
Peer Feedback 209
5.
Ladder of Feedback 213
6.
Chalk Talk 218
7.
Fish Bowl Discussion 223
8.
Jigsaw 228
9.
Public Meetings Role Play 232
10.
Digital Collaboration Project (Using Padlet) 237
-Expression function
1.
Y Chart 243
2.
11 o'clock Gangtongki 247
3. Color-Symbol-Image (CSI) 251
4.
Talking Statue 255
5.
Hot Seat 259
6. RAFT Role Play 263
7.
4C 267
8.
Barsonnunmi 271
9. PREP Speaking 275
10.
Connect-Extend-Challenge 279
- Reflection and management functions
1.
Self-assessment 284
2.
Group Member Evaluation 288
3.
Exit Ticket (Exit Slips) 292
4.
I Used to Think, Now I Think 296
5.
2 Stars & 1 Wish 300
6.
Search Process Reflection 304
7.
Haiku Reflective 308
8.
Rose & Thorn 312
9.
My Daily Planner 316
10.
Self Reflection Bingo 320

Reference 325
Search 327

As global discussions on how education must change to foster future talent emerged, and the OECD successively announced the DeSeCo Project and the Education 2030 Project, the importance of competencies began to be emphasized.
There has been a long-standing debate in the educational community about what competencies are and how to develop them, but the meaning of competencies and methods for developing them have not been clearly concluded.
However, a consensus was reached that the capabilities were comprehensive.
This means that competency is the ability to develop all elements of knowledge, skills, and attitudes in a holistic manner as needed.
The 2022 revised curriculum categorizes the content elements that must be learned in the national curriculum into knowledge and understanding, process and skills, and values ​​and attitudes. To cultivate competencies, all three categories must be transferable in necessary situations.
The 2022 revised curriculum names the state of proper learning, where learning content can be expressed as competency, as "deep learning," and particularly emphasizes the importance of learning transfer.
The general principles of the curriculum suggest 'inquiry' as a teaching and learning principle that enables the development of core competencies through in-depth learning.
Students should go beyond simply memorizing and reciting subject knowledge, and learn the unique inquiry methods of each subject to understand the world through core concepts and ideas.

As inquiry-based learning is emphasized to foster deeper understanding in learners, interest in "core ideas" and "inquiry questions" is growing in schools.
Various training and scholarship materials are being actively developed to enhance the expertise of teachers who design inquiry units by deriving core ideas from the units and developing inquiry questions based on these ideas.
This trend is also in line with the philosophy of the curriculum and can be seen as an attempt to realize the educational ideal of fostering competencies through in-depth learning.
However, in actual classroom settings, there are several limitations to implementing inquiry learning.
Students engage in activities called “inquiry” without clearly learning what inquiry is, how the inquiry process is structured, or what strategies or skills to utilize at each stage of inquiry.
This is also because teachers who design classes also have a vague understanding of inquiry learning.
Until now, school education has mainly dealt with knowledge, and even in the case of skills, it has often been limited to simple acquisition of skills.
As a result, the problem of 'inquiry-based learning where learners examine and reflect on their own thinking and strategies throughout the learning process', which the curriculum aims for, not being carried over into actual classes, is revealed.

The current educational landscape has reached a certain level of consensus on "what to teach," focusing on highly transferable concepts and core ideas. However, specific methods and practical examples of "how to teach" are still lacking.
For inquiry learning to truly take place, explicit functional instruction must be provided so that students can recognize the entire inquiry process, understand the functions to be performed in each process, and apply appropriate strategies.
From this perspective, functions should be re-evaluated as essential components for realizing inquiry learning, rather than as simple auxiliary elements that help understand knowledge.
Therefore, in order to move the discourse on inquiry learning beyond the formal level and into the implementation of the curriculum, this book categorizes the functions necessary for inquiry into five categories and introduces inquiry techniques for acquiring each function.
The inquiry skills introduced in this book are not limited to specific subjects. They are commonly required not only in subject learning but also in the exploration of cross-curricular topics, and are aligned with the six core competencies of the 2022 revised curriculum.

Chapter 1 first covers literacy in curriculum and instruction as a foundation for understanding concept-based curriculum.
Next, we presented a lesson design plan centered on the necessity of in-depth learning and the structure of knowledge and process, which are the core of concept-based curriculum.
In particular, it is characterized by providing teachers with practical solutions to solve difficulties they face in the field by providing an abundance of step-by-step class examples of concept-based inquiry learning.
Chapter 2 introduces five functions and subfunctions along with the theoretical basis of the exploration function for deep learning.
It also guides teachers on their role in helping students take the initiative in learning by utilizing each inquiry function.
This will help teachers create a classroom environment and culture of inquiry that goes beyond teaching techniques.
Chapter 3 introduces practical inquiry techniques that help you acquire the five inquiry skills.
It presents 10 inquiry techniques for each inquiry function, and includes guidance on the techniques and various examples of their application within the curriculum to provide practical help to teachers in the field.
This book was created to help make inquiry-based learning more meaningful and easier to implement in the classroom.
I hope that in the future, this book will not be something to be kept on a bookshelf, but rather a guidebook that will always be open on a desk and used by many teachers in the field to design their lessons.
- September 2025
All authors