Eliciting Activities. Interdisciplinary Journal of Problem-Based Learning, 2(1).

stages of instruction from the ideal curriculum to the implemented curriculum to the experienced curriculum. One interpretation of “curriculum ” is what students should know and be able to do as represented in a particular set of instructional materials and the related teaching methods. For problem-based learning, this interpretation means considering learning and instruction from the intentions of the original designers to the teachers ’ interpretations and implementation of practices to the students ’ experiences and learning. Teachers often need to design support structures in order to implement curriculum or activities in their classrooms. Gutstein (2003), for example, discussed how he modified and supplemented a reform-based curriculum in order to better serve his urban, Latino student population. Maher (1988) explicitly refers to the teacher as de-signer and investigated both the tools teachers developed and the teachers ’ concept-ual learning. Two points are important to note. First, that materials and products, particularly for inquiry-based teaching or problem-based teaching, may be revised, modified, or supplemented by the teachers in order to fit their needs and contexts. Second, that modification is a cyclical process of design, testing, and revision as teach