THINK

1. overview action THINK THINK • Do learner’s products only reflect knowledge and comprehension? • How do learners connect details to the big picture? • How are learners exploring relationships or making judgments about information? • How do learners relate content to community or global needs? • Can learners generate their own new ideas from the information they are studying? • How do field professionals utilize the information that learners are studying? • What indicators show that learners are applying what they know to a new or different situation? • Can learners adopt a point-of-view related to the content? • Can learners connect the content to their own personal story? • What is the Level of Thinking? • Apply • Analyze • Evaluate • Create • Apply • Learners are able to use information in a new situation or context • Analyze • Learners are able to break information into different pieces and explore the relationships of the parts • Evaluate • Learners are able to form and justify a judgment about information • Create • Learners are able to take information and generate new ideas Zoom at 275%, capture 620w x 1060h Screen capture as image and import into Avery design tool on avery.com for printing

2. overview action CREATE CREATE • Does the product have a single purpose or is it connected to a larger question? • Is the product a result of a single assignment or a multi-step project? • Can the product be completed by an individual or does it take a team? • How is the product a solution to a problem outside of the classroom? • How do learner passions relate to the resulting product? • What alternative or historical perspectives can learners integrate into their product? • Are there problems on campus that need solving? What products can learners build that are content connected? • How can learners use self-created photo, video and audio to solve a problem? • How do learners document their story throughout their work? • How Do Learners Create? • Product • Project • Problem • Solution • Product • Learner creates a product based on isolated objectives • Project • Learners create a product or series of products that connects to multiple objectives • Problem • Learners create a product or series of products that apply multiple objectives to a real problem outside of the classroom • Solution • Learners connect objectives and create a real solution to a real problem outside of the classroom Zoom at 275%, capture 620w x 1060h

3. overview action COLLABORATE COLLABORATE • How are learners working with another peer or with a team? • How can collaboration provide opportunities for peer-to-peer feedback? • How do learners define roles for team jobs and work? • Can teams work with other learners outside of their classroom? • What field professionals can consult with learners about the topic at hand? • How do you encourage outside experts to help shape the direction of the learner’s work? • Can field experts collaborate for a single experience or work in an ongoing way? • How do learners currently connect and collaborate with each other outside of the classroom? • How Do Learners Collaborate? • Peer-to-Peer • Team • External Consultation • External Collaboration • Peer-to-Peer • Learners work one-on-one with another learner to complete the task at hand • Team • Learners work with multiple members of a team to complete the task at hand • External Consultation • Outside expert provides information and guidance to the learner’s work • External Collaboration • Outside expert provides ongoing support and feedback while influencing the path of the learner’s work Zoom at 275%, capture 620w x 1060h

4. overview action OWN OWN • Do learners have choice between product, process and product? • How can learners be a part of defining the starting point of the lesson or experience? • How can learners be a part of defining the ending point of a lesson or experience? • Are there learner passions that can shape their choice during the lesson or experience? • How can learners teach each other different pieces of what they are learning? • What points of the lesson or experience allow for learner peer-to-peer feedback? • How can learners define a product to be created? • How can learners define the content or parts of the content to be studied? • How can learners define or help define the learning process for a lesson or experience? • Who Owns the Learning? • Educator Defined • Educator Orchestrated • Learner Defined • Learner Orchestrated • Choice • two of three: • Product | Process | Content • Start Point and End Point • Who sets one or both for a designed classroom experience? • Learner helps define at least one. Zoom at 275%, capture 620w x 1060h

5. overview action SHOW SHOW • How do learners know the established learning goals for a lesson or unit of instruction? • Do learners have a way to track or see tracked progress on a unit of instruction? • What smaller chunks of a product can demonstrate specific learning goals? • What non-traditional options do learners have to show their thinking? • How does informal feedback keep learners paced and on target? • What elements of a rubric focus learners directly on the content? • How do learners define some of the options for how they show their thinking? • How many perspectives does learner feedback come from? • How do learners record their own progress on a lesson, experience or unit of instruction? • How Do Learners Show Their Thinking? • Clear Goal Connections • Multiple Options • Frequent Informal Feedback • Self-Defined • Clear Goals • Learners show thinking in a way that is directly connected to clearly defined learning goals • Multiple Options • Learners have different and overlapping options to demonstrate their thinking • Frequent Feedback • Learners receive multiple instances of informal feedback on their thinking and their progress • Self-Defined • Learners participate in defining pieces of how they show their thinking Zoom at 275%, capture 620w x 1060h