SchoolConditionsforDeepLearningRubric

Dimension LimitedEvidence Emerging Accelerating Advanced

Vision&Goals Deeplearninggoalsareeithernonexistent,unclear,orlostamonga Deeplearninggoalsexist,buttheymaybesomewhatlostinamong
multitudeofothergoals.
Thestrategyforachievingdeeplearninggoals(ifany)iseithernot
wellthoughtoutorinsufficientlycleartoallowleaders,teachers,and
stafftounderstandandimplementit.
Decisions,resourcing,systems,processes,andhowtime/effortsare
spentstilllookverylikethepreviousstatusquo,andhavenotyet
shiftedtobeinalignmentwithdeeplearning.
LeadingDeepChange Leaderswithboththecapabilityandcommitmenttoleadthe
implementationofdeeplearningarestilltoofewwithintheschool.
Inotherwords,buildingleadershipcapacitywillbeahighpriority
initially.
Engagementindeeplearningasaconceptandasaninitiativeisstill
relativelylowacrossthewiderschoolcommunity,althoughsome
effortstoinformparentsandcaregiversmaybeunderway.
CreatingaLearning Theschoolisprimarilygearedtowarddeliveryofastandardized
Culture curriculumforthepurposeofgettingstudentstopassstandardized
tests.
Ingeneral,thewaywedothingsaroundhereisnotquestionedor
reflectedoninagenuineway.Forexample,studentswhoarefailing
aregenerallymadetorepeatthematerialuntiltheypass.
Studentsandteachersinschoolslikethistendtobefrustratedand
disengaged.
CapacityBuilding Atthispoint,theschoollacksoneorbothofthefollowing:
Adedicatedsystemandpeoplewiththeskillstohelpassess
professionallearningneeds
Professionallearningopportunitiestobuildtheneededknowledge
andskillsinteachers,leaders,andstaff
Thereareasmallnumberofgoalsthatclearlyfocusondeeplearning Thereisaclearsharedmoralpurposeandasmallnumberof
anumberofothergoals,and/ormightneedsomesharpeningfor asapriority.However,thereisstillsomewaytogotobuildagenuine ambitiousgoals,allclearlyfocusedondeeplearning,to:
clarityandfocus. appreciationofdeeplearningasahighpriority. Builddeeplearningcompetencies
Thestrategyforachievingdeeplearninggoalsisreasonablysound, Thereisawelldefinedstrategyforachievingthedeeplearninggoals, Supportteacherstolearnthenewpedagogies
butmayneedsometighteningorfurtherclarityinorderforleaders, whichcanbeclearlyarticulatedbyallleadersandmost(butnotall) Developschoolconditionstosupportdeeplearning
teachers,andstafftobringittolife. teachersandstaffacrosstheschool.
Thereisawelldefinedstrategyforachievingthedeeplearninggoals,
Decisions,resourcing,systems,processes,andhowtime/effortsare Decisions,resourcing,systems,processes,andhowtime/effortsare whichcanbeclearlyarticulatedbyleaders,teachers,andstaff
spentshowsomeshifttowardalignmentwiththedeeplearning spentnowshowreasonablygoodalignmentwiththedeeplearning throughouttheschool.
goals,butsignificantrealignmentisstillrequiredtofullysupportthe goals,althoughstrengtheningthiswouldbeadvantageous.
Decisions,resourcing,systems,processes,andhowtime/effortsare
deeplearninginitiative.
spentarewellalignedforachievingthegoals.
Thereisacriticalmassofstrongleadersemergingwithintheschool Thereisstrongleadershipwithintheschoolthatiscapable,willing, Thereisstrongleadershipatalllevelsoftheschoolthatiscapable,
whohavethecommitmenttoeffectivelyimplementdeeplearning, andworkingtoshiftthinkingandpracticetowarddeeplearning. willing,andactivelyworkingtoshiftthinkingandpracticetoward
andwhoarewellonthewaytobuildingtheneededcapabilities. Theremaybegapsatsomelevelsand/oruntappedopportunitiesto deeplearning.
Engagementindeeplearningasaconceptandasaninitiativeis movetoamoredistributedleadershipfordeepchange. Leadersaretheleadlearnerswhodemonstratehighlevelsof
emergingandgrowing,althoughopportunitiesexisttobetterengage Leadersarecommittedtodeeplearningandareincreasinglyshowing commitmenttodeeplearning,andthereisaclearstrategyto
teachers,staff,students,parents,andcommunitiesindrivingdeep theirabilitytoleadthelearning. develop,diffuse,anddistributethatleadershipcapacityacrossthe
change. Thereisaverygoodlevelofengagementacrosstheschool school.
communityfordeeplearning.Students,parents,caregivers,andthe Thereisahighlevelofengagementacrosstheentireschool
communityareinformedandengaged,andstartingtobemore communityfordeeplearning.Students,parents,caregivers,andthe
influentialindrivingdeepchange. communityareinformed,engaged,andinfluentialindrivingdeep
change.
Schoolleadersandteachersarestartingtotaketimetoreflecton Schoolleadersandteachersfrequentlyreflecton,review,adjust,and Agenuineandpowerfulcultureoflearningpervadestheentire
theirstudentsidentities,interests,needs,andaspirations.Theyuse improvetheirlearning,teaching,andschoolleadershippractices. schoolandhasbecomeanaturalpartofthewaywedothings
thisasastartingpointtoquestionexistingpracticesbyasking,How ThequestionHowdoesthishelpthelearners?ishighonthe aroundhere.Studentsandteacherslearntogether;educatorsand
doesthishelpthelearners? agenda;itissafetoask,andsafetoquestionevenlongstanding leadersinquireandlearntogether;parents,caregivers,andthe
Althoughgoodintentionsexistforreflectivelearningandaninquiry practices. communityareinfluentialandvaluedlearningpartners.
processisunderway,aschoolatthislevelislikelytostillhavemany Schoollevelinquiryandlearninginvolvesleadersandteachersfrom Successesarecelebratedandshared,butsoaredeeplearningswhen
significantundiscussableissues. alllevelsacrosstheschool.Students,parents,caregivers,andthe theresultsarelessthanpositiveandanopportunityforimprovement
Schoollevelinquiryandlearningatthislevelislikelytoincludejust communityareengagedinmeaningfulways,butmaynotyetbefully isfound.Teachersandstudentsalikearesupportedforinnovating
leadersandteachers.Students,parents,caregivers,andthe influentialaslearningpartners. andtryingnewthings,notallofwhichwillsucceed.
communityareunlikelytobeengagedasgenuinelearningpartners.
Basicstructuresexisttoassessprofessionallearningneedsacrossthe Adedicatedsystemisinplace,supportedbyskilledpeople,for Theschoolhasanexcellentsysteminplaceforassessingthe
school. assessingteacherprofessionallearningneeds. professionallearningneedsofteachersandacomprehensive
Professionallearningopportunitiesexist,butoftenfocuson Capacitybuildingisclearlyfocusedontheknowledgeandskills approachtobuildingcapacityacrosstheschool.
individualdevelopment. neededtomobilizeandsustaindeeplearning. Capacitybuildingisdesignedtoincorporatecyclesoflearningand
Thequalityoflearningmaybeinconsistentorlackingwithlearning LearningisguidedbytheCollaborativeInquiryCycle. applicationwithinandacrosstheschool,andwithotherschools.
opportunitiesviewedaseventsnotasustainedprocess. Professionallearningmodelseffectivepracticesandemphasizes Learningopportunitieseffectivelybuildcollectivecapacityandplace
Therearefewresourcessuchascoachestosupportthelearningor approachesthatbuildcollectivecapacity.Learningcoachesand emphasisoncollaborativelearning.
deepapplicationofskills. facilitatorsmaybeavailablebutcouldbeusedtofullerpotential. AlloftheelementslistedunderAcceleratingarewellestablished,
Someteachersmaybeusingcollaborativepracticesbutthatisnot AclusteratAcceleratingstagemayneedtoworkon: andinaddition:
thenorm.Collaborativepracticesmaynotbetiedtightlytolearning Effectivelybuildingcapacityinacollectiveway Mechanismsareinplacetoprovideongoingsupportforverticaland
goalsforstudents. Buildinggreateropportunitiesforverticalandhorizontal horizontaldevelopmentsuchascoaches,learningandchange
development networks,communitiesofpractice.

NewMeasures& Theschooldoesnotyethaveinplaceagoodapproachforevaluating VirtuallyallteachersacrosstheschoolhavestartedtousetheDeep Asystematicapproachisinplaceforevaluatingprogressandsuccess AllofthecriteriaunderAcceleratingareclearlyevident.

Evaluation theprogressandsuccessofdeeplearning,atoneormoreofthe
followinglevels:
Studentlevel(LearningProgressions)
Teacherlevel(TeacherSelfAssessmentforDeepLearning)
Schoollevel(SchoolConditionsforDeepLearningRubric)
LearningCompetencyFrameworkandSuiteofToolsatbothofthese in:
levels:
Studentlevel(LearningProgressions)
Teacherlevel(TeacherSelfAssessmentforDeepLearning)
TheschoolshavestartedselfassessmentusingtheSchoolConditions
forDeepLearningRubric,butmaynotyetbeatthepointwhere
thereisaclearunderstandingofwheretofocusefforts,noraclear
senseofhowwelldeeplearningisprogressingsofar.
Theschoolismakinghighlyeffectiveuseofnewmeasuresand
MovingstudentsuptheLearningProgressions evaluationtoassessthedepthandqualityofuseofnewpedagogies
Buildingteachercapabilityinthenewpedagogies inarobustandpracticalway,aswellastrackingthedevelopmentof
Buildingthenecessaryschoolconditionsfordeeplearning schoolconditionstosupportdeeplearning.
Asaresult,schoolleadershaveareasonablyclearideaofwherethey Schoolleadershavetheirfingersonhowwelltheyareprogressing
needtofocustheirefforts,andhowwelltheyareprogressingsofar. withtheimplementationandoutcomesofdeeplearning.Evidenceis
beingusedtoinformkeydecisionsforchangeleadership.
Thereiseffectiveblendingoflocal/nationalprioritiesandnew
measuresfordeeplearningandtrackingstudentachievement Successesaresharedandcelebratedtodriveexcitementaboutand
againstthese. commitmenttodeeplearning.

LeveragingDigital Althoughsomedigitalelementsmayhavebeenusedinrelationto Digitalelementsarebeingusedtoenhancetheschoolsabilityto Digitalelementsarebeingusedinpowerfulwaystosubstantially Digitalelementsareubiquitousthroughouttheschoolandusedin

deeplearning,thesewereverysurfacelevelanddidnot deliverondeeplearning. contributetotheschoolsabilitytodeliverontheimplementation powerfulwaystodeepenthequalityandvalueoftherolloutofdeep
substantiallycontributetotheschoolsabilitytodeliveronthe Somebenefitsareclear,butthereareclearlymoreopportunitiesto andsuccessofdeeplearning. learning.
implementationandsuccessoftheinitiative. getmorevaluefromdigital. Schoolleadersareabletoclearlyarticulatethis,andhavefurther Schoolleadersandteachersarecrystalclearabouthoweachdigital
ideasforleveragingthepowerofdigital. elementhasenhancedtheefficiencyandvalueoftheirwork.

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TeacherSelfAssessment
DontFeel Emerging Very AbletoDevelop
Dimension NewPedagogies
Confident Confidence Confident inOthers
Learning Taketheroleofactivatoroflearning
Partnerships Createtransparentlearninggoalsandexpectationsinpartnershipwithstudentsand

families
Usecollaborativeprocessesandmeasurestoengagefamilieswithstudentlearningand

communicateprogress
Learning Createalearningenvironmentthatisinteractiveandstudentcentered
Environments Usearangeoftoolsandprocessestoassessstudentinterests,talentsandacademicneeds
Buildaclimateandcultureforlearninganytime/anywherewithanylearner
Intentionallybuildcollaborativeworkprocessesandsocialskills
Usestudentvoiceasadriverforlearningdesignandimprovement
Usestrategiestoengageandmotivatestudentstoaccelerateanddeepenlearning
Usestrategiestobuildpartnershipswithstudentsandfamilies
Pedagogical Designlearningtasksandprocessesusingevidencebasedmodelsandpractices
Practices Designdeeplearningtasksthatscaffoldthinkingandlevelsofcomplexity
Usestrategiestodevelopthedeeplearningcompetencies
Useavarietyoflearningandassessmentstrategiestoscaffoldandpersonalizethe

learningprocess
Providestudentchoicetoincreaseengagementandmotivation
Engagestudentsinrapidcyclesofselfandpeerfeedbacktopromotemetacognition
LeveragingDigital Fosterstudentinnovationtousedigitaltodeepenlearning,createknowledgeandapply

digitalininnovativeways
Usedigitaltoincreaseengagementandmotivation
Scaffoldlearningprocessesusingdigital
Enableconnectingandcollaboratinglocallyandglobally
Enableauthenticandrichcontextsforlearning
Fosterstudentaccesstodigitalthatenablestimelyandaccuratefeedbackforlearning

2014,NewPedagogiesforDeepLearningGlobalPartnership.AllRightsReserved.
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CharacterDeepLearningProgression
Learningtodeeplearn,armedwiththeessentialcharactertraitsofgrit,tenacity,perseverance,andresilience;andtheabilitytomakelearninganintegralpartofliving.
Dimension LimitedEvidence
Learningtodeeplearn Learnersarenotyetabletoarticulate
whatitistheyneedtolearnandwhy,
andthereforeneedtorelyon
teacherstoexplorewiththemand
designappropriatelearningtasks.At
thislevel,theyneedsignificant
teacherguidanceinordertoreflect
ontheirownlearningprocessesand
understandwhatisworkingwellfor
themandwhatisnot.
LeveragingDigital Althoughlearnersusedsomedigital
elementsduringthelearningprocess
ortopresentfindings,thesewere
verysurfacelevelanddidnot
substantiallycontributetoeither
feedbackloopsortheteamsability
toreflectonthelearningprocess.
Grit,tenacity, Learnerstendtobecomediscouraged
perseverance,and orgiveupwhenfacedwith
resilience challenges,unexpectedproblems,or
negativefeedbackwhentryingto
completeatask,experienceoraction.
Thisseriouslyimpactstheirabilityto
workthroughthechallengeandfinda
solution.
Selfregulationand Whengivenadeeplearning
responsibilityfor experience,learnerslookforalotof
learning directionandstructure,expectingto
begivenratherthancreateaplan.
Theylooktotheteacherforguidance
atalmosteverymajordecisionpoint.
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Emerging Developing Accelerating Proficient
Withappropriateguidance,learners Learnershaveagoodbasicabilityto Learnersareskilledatworkingout Learnersarehighlyskilledatfinding
areabletoidentifytheirown identifytheirowninterests,their whattheyneedtolearnnextand andcreatingtheirownlearning
interests,theircurrentknowledge currentknowledgeandskillbase, findingorcreatingthekindof opportunitiesinwaysthathelpthem
andskillbase,whattheyneedto whattheyneedtolearnnext,and opportunitythatwillallowthemtodo buildtheknowledgeandskillsthey
learnnext,andwhy.Theyareableto why.Withminimalguidance,theycan so.Duringthelearningprocess,they willneedtosucceedinlifeandto
workwithateachertochooseatopic chooseatopicoftheirownand reflectonhowwelltheyarebuilding createworthwhilesolutionsthat
andfindorcreateanopportunitythat create/designaprojectthatwill neededknowledgeandskills,seeking impactlife,work,andtheworld.They
willallowthemtolearnwhatthey providegoodopportunitiesforthem feedbackasneeded,andcaneither activelyseekoutfeedbackanduseit
need.Theyarelearningtoseeerrors tolearnwhattheyneed.They reworkthecurrentlearning tobetterunderstandhowwelltheir
andfeedbackasopportunitiesto welcomefeedbackasanopportunity experienceorbetterdesignthenext thinkingpatternsandapproachesto
learn. tolearn,anduseittoimprovehow onetoensurethateffectivelearning learningarehelpingthemgrow.
theyapproachtheirlearning. occurs.
Learnersuseddigitalopportunitiesto Learnersuseddigitalaspects Learnerscanclearlyarticulatehow Learnersuseddigitalelements
capturefeedbackandencourage effectivelytoimprovefeedbackloops infusingdigitalelementsenhanced ubiquitouslythroughoutthetaskin
reflectiononthelearningprocessin andopportunitiestoreflectonthe theirabilitytolearnfromandreflect powerfulwaystoprovidetimely
waysthatcouldnothavebeendone learningprocess.Atthislevelthey onthelearningprocess.Theyalso feedbackanddeepentheefficiency,
otherwise.Theymayhavemade maynotbeabletoarticulateclearly havereflectionsabouthowthey quality,andvalueofthelearning
feedbackloopsmoreefficientor howorwhythishelped,butthe mightdothisevenbetterinfuture process.Learnerscanarticulatein
faster,butareunlikelytohave benefitsareevidentinthework contexts. detailabouthoweachdigitalelement
significantlyenhancedthevalueof outputs. hashelpedthemreflectonthe
whatwaslearnedfromthisreflection. learningprocessinwaysthatcould
nothavebeenachievedotherwise,
andapplythatunderstandingtonew
anddifferentcontexts.
Learnersstillneedsignificantsupport Grit,tenacity,perseverance,and Grit,tenacity,perseveranceare Learnershavehighlydevelopedgrit,
andencouragementtodealwith resiliencearedevelopingintheway clearlyevidentinthewaylearners tenacity,perseverance,and
setbacks,negativefeedback,and learnersapproachandcompletetheir approachandcompletetheirdeep resilience.Thisallowsthemtowork
difficultchallengesondeeplearning deeplearningorexperienceanddeal learningexperiencetasks.When andsupportotherstoworkthrough
experiences,taskoraction.Theyare withchallenges.Althoughamajor facedwithevenamajorsetbackor challenges,experiencesandsetbacks
startingtoshowsomegritand setbackorsomenegativefeedback unexpectednegativefeedback,they effectively.Feedbackissoughtout
resilience,buttendtolose maythrowthemattimes,theydeal pause,reflect,andapproachtheissue andusedasanopportunitytolearn.
momentumunlesssupportedthough wellwithsmalltomoderate withdetermination,pushinguntil Learnersatthislevelunderstandthe
thesepoints. challengespausing,reflecting, theyfindabreakthrough.Learners importanceofthesecharacter
thinkingofnewsolutions,and areabletoarticulatehowandwhy qualitiesasessentialforcreating
persistinguntiltheyfinda thesecharacterqualitiesareessential meaningfulchangeinlife,work,and
breakthrough. forlifeandwork. theworld.
Learnersarestartingtobuildtheir Learnersareincreasinglytaking Learnershavestrongcapabilitiesin Learnersarehighlycapableinself
skillsinplanningandmakingchoices responsibilityfortheirownlearning, selfregulationandtaking regulation,andproactivelytake
anddecisionsabouttheirwork, bothasindividualsandingroups. responsibilityfortheirownlearning. responsibilityfortheirownlearning.
includingthewhat,how,when,who, Withoccasionalsupport,theyare Theyareabletothinkeffectively, Theycanclearlyarticulatehowself
andwhereofhowtheywillapproach abletoplantheirapproachtotasks, makedecisionsforthemselves,and regulationandresponsibilityaffect
theirlearning.Atthislevellearners monitortheirownprogress,reflecton takeownershipoftheirlearning. howwelltheyareabletocreate
needsignificantguidancetoget andimprovethequalityoftheirwork worthwhilesolutionsthatimpactlife,
startedandworkthroughmajor astheydoit. work,andtheworld.Theysee
decisions. learningasanintegralpartoflife.
CitizenshipDeepLearningProgression
Thinkinglikeglobalcitizens,consideringglobalissuesbasedonadeepunderstandingofdiversevaluesandworldviews,andwithagenuineinterestandabilitytosolveambiguousandcomplexrealworldproblemsthatimpacthumanand
environmentalsustainability.
Dimension LimitedEvidence
Aglobalperspective Learnershaveaprimarilylocalor
nationalviewoftheworld,andshow
littleinterestinorunderstanding
issuesandperspectivesofpeople
beyondtheirownregionorcountry.
Understandingof Learnershaveconsiderabledifficulty
diversevaluesand understanding,accepting,and
worldviews appreciatingtheperspectives
includingpolitical,economic,religious
etc.,ofpeopleinculturesdifferent
fromtheirown.Theytendtoseethe
worldfromtheirownperspective.
Genuineinterestin Learnershavealowlevelof
humanand awarenessandcaringabout
environmental environmentalissues,andtendtosee
sustainability themassomeoneelsesproblem.
LeveragingDigital Althoughlearnersmayhaveused
somedigitalelementsforexploring
globalissues,thesewereverysurface
levelanddidnotsubstantially
contributetounderstandingortothe
qualityofwhatwasproduced.
Solvingambiguousand Learnersstillhavealowlevelof
complexproblemsinthe comfortworkingwithrealworld
realworldtobenefit issues,opportunities,challengesand
citizens problems.Theyhaveastrong
preferencefortasksthathavebeen
framedandstructuredforthem,
ratherthantheopenendedor
ambiguous.
2014,NewPedagogiesforDeepLearningGlobalPartnership.AllRightsReserved.
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Emerging
Learnersarestartingtoexploreor
showinterestinglobalissues,
consideringthemfromdifferent
viewpointsastheytrytounderstand
causesandconsequences.
Learnersarestartingtoshowsome
awarenessoftheirownidentitiesand
cultures,andunderstandafewofthe
differencesfromculturesotherthan
theirown.Atthisleveltheystillneed
significantguidancetounderstand
andacceptotherwaysofthinking.
Learnersarestartingtorecognize
howeachpersonsactionsimpactthe
environment.Withguidancetheyare
abletodesignsolutionsthat
incorporatethisconcept.Atthislevel
learnersarelikelytobeinterested
theirlocalenvironment.
Learnersuseddigitalopportunitiesto
understandtheglobaland
multiculturalnatureoftheissuesin
waysthatcouldnothavebeendone
otherwise.Theymayhaveprovided
accesstousefulcontent,butare
unlikelytohavesignificantly
enhancedthequalityofthesolutions
developed.
Learnersarestartingtodevelopsome
comfortwithopenended,realworld
challenges.Theystillneedsome
guidancetoworkoutwheretostart,
butalevelofcomfortwithambiguity
isdefinitelyemerging.
Developing Accelerating Proficient
Learnersshowaninterestinactively Learnersactivelyengageinthinking Atthislevel,learnersthinkandactas
engagingwiththeworldandthe aboutandtakingaction,both globalcitizens.Theyhaveabeliefthat
problemsitfaces,andtohelp individuallyandcollectively,onissues peoplecanmakeadifferenceinthe
improvesocialjusticeand withglobalimplications.They world,andtheyactivelyengagein
sustainability.Theyhaveaclearer understandtheirplaceintheworld makingthishappen.
senseofpeaceandconflict,global andthataglobalperspectiveispart
interdependence,andtheinequities ofeverydaylocallifeinsmallvillages
andinjusticesthatexistintheworld. andlargecitiesallovertheworld.
Learnersaredevelopingasenseof Learnersgenuinelycareaboutthe Learnersusetheirunderstandingof
theirindividualandculturalidentities, planetanditspeople,andshow theirownandothersculturesto
andknowhowthisaffectstheway activeconcernfortheotherpeople considerglobalissuesinrelationto
theyseetheworld.Withguidance, theyshareitwith.Theyhaveanopen diversevaluesandworldviews.
theyarelearningtounderstandand mindedcuriosityaboutdifferent
respectotherworldviewsthroughthis culturesandworldviewsthatis
lens. rootedinastrongawarenessoftheir
own.
Learnershaveagoodappreciationof Learnershaveasoundappreciationof Learnershaveastrongviewof
theimportanceoftheenvironmentin theimportanceoftheenvironment environmentalissuesandtheir
ourverysurvivalashumanbeingsin forhumansurvival,andareskilledat importance.Theyinfusethis
thewiderworldandarestartingto generatingenvironmentally perspectiveintotheirwork,
buildtheseconceptsintotheirinquiry sustainablesolutionsthataffectthe culminatinginpositiveactionfor
andthesolutionstheygenerate. planetanditsinhabitants. humanandenvironmental
sustainability.
Learnersuseddigitalaspects Learnerscanclearlyarticulatehow Digitalelementsareubiquitous
effectivelytoimproveglobal,cultural, infusingadigitalelementhas throughoutthetaskandusedin
andenvironmentalelementsofthe enhancedtheglobal,cultural,and powerfulwaystodeepentheglobal,
learningprocess.Digitalopportunities environmentalelementsofthe cultural,andenvironmentalelements
werealsousedtotailorsolutionsfora learningprocess.Digitalwasusedto ofthelearningprocess.Learnerscan
globalandmulticulturalaudiencein createamoreglobal,culturally articulateindetailabouthoweach
waysthatcontributedto relevant,equitable,just,and digitalelementhasenhancedthe
sustainabilityandsocialjusticein environmentallysustainablesolution qualityoftheproductorsolutionand
theirpartsoftheglobe. thatwillbenefithumansandthe itscontributiontoequity,justice,and
planet. sustainabilityindifferentculturesand
partsoftheglobe,andapplythat
understandingtonewanddifferent
contexts.
Learnershavedevelopedamoderate Learnersarecomfortablewithand Learnershaveahighlevelofcomfort
levelofcomfortwithopenended, interestedinrealworldchallenges andinterestintacklingrealworld
realworldchallenges.Theyrequire thataffectlocalandglobalcitizens, problemsthatareopenendedand
onlysomeverybroadparametersto andwheretherearehighlevelsof unstructured,inwhichtheyhaveto
getstartedonthetask,andhavea ambiguityandnopredetermined createaperspectiveorwayoflooking
goodbutdevelopingabilitytowork solution. attheissueratherthanhaveone
withambiguity. framedforthem.
CollaborationDeepLearningProgression
Workinterdependentlyandsynergisticallyinteamswithstronginterpersonalandteamrelatedskillsincludingeffectivemanagementofteamdynamicsandchallenges,makingsubstantivedecisionstogether,andlearningfromand
contributingtothelearningofothers.

Dimension LimitedEvidence Emerging Developing Accelerating Proficient

Workinginterdependentlyas Learnerseitherworkindividuallyonlearning Learnersworktogetherinpairsorgroupsand Learnersdecidetogetherhowtomatchtasks Learnerscanarticulatehowtheywork Learnersdemonstrateahighlyeffectiveand
ateam tasksorcollaborateinformallyinpairsor areresponsibleforcompletingataskinorder totheindividualstrengthsandexpertiseof togetherinawaythatisinterdependentand synergisticapproachtoworking
groupsbutdonotreallyworktogetherasa forthegrouptoachieveitswork.Atthis teammembers,andthenworkeffectively useseachpersonsstrengthsinthebest interdependentlyinawaythatnotonly
team. level,tasksmaynotbewellmatchedtoeach togetherinpairsorgroups.Learnersinvolve possiblewaytomakesoundsubstantive leverageseachmembersstrengthsbut
Learnersmaydiscusssomeissuesorcontent individualsstrengthsandexpertise,and allmembersinmakingjointdecisionsabout decisionsanddevelopideasandsolutions. providesopportunitiesforeachtobuildon
together,butskipoverimportantsubstantive groupmemberscontributionsmaynotbe animportantissue,problem,orprocess,and Interdependentteamworkisclearlyevident thosestrengthsandlearnnewskills.
decisions(suchashowtheprocesswillbe equitable. developingateamsolution. inthatlearnerscontributionsarewoven Thisincludesensuringthatsubstantive
managed),whichhassignificantadverse Learnersarestartingtomakesomedecisions togethertocommunicateanoverarchingidea decisionsarediscussedatadeeplevelthat
impactsonhowwellthecollaborationworks. together,butmaystillbeleavingthemost and/orcreateaproduct. ensureseachteammembersstrengthsand
importantsubstantivedecisionstooneor perspectivesareinfusedtocometothebest
twomembers. possibledecisionthatbenefitsall.
Interpersonalandteam Althoughlearnersmayhelpeachotheron Learnersreportanddemonstrateasenseof Learnersdemonstratenotonlygood Learnerscanclearlyarticulatehowjoint Learnerstakeanactiveresponsibility,both
relatedskills tasksthatcontributetoajointworkproduct collectiveownershipoftheworkandshow interpersonalskillsandcollectiveownership responsibilityfortheworkanditsproductor individuallyandcollectively,forensuringthat
oroutcome,interpersonalandteamrelated someinterpersonalandteamrelatedskills. ofthework;anactivesenseofshared outcomepervadestheentiretask.Strong thecollaborativeprocessworksaseffectively
skillsarenotyetevident.Learnersdonotyet Thefocusisonachievingacommonorjoint responsibilityisalsoevident.Frombeginning skillsinlistening,facilitation,andeffective aspossible,thateachpersonsideasand
demonstrateagenuinesenseofempathyor outcome,product,design,responseor toend,theteamlistenseffectively, teamworkensurethatallvoicesareheard expertiseareusedtomaximumadvantage,
asharedpurposeforworkingtogether. decision,butatthislevelthekeydecisions negotiatesandagreesonthegoals,content, andreflectedinthewaysofworkingorwork andthateachworkproductoroutcomeisof
maybetakenordominatedbyoneortwo process,design,andconclusionsoftheir product. thehighestpossiblequalityorvalue.
members. work.
Social,emotional,and Learnershaveabasicsenseofawareness Learnershaveagrowingawarenessofwho Learnershavegoodawarenessofwhothey Learnershaveastrongsenseofself, Learnershavehighlydevelopedsocialand
interculturalskills aboutthemselvesandhowtheirbehavior theyare,wheretheyfitintheworld,andhow areandwheretheirownperspectivecomes understandwheretheirownperspective emotionalskillsgroundedinaclearsenseof
affectsothers.Theytendtoseethingsonly theirbehavioraffectsotherpeople.Thisself from.Selfawarenessandlisteningskillsallow comesfromandhowitdiffersfromothers. theirindividualandculturalidentity.They
fromtheirownperspective.Insomecases, awarenessisstartingtoprovideabasefor themtobetterunderstandandempathize Theylistencarefully,empathizewiththe communicatewellacrossculturesand
thismayinhibittheirabilitytoformpositive betterunderstandingofhowotherpeoples withtheemotionsandviewpointsofothers, emotionsandviewpointsofothers,anduse disciplines,workeffectivelyinteams,and
relationships. emotionsandviewpointsdifferfromtheir movingbeyondtoleranceoracceptanceto thesetoenrichtheirownlearning.Asateam formpositiverelationships.Theskillsthey
own. genuinelyvaluingperspectivesquitedifferent member,theyworkeffectivelyinwaysthat havedevelopedinperspectivetakingand
fromtheirown. support,encourage,challenge,andgrownot empathy,understandingsomeoneelses
justthemselves,butothersaswell. perspectiveandchangingtheirbehavioras
aresultclearlyenhanceteamfunctioning.
LeveragingDigital Althoughlearnersusesomedigitalelements Learnersuseddigitalopportunitiesto Learnersuseddigitalaspectseffectivelyto Learnerscanclearlyarticulatehowinfusinga Learnersuseddigitalelementsubiquitously
forthetask,thesewereverysurfacelevel facilitatesharedwaysofworking,inways encourageinterdependentwork,speedup digitalelementhasfacilitated throughoutthetaskinpowerfulwaysto
anddidnotsubstantiallycontributetothe thatcouldnothavebeendoneotherwise, feedback,accelerateinnovationcycles,and interdependence,deepenedthenatureof deepenthequalityofcollaborationand
qualityoroutputofthecollaboration. althoughtheyareunlikelytohave deepenthenatureofthecollaboration thecollaboration,builtabettersenseof encourageinnovation.Learnerscanarticulate
significantlydeepenedthecollaborative amongmembers. sharedresponsibility,andimprovedthe indetailabouthoweachdigitalelementhas
process. teamsabilitytomakesubstantivedecisions acceleratedandenhancedtheteams
together. learningandcanapplythatunderstandingto
newanddifferentcontexts.
Managingteamdynamicsand Learnersmishandleteamchallengesinoneof Atthislevel,learnersstillneedguidanceto Learnersgenerallyworkquiteeffectivelyina Learnersaremoreskilledatidentifyingwhat Learnershaveadeepunderstandingofwhat
challenges twoways: forgeandmaintainpositiveworking team,althoughtheyarelikelytoneedhelp underpinstheirownandotherspointsof underpinstheirownandotherspointsof
(a)Theygetdeeplyinvestedintheirown relationshipsandtoresistinappropriatepeer withconflictresolution,inappropriatepeer view.Theypicktheirbattlesindeciding view,thecourageandclaritytoeffectively
viewpoint,lacktheempathytohearorlearn pressure.Theyarestartingtotakeamore pressure,andotherchallengingissuesfrom whattodebate.Theyarebuildingboth expresstheirownviewpoints,andthe
fromothers,andhavedifficultysuspending consideredapproachtodealingwith timetotime.Theyaredevelopingtheability courageandclaritytoexpresstheirown empathytohearandlearnfromothers.They
judgmenttogenuinelylistentoothersviews; disagreements,askingeachmembertoshare toidentifywhatunderpinstheirownand viewpoints,listentoandlearnfromothers. respectfullyexploredifferentopinionsin
or theirperspectiveanddiscussingany otherspointsofview.Theyaregettingbetter Theyarebecomingskilledatexploring waysthatenrichboththeirownandothers
differences.Theyareonlyjustbeginningto atclearlyandrespectfullyexpressingtheir differentopinionsinwaysthatcontributeto learningandthinkingandallowtheteamto
(b)Theyavoidconflictbydeferringtoothers digbeneaththosedifferencestoidentify ownviewpoints,listeningtoandlearning thelearningofotherswithoutholdingup moveforwardinthedirectionthattheteam
viewsinsteadofsharingtheirownorwill
whatunderpinsthem,whichmakesitdifficult fromothers.Theystillneedtobetterpick teamprogress. identifies.
changetheirviewsquicklyinthefaceof toresolveissueseffectivelyandwithout theirbattlesinordertoensureindepth
inappropriatepeerpressure. unnecessaryconflict. discussiononrelativelyminorissuesdoesnt
Asaresult,theteamgetsstuckinconflictor holdupteamprogress.
maymoveforwardinthewrongdirectionor
onethattheteamdoesnotshare.

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CommunicationDeepLearningProgression
Communicatingeffectivelywithavarietyofstyles,modes,andtools(includingdigitaltools),tailoredforarangeofaudiences.

Dimension LimitedEvidence Emerging Developing Accelerating Proficient

Coherentcommunication
usingarangeof
communicationmodes
Communicationdesignedfor
particularaudiences
Substantive,multimodal
communication
LeveragingDigital
Reflectiononanduseofthe Learnersworktogetherwithlittleorno
processoflearningtofurther consciousreflectionabouttheir
developandimprove
communication
Learnersskillsincommunicationrequire
significantdevelopment.Theymaystruggle
withincoherenceand/ortendtorestricttheir
communicationtooneparticularmode(e.g.,
written,texting,verbal,visual).
Learnersstillstruggletoputthemselvesin
theshoesoftheintendedaudience.They
tendtousestyles,modesandtoolsof
communicationthataremostfamiliarand
comfortabletothemselves.
Learnersarestrugglingtoeffectively
communicatethefindingsandimplicationsof
theirtasks.Communicationsarelikelytobe
fragmentedratherthanwoven,coherent,
andsubstantive.
Althoughlearnersusedsomedigitalelements
forcommunicationduringthelearning
processortopresentfindings,thesewere
verysurfacelevelanddidnotsubstantially
contributetothequality,reachorspeedof
communicationeitherwithintheteamor
withtheaudience.
Learnersarestartingtoestablishandfollow
communicationandhowwellitisworking.At
thislevel,theyareunlikelytouseclear
protocolsforcommunicatingwitheachother,
butratherletthecommunicationprocess
emergenaturally.
Learnersarestartingtounderstand,select
andusearangeofcommunicationmodes
andtools,butstillneedsignificantguidance
inthisarea.Theircommunicationmakes
reasonablesenseandusesmorethanone
mode,butsomeoftheideasmaystillbe
lackingincoherence.
Learnersarestartingtodeveloptheskillsto
selectthecontent,communicationstyle,
language,modesandtoolstheywilluseto
tailortheircommunicationtotheneeds,
preferencesandcontextofthatspecific
audience.Atthislevelalotofguidanceisstill
required,andthedesignprocessisquite
formalized.
Learnersarebeginningtoweavedifferent
elementsoftheirthinkingandturntheminto
amorecoherentmessage.Theyarestarting
tousemorethanonemodeof
communication,suchasvisualimages,
soundtracksandspokenword,forexample,
infilmordigitalpresentations.
Learnersuseddigitalopportunitiesfor
communicationduringthelearningprocess
and/ortodeliverthekeymessagesto
intendedaudiencesinwaysthatcouldnot
havebeendoneotherwise.Theymayhave
madecommunicationmoreefficient,broader
orfaster,butareunlikelytohavesignificantly
enhancedthequalityofcommunication.
Learnersaredevelopingtheabilityto
goodcommunicationprotocolsforworking
together.Withguidance,theyarelearningto
reflectontheircommunicationprocesses,
learnfromwhatworkedwellandwhatdidnt,
andmakeimprovements.
Learnersunderstand,selectandusearange Learnersarebecomingskilledchoosinga Learnersareabletoclearlyarticulatehow
ofcommunicationmodesandtoolsto rangeofcommunicationmodesandtoolsto andwhytheymakesmartchoicesabout
producecoherentcommunicationi.e. gettheirmessagesacross.Connectedand communicationmodesandtoolstogettheir
communicationthatmakessenseandreflects coherentthoughtisevidentacrossthefull messageacross.Theyarehighlyskilledin
coherentandconnectedideas,notasingle rangeofcommunicationmodesused. communicatinginacoherentandconnected
simplethought. way.
Learnersarebuildingabetterunderstanding Learnerstakethetimetogettoknowthe Learnersarehighlyskilledatidentifyingwhat
ofthedifferenttypesofaudiencestheyneed audiencepriortodesigningtheir excites,motivates,orworriesaparticular
toreach.Theyhavegoodskillstocompose communication.Learnersunderstandthat audience,sothattheycanmaketheaudience
andproducecommunicationforaparticular messagesarehearddifferentlydepending careaboutthemessage.Atthislevel,they
audience,designingitappropriatelyto onthelifeexperiencespeoplebringtothe usetheirknowledgeandintuitiontoworkout
achievemaximumunderstanding,relevance message.Theyhaveagoodunderstandingof whenandhowtochallengetheaudienceto
andmeaningforthataudience. howtotailorcommunicationforarangeof thinkbeyondthestatusquo.Learnershavea
audiencessothatitisheard,understood,and rangeofstrategiestocreatememorable
addsvaluetoeachaudience.Theyseek messagesthatwillstickinthemindsofthe
feedback,alterandtailortheir audienceandchangethewaytheythink
communication. and/oract.
Learnersareconsideringandintegrating Learnersareskilledatusingmultiple Learnersunderstandthecommunicationtask
multipleissues,componentsorperspectives strategiestoweavediversethreadsof asasynthesisandweavingofinterconnected
intotheircontent.Theirthinkingisbecoming informationtogethertocreateanintegrated ideasintoacoherentandintegratedwhole.
moresubstantivebecausetheyhaveto wholethatmakessensetotheiraudiences. Theyknowwhatthebigideaisandthebest
analyze,synthesizeandintegratemultiple Theyleveragetherightmixofappropriate waytoconveyit,utilizingtherightmixof
ideasintoacoherentwhole.Theyregularly toolsthatwillbestcommunicateeachkindof toolsandwaysofcommunicating.They
useseveralmodesofcommunicationtoget idea,designedinwaysthatwillconnectwith skilfullyblendamixofsurprise,intrigue,fact,
themessagesacrossinthebestway. theiraudience,capturetheirattention,and humor,andpracticalelementstoconnect
leavethemwiththeimportantmessages. with,hook,andretaintheaudiences
attention,anddeliveraclearandcompelling
calltoaction.
Learnersuseddigitalaspectseffectivelyto Learnerscanclearlyarticulatehowinfusinga Learnersuseddigitalelementsubiquitously
improveboththeefficiencyandqualityof digitalelementhasenhancedthe throughoutthetaskinpowerfulwaysto
communicationduringthelearningprocess. communicationaspectsofthelearning deepentheefficiency,reach,qualityand
Digitalopportunitieswerealsousedtotailor processaswellasthequalityandvalueof valueofcommunicationthroughoutthe
communicationofkeyconceptstodifferent howkeylearningswerecommunicatedto learningprocess,bothwithintheteamand
audiences,inwaysthatenhancedtheir specificaudiences.Digitalwasusedtocreate withotheraudiences.Learnerscanarticulate
understandingandretentionofkeyideasand amorememorablemessagelikelytostickin indetailhoweachdigitalelementhas
concepts. themindsoftheaudienceandleadthemto enhancedcommunicationinwaysthat
takeaction. increasethelikelihoodthattheaudience
wouldtakeactionandapplytheteams
learnings,andbeabletoapplythat
understandingtonewanddifferentcontexts.
Learnersareskilledatmonitoring,managing, Learnersarehighlyskilledandreflective
monitor,manage,andimprovetheir reflectingonandimprovingtheir communicatorswhoproactivelymonitorthe
communicationthroughouteachtask.These communicationcapabilitiesandskills.Atthis effectivenessofcommunicationandreflect
learningsresultinbetterandmoreeffective level,theyareabletousemultiple onitcarefullyfrommultipleperspectives.
communicationastasksprogress,andin perspectivestoanticipateandmanagefor Theyfindpowerfulwaystomaximizethe
successivetasks. communicationchallengesbeforetheyoccur effectivenessoftheircommunication,
andfindingwaystoimprovetheteams especiallyindiverseandmultidisciplinary
functioning,includingdiverseand teams.Atthislevel,teamsareskilledand
multidisciplinaryteams. intuitiveinfindingasynergisticwayof
workingtogetherthathelpsideasflowand
minimizescommunicationrelated
disruptions.

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CreativityDeepLearningProgression
Havinganentrepreneurialeyeforeconomicandsocialopportunities,askingtherightinquiryquestionstogeneratenovelideas,andleadershiptopursuethoseideasandturnthemintoaction.
Dimension
Economicandsocialentrepre
neurialism
Askingtherightinquiry
questions
LeveragingDigital
Consideringandpursuingnovel
ideasandsolutions
Leadershipforaction
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LimitedEvidence
Learnershavenotyetdevelopedan
entrepreneurialeyeforspottingopportunities
tocreatevalueormeetneeds,whethersocial
oreconomic.
Learnerswillengagewithatopic,butstill
struggletogeneratesignificantquestionsthat
wouldinspiredeepexplorationofrealworld
issuesorproblems.
Theymaybeabletodesignaninquiryprocessif
questionsaredefinedforthem,butarenotyet
atthepointwheretheycancreatethe
questionsthemselves.
Althoughlearnersusedsomedigitalelements
duringthecreativeprocessortopresent
findings,thesewereverysurfacelevelanddid
notsubstantiallycontributetotheefficiencyof
theprocessorthequalityofthecreative
productsproduced.
Learnersarestillinthemindsetoflookingfora Althoughlearnersthinkingisgroundedin
predeterminedorexistingsolutionratherthan
comingupwithoriginalapproachesordesigns
andtestingthemouttoseewhatworks.They
mayalsoinappropriatelydismissothersideas.
Learnersatthislevelareunlikelytohavethe
skillsorconfidencetobringtogetherother
peopletomakeavisionintoareality.
Emerging Developing Accelerating Proficient
Withguidance,learnersarebeginningto Withpractice,learnershavedevelopeda Learnershaveastrongentrepreneurialdriveto Learnersatthislevelhavearealtalentfor
developanentrepreneurialwayoflookingfora keenerentrepreneurialeye,andarenowable findworthwhilesolutionsthatmeetsocial identifyingopportunitiestocreateeconomic
need,problem,oropportunityintheworldthat tofindopportunitiestosolverealproblemsin needsandareeconomicallyviable.Theycan andsocialvaluebysolvingimportantrealworld
theymightbeabletosolveinawaythat waysthatdeliverbothsocialandeconomic visualizewhatthefuturecouldbelikeandare problemsorfindingunrealizedopportunities.
generateseconomicand/orsocialbenefits. benefits.Theyarebecomingmoreskilledat skilledatfindingwaystobringtalentstogether Theyhavearelentlessdrivetoquestionthe
bringingtogetherateamoflikeminded tocreatesomethingtofulfilrealneedsor statusquoandimaginecompletelynewfutures
individualstobringtheirideastolife. createopportunitiesforabetterlife.Their wherelivesarebetterandtheworldischanged.
entrepreneurialspiritembodiesinnovation,risk Theyareabletolookacrossthetalentsand
taking,vision,andacandoattitude. resourcesaroundthemtoseewhoandwhat
theyneedtobringtogethertomakeithappen.
Andtheydo.
Learnersarebeginningtogenerateimportant Learnershaveskillsinidentifyingauthenticreal Learnersskillsininquiryarewellestablished. Learnershavedevelopedahighlevelofskillin
inquiryquestionstoidentifyauthenticneeds lifeissuesandproblemsandcanposegood Theyareabletoidentifyrealworldand framingproblemsandposingquestionsand
andopportunities,definerealworldproblems, inquiryquestionsforauthenticpurposes. controversialissues;definethechallenge;seek wonderingsthatopenupthinkingand
anddesignwaysforinquiringintothem. Problemdefinitionorinquirydesign/approach outmultipleperspectives;andgenerate possibilities.Theyactivelygenerate,workwith,
Atthislevel,theystillneedsignificantguidance isstilldevelopingatthisstage. essentialquestions,provocations,and andgrappletounderstandbigideasusinga
andsupport(e.g.coconstructingquestions wonderings. rangeofimportantthinkingprocessesandskills.
withateacher),althoughtheskillsareclearly Theyhaveacquiredimportantthinkingand Theyaskquestionsthatchallengeanddisrupt
emerging. learninghowtolearnprocessesandskills; thestatusquoandhaveagenuinelycurious
significanthumanvalues,dispositionsand andopenmindedapproachtodefiningand
attitudes;andtheabilitytodesignaninquiry exploringrealworldissues.
processtounderstandtheissueinitsrealworld
context.
Learnersuseddigitalopportunitiestoidentify Learnersuseddigitalaspectseffectivelyto Learnerscanclearlyarticulatehowinfusing Learnersuseddigitalelementsubiquitously
andpursuecreativeideasinwaysthatcouldnot improvethecreativeelementsofthelearning digitalelementsenhancedtheirabilityto throughoutthetaskinpowerfulwaystofind
havebeendoneotherwise.Theymayhave process.Atthisleveltheymaynotbeableto developcreativeideasandtoleadthework anddevelopcreativeideasandsupport
madethecreativeprocessmoreefficientor articulateclearlyhoworwhythishelped,but moreeffectivelytocreateaction.Theyalso effectiveleadershipforaction.Learnerscan
faster,butareunlikelytohavesignificantly thebenefitsareevidentintheirwork. havereflectionsabouthowtheymightdothis articulateindetailabouthoweachdigital
enhancedthevalueofwhatwascreatedasa evenbetterinfuturework. elementhashelpedthembuildmorecreativity
result. intotheirworkinwaysthatcouldnothave
beenachievedotherwise,andcanapplythat
understandingtonewanddifferentcontexts.
Learnersarestartingtomoveoutoftheir Learnersexhibitgooddivergentthinkingthat Learnersatthislevelhaveaneyenotjustfor
knowledgeofexistingsolutions,theyarenot comfortzonestousedivergentandoutside questionsthestatusquo.Theyareskilledina novelideasbutforsolutionsandwaysof
fixedtooneparticularwayofthinking,andare theboxthinkingtoidentifyandevaluate widerangeofthinkingandcreativitystrategies, thinkingthatcouldbegamechangers.They
learningtobemoreinnovativewithsome promisingideas. whichtheyusetogenerateinnovative havegoodinstinctsforhowtopursuethese
guidanceandprompting. Theyaredevelopinggoodskillsinarangeof possibilities.Theyactivelyconsiderandpursue ideasallthewaytofruition.
Learnersareusingalimitedrangeofthinking thinkingandcreativitystrategies,e.g., ideasthatareinnovative,maverick,and/or Learnersarehighlyskilledatoutsidethebox,
andcreativitystrategies(suchasbrainstorming) brainstorming,SCAMPER,Synectics,cognitive risky,includinglongshots. creativeandinnovativethinkingthatworksin
togeneratesomeinnovativesolutionsthatlook organizers,attributelisting,andWhatif Theyaregoodatencouragingandconsidering therealworld,makesadifferenceinpeoples
outsidethebox,e.g.,findinganewapplication possibilitythinking.Theyusethesetocreate otherpeoplesideas;findingthegemsineven lives,andimprovesqualityforpeople,
forsomethingthatexistsinanotherspace.They innovativesolutionsthatareoriginalandthat reallyunusualsolutions.Anincreasingsenseof environment,andeconomy.Solutionshave
maystillbeworkingtofindgenuinevalue createoraddvalue. thepractical,realworlddimensionensuresthat clearlybeenthoughtthroughfrommultiple
addinginnovations. solutionsclearlyaddresstherootcausesofthe perspectives.
problemandaddgenuinevalue.
Learnersarestartingtodevelopsome Learnersaredevelopinggoodskillsinaction Learnershavestrongskillsinleadershipfor Learnersareskilledatchallengingthestatus
leadershipskills,andareabletotake orientedleadership,includingmakinggood actionandacandoattitudethatothers quoandstillbringingpeoplewiththemto
responsibilityforparticularpartsofataskor decisionsaboutwhotoincludeontheirteam, respondtopositively.Theyorganizethingsso createdeepchange.Inadditiontohavingsolid
experience.However,theyarenotyet howbesttomanagetheirrolessoastobalance thatthewayforwardisclearandallmembers actionorientedleadershipskills,learnersatthis
confidenttoleadanentiredeeplearningtaskor outcompetinginterests.Theyareabletosee canworkinwaysthatleveragetheirstrengths levelhavegenuinecouragetopursueatask,
experiencefrombeginningtoend. thevisionofwhatsuccesswilllooklike,and andinterestswhilebuildingtheskillsand andtheyinspireandexcitepeopleaboutit.
theyknowwhatitwilltaketomakeithappen, knowledgetheyneedtoachievethedesired Theyhaveamakeithappenattitudeandthe
howtofititalltogether. outcome. perseveranceandvisiontoleadataskor
experienceallthewaythroughtooutcomes,
negotiatinganyminefieldsalongtheway.
CriticalThinkingDeepLearningProgression
Criticallyevaluatinginformationandarguments,seeingpatternsandconnections,constructingmeaningfulknowledge,andapplyingitintherealworld.
Dimension
Evaluatinginformationand
arguments
Makingconnectionsand
identifyingpatterns
Meaningfulknowledge
construction
LeveragingDigital
Collaborativeknowledge
construction
Experimenting,reflectingand
takingactionontheirideasin withintheirownworldandstruggletoseeany
therealworld
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LimitedEvidence
Learnersatthislevelmaybeskilledatfinding
informationonaparticulartopic(e.g.throughan
internetsearchorbyaskingexperts).However,
theyhavedifficultydiscerningwhetherthat
informationistrustworthy,relevant,oruseful.
Similarly,learnersatthislevelstruggletospot
flawsinthepremises,assumptions,reasoning,
and/orconclusionsoflogicalarguments.
Learnersareabletoseerelativelysimplepatterns
andconnections,particularlywhentheyare
pointedout.
However,atthislevelstudentsareunlikelyto
realizeinterdisciplinaryconnections,e.g.,thata
concept,alearningprocess,oronecurriculum
areaisconnectedtoanother.
Learnersmaybeskilledconsumersand
reproducersofinformation,butstillstruggleto
engageinmeaningfulknowledgeconstruction;
theirapproachestotasksstillreflectaguesswhat
isintheteachersheadoraguesswhatisinthe Knowledgeconstructiondoesoccur,butisstill
textbookmindset,andneedconsiderable
promptingandguidancetotaketheirlearning
beyondthis.
Althoughlearnersusedsomedigitalelementsfor
thetask,thesewereverysurfacelevelanddid
notsubstantiallycontributetothegenerationof
significantquestions,theconstructionofnew
knowledge,themakingofconnections,developing
waysofthinkingtogetherortheapplicationto
newcontexts.
Learnersmaybeskilledatknowledgeconstruction
individuallyandmaycollaborateontaskshowever
theydontyetgenuinelyengageinthinking
together.
Learnersstilltendtoseethetaskandsolutions
experimentingwithdifferentideasandlearning
widerimplicationsfromtheirlearning.Atthis
stagetheystillneedsignificantguidancetohelp
themthinkthroughhowtotestoutideasinthe
realworld.
Withminimalhelp,theymaybeabletoapplynew
knowledgetothecontextfromwhichitwas
drawn,butwillneedsignificantpromptingand
guidancetoconsiderapplicationselsewhere.
Emerging Developing Accelerating Proficient
Learnershavegoodinformationsearchskillsand Learnershaveskillsindeterminingwhether Learnersareskilledatdeterminingwhether Learnersareskilledatdeterminingbothlogically
someusefulfiltersthatallowthemtodiscern informationistrustworthy,relevant,anduseful. informationistrustworthy,relevant,anduseful. andintuitivelywhetherinformationis
whetherinformationistrustworthy,relevant,and Theyunderstandhowtoevaluatelogical Theyarealsoabletoevaluatelogicalargumentsto trustworthy,relevant,anduseful.Theyareskilled
useful.Theyarelearninghowtoevaluatelogical argumentstoidentifyunfoundedassumptions, identifyunfoundedassumptions,flawedpremises, evaluatorsoflogicalargumentsandcanidentify
argumentstoidentifyunfoundedassumptions, flawedpremises,logicalleaps,faultyreasoning, logicalleaps,faultyreasoning,andunjustified unfoundedassumptions,flawedpremises,logical
flawedpremises,logicalleaps,faultyreasoning, andunjustifiedconclusions.Theyarebeginningto conclusions. leaps,faultyreasoning,andunjustified
andunjustifiedconclusions,butskillsinthisarea beabletoexplaintheirthinkingprocesses. Theycanexplaintheirownreasoning,butnotyet conclusions.Further,theycanclearlyandconcisely
arestilljustemerging,asistheirabilitytoexplain inawaythatdemonstratesclarityofthinkingand explaintheirownreasoninginwaysthatmake
theirthinkingprocesses. insight. sensetoothersandshowgoodinsightandclarity
ofthinking.
Learnersaredevelopingtheirabilitytoseek, Learnerscanmakeconnectionsbetween Learnersareabletoarticulatetheimportanceof Learnersareskilledinmakingconnections,
access,exploreandlearnfrommultiplesources, significantideas,topics,questions,issues,and identifyingpatternsandconnectionmakingacross identifyingpatternsandseeingrelationships.
diverseperspectivesandviewpointstoexpand thinkingandlearningprocessestheyareworking artificialboundaries,especiallyacrossdisciplines. Atthislevel,theyarewellequippedtoconstruct
thinkingtowardgreaterunderstanding,coherence with.Theyarealsomakingsomeconnections Theyknowthatthisreflectsandstrengthenstheir deepunderstandingandtonavigatethemassive
andappreciation. acrossartificialboundaries,suchas:classes, understandingsoftheinterconnectednatureof seaofknowledgeeffectivelyinaninterconnected
Theyarestartingtoseepatternsandmake communitiesandcultures;time:past,present, learningandoftheworldandhowitworks. globalworld.
connections,e.g.,seeingthewhole,notjustthe future;oneormorekeylearningareas;different
parts.Atthislevel,theystillrequireguidanceand disciplines.
supporttodothiswell.
Learnersbegineachdeeplearningexperienceby Learnersareabletofinddifferentpointsand Learnersareabletoarticulatehowtheyactively Learnershavestrongcriticalthinkingand
exploringwhattheyalreadyknowandbelieve pathwaysintolearningthatactivate,assess,and createknowledgethatisnewandusabletothem. reasoningskills,includinginterpretation,analysis,
aboutatopic,andusethisasthestartingpointfor buildontheirexistingknowledgeandbeliefs. Theyareabletointerpret,analyze,andsynthesize synthesis,andevaluation.
newlearning. Theyhavegoodskillsininterpretationandanalysis andevaluateinformationfromtwoormore Knowledgeconstructionisdeep,insightful,
ofinformation,andareabletousethisto disciplinesorperspectives,makemeaningful interdisciplinaryorconnectedacrossmultiple
rathersurfacelevel,e.g.,limitedto constructmeaningfulknowledge,butusuallyonly connectionsbetweennewideasandtheirprior perspectives,andcharacterizedbysoundpractical
interpretation,withlittleuseofanalysis,synthesis, withinonedisciplineatatime.Synthesisand knowledge,andclearlyunderstandwhythe andcriticalthinking.
orevaluation.Learnersatthislevelarestill evaluationskillsaregenerallystilldeveloping. learningisimportant,andhowthiswillhelpthem Learnersalsousetheirskillstoreflecton,evaluate,
buildingtheircriticalthinkingandreasoningskills. noworinthefuture. andimprovetheirownlearningprocesses,
products,andoutcomes.
Learnersuseddigitalopportunitiestogenerate Digitalaspectswereusedbylearnerstoeffectively Learnerscanclearlyarticulatehowinfusinga Learnersusedigitalelementsubiquitously
questions,findpatterns,useasatoolfor generatesignificantlinesofinquiry,explorethe digitalelementhasenhancedthinkingtogether throughoutthetaskinpowerfulwaystodeepen
developingthinkingtogetherandmake topicacrossmultipledisciplines,identifypatterns andcriticalthinkingaswellastheproductsor thequalityandvalueofthinkingtogetherand
connectionsinwaysthatcouldnothavebeen andconnections,deepentheircriticalthinking, outcomesproduced.Theycangeneratetheirown criticalthinking.Learnerscanarticulateindetail
doneotherwise,althoughtheyareunlikelytohave (utilizing)digitalasatoolforthinkingtogetherand digitaltoolstosupportcriticalthinkingtasks. abouthoweachdigitalelementhasenhanced
significantlydeepenedtheircriticalthinking. findnewcontextsforapplicationofthenew theirabilitytothinkcriticallyandapplythat
knowledge. understandingtonewanddifferentcontexts.
Learnersarebeginningtocollaborativelythinkand Learnersthinkandworktogetherinwaysthat Learnersthinkandworktogetherinasynergistic Learnersthinkandworktogetherwitha
workwithotherstoconstructnewknowledge. sparknewthinkingandoriginalideasthatare waythatsparksbreakthroughthinkingand powerfullysynergisticsharedcognitionthatis
Theyarestartingtoidentifytheircollective morepowerfulthanthesumofindividualideas. powerfulideasrootedincollectivelyshared almostintuitive.Thenewknowledgecreated
cognitivestrengths. Theyactivelybuildoneachothersthoughtsand cognition.Theyeffectivelyusetoolstosupport leveragesbothindividualandcollectiveexpertise,
ideastocreatenewideasandknowledge. moreeffectivesharedthinking.Thisisbecominga andthequalityofthesharedthinkingensuresthat
preferredwayofthinkingaroundcomplextasks newknowledgeishighlyapplicabletothereal
andconcepts. world.Theycanarticulatehowtheythink
togethertoimproveresults.
Learnersarestartingtodevelopbasicskillsfor Learnersaredevelopingtheabilitytoapplylogic Takingaccountofkeythemes,constraintsand Learnershaveastrongabilitytoapplycritical
andreasoning,drawconclusionsanddesigna criteria,learnersengageinaprocessof thinking,logic,andreasoningtoevaluatingtheir
whatworks. courseofaction,evaluateproceduresand experimentationtodeveloproughplansand ideas.Theyalsoreflectwellontheirown
Theyarealsolearningtothinkaboutrealworld outcomes.Theyareabletoadapt,extendor prototypesandtestthemoutinrealworld processes,andworkouthowtotransfer
applicationsforwhattheyhavelearned, customizetheirnewknowledgefornew,specific settings. knowledgeintonewcontextsandtakeactionthat
supportedbyateacherwhoactivelyscaffoldstheir situations/contexts;applywhattheyhavelearned Theyareabletoarticulatetheimportanceof makessomedifference,basedonwhatthey
thinkingabouttransfer.Theyarebeginningto torealworldchallengesorproblems;andapply transferringorapplyingtheirnewknowledge discovered.Theyhavelikelyidentifiedprocesses
applytheirlearningindifferentcontexts. whattheyhavelearnedtotheirownlives. appropriatelytonewandauthenticsituationsand thatareparticularlyeffectiveforidentifyingand
settingsandcanexplainhowtheyconducttheir evaluatingideasforcreativeapplicationsofthe
ownfurtheranalysestoidentifywhereelsethis knowledgeinnewcontexts.
couldbeapplied,andworkouthow.Alongthe Further,theycandemonstratehowthishelps
way,theyseekandusefeedbacktodevelop themlookatwhattheyhavelearnedinanewway
improvediterations,usingerrorandmistake thatdeepenstheirlearning.
makingasopportunitiestolearn.