Key Questions/Considerations to Make This Functional for MPS

Key Questions/Considerations to Make this Functional for MPS

How do we ensure that the K-12 document honors what’s developmentally appropriate for students?
How do we engage students to put their minds/hearts into it, making a commitment to developing an idea/skill set, seeing a thought all of the way through?
How do we develop executive functioning and habits of mind? Does one happen before the other?
How can students use their passion to develop something new? (but still applying strategies, tools)
What are the classroom environmental conditions to encourage this risk taking and revision to create something worthy, fresh, innovative?
How intentional should we be about addressing issues of equity? What is the connection between personalized learning and equity?
Not all students come with the same skill sets, different expectations of what the teacher is supposed to do…
Intentionality of the link between how PL helps with equity - grounded in opportunity
Where do the capacities live in a unit (Stage 2 or Stage 3)?

MPS Design Tool for Opportunities to Practice Cross-Disciplinary Capacities

This tool has been created to examine opportunities within an assignment that requires deep thinking to determine whether it is

developmentally appropriate, challenging, relevant, and personalized.

CAPACITY
DESIGN LEVEL 1 / DESIGN LEVEL 2 / DESIGN LEVEL 3 / DESIGN LEVEL 4
Critical Thinking: Analyze and evaluate ideas, claims, evidence and/or representations to construct meaning.
Build the capacity to:Thinking about Your Thinking; Striving for Accuracy / Identify ideas, claims, evidence and/or representations to make inferences based on limited background knowledge or over-generalized evidence
Instructional implications:
●Students need to know what an inference is, what a claim is and what constitutes evidence
When confronted with a situation in which students must identify ideas, claims… these questions go on inside the student’s mind as they think about their thinking:
●What evidence do I have to support this inference?
●Have I distinguished fact from opinion?
●What is the source of this evidence and how valid and reliable is that source? / Analyze and explain ideas, claims, evidence and/or representations to compare points of view or draw inferences with evidence
Instructional implications:
●Students need to know how to hold two points of view in their heads and support each with claims.
When confronted with a situation in which there are multiple claims...these questions go on inside the student’s mind as they think about their thinking:
●What are the inferences that I am making about the claims or ideas that I see here?
●What evidence do I have to support each inference? / Analyze and evaluate ideas, claims, evidence and/or representations to distinguish patterns and make connections
Instructional implications:
●Students need to understand how to look at the biases in the claims and the sources the claims are coming from.
When confronted with a situation in which there are multiple claims...these questions go on inside the student’s mind as they think about their thinking:
●Who is making the claims and what are their points of view? / Analyze and evaluate concrete and conceptual ideas, claims, evidence and/or representations to distinguish patterns, make connections, and apply understanding to other contexts
Instructional implications:
●Students need to know how to analyze the specific vocabulary of the claim to recognize biases such as the claim that one item is better (better than what? On the basis of what criteria?). They need to recognize generalizations that have no basis.
When confronted with a situation in which there are multiple claims...these questions go on inside the student’s mind as they think about their thinking:
●Where else in school or in my life can I use this critical thinking skill?
Problem Solving: Define a problem and work through a process to determine a solution, draw a conclusion, evaluate the reasonableness of a solution, and/or have a better understanding of the problem. Build the capacity to: Questioning and Problem Posing / Given a problem/task and a procedure, follow the parameters to arrive at a solution/conclusion and evaluate its reasonableness
Instructional implications:
●Students need to understand the nature of the problem
●Apply a desired problem solving approach
When confronted with a problem in which students must identify knowns and unknowns these questions go on inside the student’s mind as they question and pose problems:
●What do I already know about this problem and what do I need to know?
●How will I know if my solution makes sense? / Given a problem, use relevant information todevelop and execute a plan to arrive at a solution/conclusion and evaluate its reasonableness/impact
Instructional implications:
●Students need to understand what “relevant” means to determine what is helpful and what still needs to be found out.
●Knowledge of strategies to execute a plan
When confronted with a problem in which students must identify knowns and unknowns these questions go on inside the student’s mind as they question and pose problems:
●What are the questions I have about this problem?
●How do I pursue the answers to my questions?
●(As appropriate) What are the intended and/or unintended consequences? / Given a situation, identify/define the problem(s), consider underlying assumptions and relevant information to develop and execute a plan, to arrive at a solution/conclusion, evaluate its reasonableness/impact and revise (as appropriate)
Instructional implications:
●Students need to have a deep understanding of problem posing-what the nature of the problem is and why it exists and who it affects.
When confronted with a problem in which students must identify knowns and unknowns these questions go on inside the student’s mind as they question and pose problems:
●What is the real “heart” of the problem?
●How can I capture the essence of the problem and are there secondary questions I need to be asking to get to the heart of the problem? / Independently identify and define a problem(s), consider underlying assumptions and relevant information to develop and execute a plan, to arrive at a solution/conclusion, evaluate its reasonableness/impact, and revise (as appropriate)
Instructional implications:
●Students need to have a deep understanding of problem posing-what the nature of the problem is and why it exists and who it affects.
●Students need to understand who to call upon to work with them to solve the problem
When confronted with a problem in which students must identify knowns and unknowns these questions go on inside the student’s mind as they question and pose problems:
●What is the real “heart” of the problem?
●How can I capture the essence of the problem and are there secondary questions I need to be asking to get to the heart of the problem?
●Who else could make a contribution to help me solve this problem?
Creative and Innovative Thinking: Explore idea(s) through a meaningful, intentional process that inspires the development of a product, performance, or solution. HOM: Taking Responsible Risks; Creating, Imagining, Innovating / Use a given process to collect and replicate ideas, techniques or data to create or modify a product, performance or solution / Use a given process to explore ideas, techniques, or data to create or modify a product, performance, or solution that is relevant / Use an intentional process to explore and connect ideas, techniques, or data to create or modify product, performance, or solution that is relevant and has an impact / Use an intentional process
to connect and extend ideas, techniques, or data to create or refine product, performance or solution that address an existing need/problem and/or evoke an aesthetic/emotional response
CAPACITY / DESIGN LEVEL 1 / DESIGN LEVEL 2 / DESIGN LEVEL 3 / DESIGN LEVEL 4
Cultural/Global Competence: Examine how culture and conditions impact perspective, identity, and action. HOM: listening with understanding and empathy, thinking about your thinking, thinking flexibly / Identify and compare different views about culture and identity but view the world primarily through their own perspective. / Articulate their own perspectives and identities. Be more involved in listening to and reflecting on other perspectives and identities to better understand the conditions and assumptions that influence them. / Examine perspectives and identities of others informed by historical knowledge about other cultures as well as contemporary events, and reflect on how that impacts their own thinking. / Develop a sense of empathy by listening with understanding and grappling with root causes and assumptions that have led to multiple perspectives and identities, comparing that to their own thinking, and make a decision/judgement about integrating/shifting one's own perspective
Collaboration: Work together to share and evaluate knowledge and ideas by asking questions, listening actively, and respecting and considering the opinions of others in order to achieve a common goal. HOM: Listening with Understanding and Empathy; Thinking Interdependently / Work with others to achieve a common goal through their individual contributions
(teacher monitored)
Instructional implications:
●Students need clarity about what the common goal is
●Strategies /norms on how to voice ideas and listen to the ideas of others
●Structures to help teams identify individual contributions to the task
●Teacher feedback on how individuals are working within the group to achieve the task
When working collaboratively to share knowledge and ideas:
●Do I really understand what’s being asked of us?
●How can I contribute something relevant to the goal?
●Am I still thinking and not ready yet to share what I am thinking?
●Am I trying to make sense of what is happening?
●How am I taking responsibility for my part in the project/task? / Work with others to achieve a common goal through sharing responsibility and exchanging knowledge and negotiating ideas given a set of group norms (teacher and self monitored)
Instructional implications:
●Students need explicit modeling about norms for negotiating ideas and exchanging knowledge
●Teacher prompts reflection on how groups and individuals are managing themselves
●Teacher feedback on process (how teams are working together) and product (overall coherence)
●Strategies to help identify plans and agreements as a team to attend to the coherence of the task to guide individual work
When working collaboratively to exchange knowledge and negotiating ideas and plans:
●Do we really understand what is being asked of us?
●How can I advocate for my idea?
●How do I listen to other ideas with an open mind?
●How does the exchange of the ideas generate a coherent plan? / Work with others to achieve a common goal through sharing responsibility, exchanging and evaluating knowledge and ideas, and considering alternate points of viewoperating with a set of group norms
(teacher, group and self monitored)
Instructional implications:
●Students need explicit instruction on understanding another’s point of view.
●Strategies to clarify thinking and group actions (e.g., questioning to better understand another’s thinking, learning how to open my mind to others raising questions about my ideas)
●Teacher monitors team environment and intervenes to ensure it is a safe place to share ideas, take responsible risks, work through challenges together
When working collaboratively to evaluate and consider alternate points of view:
●Do we engage in asking questions to make sure we understand each other’s ideas?
●How do I check my assumptions/judgment so that I can listen more intently?
●Am I open to the value of other’s ideas?
●How are we monitoring the progress of the task and the process happening within the group? / Work to achieve a common goal through sharing responsibility, exchanging and evaluating knowledge and ideas, seeking expertise and considering alternate points of view with a set of group norms that may be internalized
(group and self monitored)
Instructional implications:
●Students need to distinguish resources that will help them gain greater expertise
●Strategies to help students navigate process and address challenges in real time
●Opportunities to reflect on the collaborative process and what they are discovering about themselves and each other within a group
When working collaboratively to seek expertise and internalize the group norms :
●How am I working to get the best of everyone else? How am I working to get the best of myself?
●How am I taking care of others within the group as we work to achieve a common goal ?
●How am I showing my appreciation for what others are doing and saying to make the group work effectively?
●In what ways is my mind shifting so that I recognize the value of collaboration as a way to deepen my thinking and produce more effective work?
Communication: Express ideas and share information to effectively engage an audience for a given purpose and task. HOM: Striving for Accuracy; Thinking and Communicating with Clarity and Precision / Express ideas and/or essential information through a given medium to a target audience (as appropriate) / Express relevant and essential ideas and share information through a given medium to connect with a target audience using appropriate language and/or technique / Express relevant and essential ideas and share information by selecting a suitable medium, language, and technique to engage a target audience to elicit a desired response and evaluate the effectiveness of the communication / Express relevant and essential ideas and share information by strategicallyselecting a suitable medium, language, and technique to engage a target audience, elicit a desired response, evaluate the effectiveness, and adjust in real time or make revisions
Self-Direction and Process Monitoring: Develop a plan of action including a timeline, identify skills and resources, and monitor the progress through feedback and reflection. HOM: Persisting; Remaining Open to Continuous Learning / Complete a given plan by following a set of directions in a timely manner with teacher scaffolding
Instructional implications:
●Students need instructional strategies to help develop their executive functions such as planning and time management
●Students need to understand how a plan works in order to be more precise when following it
●Strategies to ask clarifying questions before and during the task
When working to complete a given plan and follow directions:
●Do I understand the directions? If not, how do I get clarity?
●How do I manage my time to complete the task?
●Am I following the plan? / Independently complete a given plan using provided guidelines or set of instructions with some teacher scaffolding in a timely manner
Instructional implications:
●Students learn how to track/monitor their use of time
●Strategies for how to get started based on the guidelines/ instructions
●Introduce at least one or two time management or project planning strategies
When working to complete a given plan using guidelines:
●How do I get started? Are my initial ideas
●How long is it taking me to do this part? How do I feel about that?
●Am I learning how to execute a plan? / Develop a plan of action with teacher support by identifying skills, resources, and a timeline. Monitor progress and solicit and incorporate feedback to improve the piece/product/performance in a timely manner
Instructional implications:
●Students track/monitor their use of time and learn how to modify based on feedback
●Continue to build the repertoire of possible time management and project plans
When working to monitor progress and solicit and use feedback:
●Am I observing which plan is best in order for me to do the best work?
●How am I fine tuning the plans or strategies that I am using to make them work best for my work?
●To what extent am I happy with the quality of the result? What might I be able to do better next time? / Independently develop a plan of action by identifying skills, resources, and a timeline. Monitor progress and solicit and incorporate feedback to improve the piece/product/performance in a timely manner
Instructional implications:
●Students learn how to evaluate their plan and timeline based on the overall quality of the task (both process and end result)
●Strategies on persisting
●Opportunities to reflect on what students are learning as they discover what works best for them as they become more self-directed
When working to develop a plan of action:
●Am I recognizing the need for developing my own plan in order to do my best work?
●What am I discovering about myself that is most helpful for me to complete my plan with success?
●Am I asking or observing how others manage their time so that I can learn new ways of thinking about this?
●What strategies do I have to stick with it? When do I need to figure out a new path?

Note: Independently means without prompting -- this can be done individually or collaboratively