3cs throughout project
Communication, Collaboration, and Critical Thinking Throughout a Project with College and Career Readiness Alignment Launching the Project An engaging Entry Event and openended Driving Question launch students on their inquiry experience. Need to Know discussions raise questions that will guide students’ investigation.
Building Knowledge, Understanding and Skill Students learn necessary content knowledge from the teacher, readings, and other resources, and gain skills that will help them create project products and answer the Driving Question. They do research, test hypotheses, and gather and analyze data.
Developing and Revising Ideas and Products Students consider diverse perspectives and generate multiple solutions, designs and answers to Driving Question. Through cycles of critical feedback, they refine their thinking and improve on early ideas as they create final products.
Presenting Products and Answers to Driving Questions Students share the results of their efforts with a public audience, demonstrating what they learned in the project. They explain and defend their research, product design, and strategies for problem solving. Finally they reflect on their experience.
Communication Opportunities
Collaboration Opportunities
Critical Thinking Opportunities
Students engage in discussions about the driving question and Need to Knows, practicing active listening and active speaking. Students clarify the meaning of unknown and multiple meaning words and phrases, to gain understanding of the Driving Question and project tasks. (ELA 6-12.L.4)
Students develop norms for effective teamwork Students work together to identify Need to Know questions for the project Students create and monitor a task list, team roles, and a schedule for work (ELA 6-12.SL.1b) Students agree on how to use technology tools to communicate tasks
Students analyze the Driving Question and project tasks to identify what they need to know, and consider various points of view that might exist on the topic of investigation Students ask questions that focus or broaden the inquiry (ELA.6-12.W.7)
Students use formal English to interact with experts outside the classroom (ELA 6-12.SL.6) Students acquire and use accurately general academic and domain specific words, and demonstrate independence in gathering vocabulary knowledge. (ELA 6-12.L.6) Students evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric. (ELA 9-12,SK,3)
Students work in teams to do inquirybased research Students prepare for and participate effectively in a range of collaborative discussions with diverse partners. (ELA 6-12.SL.1) Students follow rules for collegial discussions, decision-making, and conflict resolution. (ELA 6-12.SL.1b)
Students integrate multiple sources of information to address the Driving Question. (ELA 6, 11-12.RI.7) Students assess the credibility, accuracy, and usefulness of each source of information. They decide if the information is relevant and sufficient (ELA 6-12.W.8) Students evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric (ELA 6-12.SL.3)
Students build on others’ ideas and express their own clearly and persuasively (ELA 6-12.SL.1) Students give and receive critical peer feedback, which helps them improve their products through iterative cycles of revision (ELA 6-12.W.5) Students produce clear and coherent writing appropriate to task, purpose, and audience. (ELA 6-12.W.4)
Students understand the approaches of other for solving complex problems (ELA 6-12.SL.1d) Students build on other’s ideas and express their own clearly and persuasively. (ELA 6-12.SL.1) Students use technology to produce shared writing products (ELA 6-12.W.6) Students give and receive critical feedback to improve written products and evaluate solutions and designs
Students evaluate arguments by assessing whether reasoning is valid and evidence is relevant and sufficient (ELA 6-12.3, RI.8, Math Practice.3) Students justify their choice of criteria used to evaluate product drafts. Students revise designs and justify why it will be better (ELA 6-12.W.5) Students craft arguments to support claims using valid reasoning and evidence (ELA6-12.W.1, Math Practice 3)
Students use technology, including the Internet, to produce and publish writing. (ELA 6-12.SL.4) Students present their ideas to a public audience and answer questions. (ELA 6-12.SL.4) Students make strategic use of multimedia, visual displays, and digital media in presentations, (ELA 6-12.SL.5)
Team members decide how best to use multimedia components, visual displays, and digital media in presentations. (ELA 6-12.SL.5) Team members share responsibility for presenting work effectively to a public audience. (ELA 6-12.SL.4)
Students evaluate pros and cons of using different mediums to present on a topic (ELA.8.RI.7) Students recognize the limitation of their product design or solution (ELA 11-12.SL.4) Students justify their conclusions (MP.3) Students present information so listeners can follow their reasoning (ELA 9-12.SL.4)
Building Knowledge, Understanding and Skill Students learn necessary content knowledge from the teacher, readings, and other resources, and gain skills that will help them create project products and answer the Driving Question. They do research, test hypotheses, and gather and analyze data.
Developing and Revising Ideas and Products Students consider diverse perspectives and generate multiple solutions, designs and answers to Driving Question. Through cycles of critical feedback, they refine their thinking and improve on early ideas as they create final products.
Presenting Products and Answers to Driving Questions Students share the results of their efforts with a public audience, demonstrating what they learned in the project. They explain and defend their research, product design, and strategies for problem solving. Finally they reflect on their experience.
Communication Opportunities
Collaboration Opportunities
Critical Thinking Opportunities
Students engage in discussions about the driving question and Need to Knows, practicing active listening and active speaking. Students clarify the meaning of unknown and multiple meaning words and phrases, to gain understanding of the Driving Question and project tasks. (ELA 6-12.L.4)
Students develop norms for effective teamwork Students work together to identify Need to Know questions for the project Students create and monitor a task list, team roles, and a schedule for work (ELA 6-12.SL.1b) Students agree on how to use technology tools to communicate tasks
Students analyze the Driving Question and project tasks to identify what they need to know, and consider various points of view that might exist on the topic of investigation Students ask questions that focus or broaden the inquiry (ELA.6-12.W.7)
Students use formal English to interact with experts outside the classroom (ELA 6-12.SL.6) Students acquire and use accurately general academic and domain specific words, and demonstrate independence in gathering vocabulary knowledge. (ELA 6-12.L.6) Students evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric. (ELA 9-12,SK,3)
Students work in teams to do inquirybased research Students prepare for and participate effectively in a range of collaborative discussions with diverse partners. (ELA 6-12.SL.1) Students follow rules for collegial discussions, decision-making, and conflict resolution. (ELA 6-12.SL.1b)
Students integrate multiple sources of information to address the Driving Question. (ELA 6, 11-12.RI.7) Students assess the credibility, accuracy, and usefulness of each source of information. They decide if the information is relevant and sufficient (ELA 6-12.W.8) Students evaluate a speaker’s point of view, reasoning and use of evidence and rhetoric (ELA 6-12.SL.3)
Students build on others’ ideas and express their own clearly and persuasively (ELA 6-12.SL.1) Students give and receive critical peer feedback, which helps them improve their products through iterative cycles of revision (ELA 6-12.W.5) Students produce clear and coherent writing appropriate to task, purpose, and audience. (ELA 6-12.W.4)
Students understand the approaches of other for solving complex problems (ELA 6-12.SL.1d) Students build on other’s ideas and express their own clearly and persuasively. (ELA 6-12.SL.1) Students use technology to produce shared writing products (ELA 6-12.W.6) Students give and receive critical feedback to improve written products and evaluate solutions and designs
Students evaluate arguments by assessing whether reasoning is valid and evidence is relevant and sufficient (ELA 6-12.3, RI.8, Math Practice.3) Students justify their choice of criteria used to evaluate product drafts. Students revise designs and justify why it will be better (ELA 6-12.W.5) Students craft arguments to support claims using valid reasoning and evidence (ELA6-12.W.1, Math Practice 3)
Students use technology, including the Internet, to produce and publish writing. (ELA 6-12.SL.4) Students present their ideas to a public audience and answer questions. (ELA 6-12.SL.4) Students make strategic use of multimedia, visual displays, and digital media in presentations, (ELA 6-12.SL.5)
Team members decide how best to use multimedia components, visual displays, and digital media in presentations. (ELA 6-12.SL.5) Team members share responsibility for presenting work effectively to a public audience. (ELA 6-12.SL.4)
Students evaluate pros and cons of using different mediums to present on a topic (ELA.8.RI.7) Students recognize the limitation of their product design or solution (ELA 11-12.SL.4) Students justify their conclusions (MP.3) Students present information so listeners can follow their reasoning (ELA 9-12.SL.4)
