Category: Academic learning/course content
Overlap with Learning Results
Communication and Collaboration
Communicate Clearly
Collaborate with Others
Creativity and Innovation Think Creatively
Critical Thinking and Problem Solving Reason Effectively
Information, Media, and Technology Information Literacy:
- Articulate thoughts and ideas effectively using oral, written and nonverbal communication skills in a variety of forms and contexts
- Listen effectively to decipher meaning, including knowledge, values, attitudes and intentions
- Use communication for a range of purposes (e.g. to inform, instruct, motivate and persuade)
- Utilize multiple media and technologies, and know how to judge their effectiveness a priori as well as assess their impact
- Communicate effectively in diverse environments (including multi-lingual)
Collaborate with Others
- Demonstrate ability to work effectively and respectfully with diverse teams
- Exercise flexibility and willingness to be helpful in making necessary compromises to accomplish a common goal
- Assume shared responsibility for collaborative work, and value the individual contributions made by each team member
Creativity and Innovation Think Creatively
- Use a wide range of idea creation techniques (such as brainstorming)
- Create new and worthwhile ideas (both incremental and radical concepts)
- Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts
- Develop, implement and communicate new ideas to others effectively
- Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work
- Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas
- View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small successes and frequent mistakes
- Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur
Critical Thinking and Problem Solving Reason Effectively
- Use various types of reasoning (inductive, deductive, etc.) as appropriate to the situation
- Analyze how parts of a whole interact with each other to produce overall outcomes in complex systems
- Effectively analyze and evaluate evidence, arguments, claims and beliefs
- Analyze and evaluate major alternative points of view
- Synthesize and make connections between information and arguments
- Interpret information and draw conclusions based on the best analysis
- Reflect critically on learning experiences and processes
- Solve different kinds of non-familiar problems in both conventional and innovative ways
- Identify and ask significant questions that clarify various points of view and lead to better solutions
Information, Media, and Technology Information Literacy:
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Access and Evaluate Information
- Access information efficiently (time) and effectively (sources)
- Evaluate information critically and competently
- Use information accurately and creatively for the issue or problem at hand
- Manage the flow of information from a wide variety of sources
- Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information
- Apply Technology Effectively
- Use technology as a tool to research, organize, evaluate and communicate information
- Use digital technologies (computers, PDAs, media players, GPS, etc.), communication/networking tools and social networks appropriately to access, manage, integrate, evaluate and create information to successfully function in a knowledge economy
- Apply a fundamental understanding of the ethical/legal issues surrounding the access and use of information technologies
A Clear and Effective Communicator who:
A Self-Directed and Lifelong Learner who:
A Creative and Practical Problem Solver who:
A Responsible and Involved Citizen who:
An Integrative and Informed Thinker who:
Maine Learning Results Guiding Principles Standards
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2. Uses evidence and logic appropriately in communication.
A Self-Directed and Lifelong Learner who:
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1. Recognizes the need for information and locates and evaluates resources.
A Creative and Practical Problem Solver who:
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1. Observes and evaluates situations to define problems.
A Responsible and Involved Citizen who:
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5. Displays global awareness and economic and civic literacy.
An Integrative and Informed Thinker who:
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1. Gains and applies knowledge across disciplines and learning contexts and to real life situations with and without technology.
Maine Learning Results Guiding Principles Standards
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A. A Clear and Effective Communicator who:
Standard A: Understands the attributes and techniques that positively impact constructing and conveying meaning for a variety of purposes and through a variety of modes.
Career and Education Development
Writing
Reading
Speaking and Listening
Language
Social Studies
- CED.A2.6-8 Students analyze how positive and negative personal traits, choices about behaviors, and the belief that one can successfully complete tasks/goals affect success in school.
- CED.A2.9-D Students demonstrate and evaluate strategies to improve their personal traits, behaviors, and the belief that one can successfully complete tasks/goals required for success in career and school.
- CED.B1.6-8 Students explain how educational achievement and lifelong learning lead to increased participation in school, work, community, and the world.
- CED.B1.9-D Students evaluate strategies for improving educational achievement, increasing participation as an involved citizen, and increasing work options and earning potential in a 21st century global economy.
- CED.B2.6-8 Students analyze their skills in relation to those that lead to learning and success in the classroom, and the achievement of schoolwork, career, and personal life goals.
- CED.B2.9-D Students evaluate strategies to improve skills that lead to lifelong learning and success in the classroom, and the achievement of schoolwork, work and career, and personal life goals.
Writing
- W.1 Argue effectively in writing. Make and support claims on an important topic or text. Use quality evidence based on valid reasoning.
- WHST.1 WHST: Include discipline-specific content, including data. Explain claims and counterclaims and compare their strengths.
- W.2 Explain complex ideas in order to inform readers. Introduce topics clearly and effectively, then develop and summarize them.
- WHST.2 WHST: Write about historical events, scientific procedures, or technical processes in a clear way and with an objective tone.
- W+.4 Write clearly and coherently. Develop and organize ideas in ways based on the purpose of writing the piece and who will read it.
- W+.5 Use strategies for improving writing. These include putting extra time or energy into planning, revising, editing, and rewriting pieces.
- W+.6 Produce and publish writing using the Internet and other technology. Cite sources and when possible collaborate to share feedback and other ideas.
- W+.7 Complete both short and in-depth research projects. Show understanding by answering a question or otherwise addressing a topic with multiple sources.
- W+.8 Use sources effectively and ethically. Locate them, assess their credibility and accuracy, and include quality sources while attributing ideas to their original author(s).
- W+.9 Analyze and reflect on fictional work, such as the approach to re-telling an older story or portraying a historical setting. For non-fiction, assess the quality of evidence to support a claim.
- W+.10 Write for varying amounts of time, purposes, and audiences. This includes writing in a single sitting, over a day or two, or taking longer to research, reflect, and revise.
Reading
- RL.RI.1 Read closely to understand a text. Use direct evidence from the text to make logical conclusions about what it says.
- RH.1 H: Analyze primary and secondary sources by citing specific evidence in the text. Use insights gained from details to better understand the text as a whole.
- RST.1 ST: When citing specific evidence in a text, note distinctions the author makes as well as any gaps or inconsistencies.
- RL.RI.2 Determine the main ideas in a text and the message(s) the author is trying to convey. Analyze how they relate to characters (LT) or other ideas (IT). Summarize the text.
- RH.2 H: Determine the main ideas of a primary or secondary source. Accurately summarize those ideas, including how they interrelate and develop through the text.
- RST.2 ST: Determine the main ideas or conclusions of a text. Summarize complex parts by paraphrasing them in simpler but still accurate terms.
- RH.4 H: Intepret words and phrases describing political, social, or economic events or concepts.
- RH.7 H: Use and evaluate charts, maps, videos, and other forms of media, including to address a question or solve a problem.
- RST.7 ST: Translate a chart or other visual into text and vice versa. Integrate information in charts, video, or other formats to address a question or solve a problem.
- RL.RI.8 Describe and evaluate the argument and specific claims in a text. Assess the validity of the reasoning as well as how relevant and sufficient the evidence is.
- RH.8 H: Distinguish between facts, opinions, and reasoned judgment in a text. Assess how well the evidence and reasoning support the author's claims.
- RST.8 ST: Distinguish between facts, speculation, and research-based judgments in a text. Evaluate hypotheses, data, analyses, and conclusions.
- RL.RI.9 Compare how different sources discuss a certain topic, such as where they differ in presenting evidence or making interpretations.
- RH.9 H: Build a coherent understanding of an idea or event by comparing accounts from different primary and secondary sources.
- RST.9 ST: Build a coherent understanding of a process or concept by comparing information from texts, experiments, and other sources.
- RL.RI.10 Independently read and understand writing (both LT and IT) of increasing complexity based on grade level.
- RH.10 Independently read and understand writing of increasing complexity based on grade level.
- RST.10 Independently read and understand writing of increasing complexity based on grade level.
Speaking and Listening
- SL.1 Talk to and collaborate with a variety of people. When debating listen to alternative views, respond ethically, clarify, summarize, and seek to gain new insights.
- SL.2 Obtain information from books, journals, blogs, videos, etc. Evaluate its accuracy and credibility and use it to develop opinions or make informed decisions.
- SL.3 Evaluate a speaker's point of view, reasoning, use of specific evidence, and overall ability to speak persuasively.
Language
- L.1 Use correct English grammar for writing and speaking. Show understanding of sentence structure and parts.
- L.2 In writing use correct English capitalization, punctuation, and spelling.
- L.3 Understand impacts of word choice and syntax. Use them when writing to convey ideas effectively. When reading or listening apply this to comprehend more fully.
- L.4 Learn new words or uses for them. To do this use clues like context, Latin or Greek suffixes or prefixes, or related English words. Then compare your interpretation to a reference source.
- L.5 Recognize figurative language like personification, allusion, and irony. Identify cause-and-effect and other relationships between words. Distinguish between words with similar meanings.
Social Studies
- A1.6-8 Students research, select, and present a position on a current social studies issue by proposing and revising research questions, and locating and selecting information from multiple and varied sources.
- A1.9-D Students research, develop, present, and defend positions on current social studies issues by developing and modifying research questions, and locating, selecting, evaluating, and synthesizing information from multiple and varied sources.
- A2.6-8 Students make individual and collaborative decisions on matters related to social studies using relevant information and research and discussion skills.
- A2.9-D Students make individual and collaborative decisions (real or simulated and related to the classroom, school, community, civic organization, Maine, United States, or international entity) related to social studies using relevant information and research, discussion, and ethical reasoning skills.
- A3.6-8 Students select, plan, and implement a civic action or service-learning project based on a school, community, or state asset or need, and analyze the project’s effectiveness and civic contribution.
- A3.9-D Students select, plan, and implement a civic action or service-learning project based on a community, school, state, national, or international asset or need, and evaluate the project’s effectiveness and civic contribution.
Life Science
Earth Space Science
Engineering/Technology
- MS-LS2-5 Evaluate competing design solutions for maintaining biodiversity and ecosystem services.
- HS-LS2-7 Design, evaluate, and refine a solution for reducing the impacts of human activities on the environment and biodiversity.
- HS-LS4-6 Create or revise a simulation to test a solution to mitigate adverse impacts of human activity on biodiversity.
Earth Space Science
- MS-ESS3-4 Construct an argument supported by evidence for how increases in human population and per-capita consumption of natural resources impact Earth’s systems.
- HS-ESS3-1 Construct an explanation based on evidence for how the availability of natural resources, occurrence of natural hazards, and changes in climate have influenced human activity.
- HS-ESS3-2 Evaluate competing design solutions for developing, managing, and utilizing energy and mineral resources based on cost-benefit ratios.
- HS-ESS3-3 Create a computational simulation to illustrate the relationships among the management of natural resources, the sustainability of human populations, and biodiversity.
- HS-ESS3-4 Evaluate or refine a technological solution that reduces impacts of human activities on natural systems.
- HS-ESS3-6 Use a computational representation to illustrate the relationships among Earth systems and how those relationships are being modified due to human activity.
Engineering/Technology
- MS-ETS1-2 Evaluate competing design solutions using a systematic process to determine how well they meet the criteria and constraints of the problem.
- MS-ETS1-3 Analyze data from tests to determine similarities and differences among several design solutions to identify the best characteristics of each that can be combined into a new solution to better meet the criteria for success.
- MS-ETS1-4 Develop a model to generate data for iterative testing and modification of a proposed object, tool, or process such that an optimal design can be achieved.
More Suggestions
Knowledge: Students can list potential opportunities to learn outside the classroom.
Skills: Students can reflect on insights gained while working in a non-school setting.
Values: Students appreciate the utility of new perspectives gained in different surroundings.
Skills: Students can reflect on insights gained while working in a non-school setting.
Values: Students appreciate the utility of new perspectives gained in different surroundings.
- Research
- Planning
- Skill preparation
- On-site experience
- Product development
- Demonstration or presentation
- Reflection
- Assessment
- Impact extension steps
Grades 6+
Grades 9+
- Name a skill you observed being used effectively during your project experience that you'd like to develop further.
- What steps could you take to further develop in this area?
- What coaches, groups, or resources are available to help you or others develop in this area?
Grades 9+
- Describe an additional way you could positively impact a community, ideally relating to your unique interests and abilities.
Grades 6+
Grades 9+
- (Before starting) How applicable do you consider knowledge and skills developed through school to be to your life in general? Not at all/ Minimally/ Somewhat/ Applicable/ Very
- (During) Describe a skill learned in class that has been useful during the project, along with how.
- (At the end) How applicable do you consider knowledge and skills developed through school to be to your life in general? Not at all/ Minimally/ Somewhat/ Applicable/ Very
Grades 9+
- (During or at the end) How confident are you of your current ability to execute in this area (specified prior)? Not at all/ Minimally/ Somewhat/ Confident/ Very
- (During or at the end) How interested are you in "leveling up" in this area? Not at all/ Minimally/ Somewhat/ Interested/ Very
- (At the end) Describe any steps taken during or following the project to improve in this area, including evidence of improvement (if available).
- (At the end) How well did your academic work (knowledge and skills developed through school) prepare you for this experience? Not at all/ Minimally/ Somewhat/ Prepared/ Very