Students rarely or inconsistently have Students learn and work together with Students learn and work together Students learn and work together opportunities to learn and work teachers and peers to problem-solve with teachers, peers and others with teachers, peers, and others together to problem-solve and and generate products. to either face-to face or through the use either face-to-face or virtually generate products. problem-solve and generate of a wide variety of online products/outcomes tied to communication tools and curriculum and learning goals. environments to problem-solve and generate products, events or presentations with a local and/or global purpose. To what extent do students learn and work together with teachers, peers and others, either face-to-face or virtually, to problem-solve and generate products/outcomes tied to curriculum and learning goals? Students seldom reference the work Students are indiscriminate in their Students refer to works of quality Students create works of quality and of others as models to inform their reference of others work as models to substance that are used as models to and substance as models to inform work. inform their work. their work. inform work. others’ To what extent do students refer to works of quality and substance as models to inform their work? Evidence: Rationale: Next Steps:
Students rarely or inconsistently have opportunities to learn and work together to problem-solve and generate products. Students learn and work together with teachers and peers to problem-solve and generate products. Students learn and work together with teachers, peers and others either face-to-face or virtually to problem-solve and generate products/outcomes tied to curriculum and learning goals. Students learn and work together with teachers, peers, and others either face-to face or through the use of a wide variety of online communication tools and environments to problem-solve and generate products, events or presentations with a local and/or global purpose. To what extent do students learn and work together with teachers, peers and others, either face-to-face or virtually, to problem-solve and generate products/outcomes tied to curriculum and learning goals? Students seldom reference the work of others as models to inform their work. Students are indiscriminate in their reference of others work as models to inform their work. Students refer to works of quality and substance as models to inform their work. Students create works of quality and substance that are used as models to inform others’ work. To what extent do students refer to works of quality and substance as models to inform their work? Evidence: Rationale: Next Steps: