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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can identify the main budgeting problem for Chicago teens (rising transit, food, housing, and school costs) and explain at least one cause and effect using evidence from my research notes or provided sources
- I can connect the problem to a simple budgeting choice (spend/save/trade-off) and describe why that choice matters.
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- I can select an approach to the budget challenge by asking a focused question and using data and text sources together (e.g., fare info, charts, short articles) to support my reasoning
- I can propose a budget strategy that includes a realistic transportation plan and clearly states key trade-offs, revising my ideas when my evidence suggests improvements.
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- I can evaluate multiple solution approaches to create a balanced teen budget, narrowing or broadening my question as needed to better address the CTA-informed transportation problem
- I can justify my recommended strategy by integrating quantitative data with qualitative explanations and anticipating how limited income changes priorities and saving options.
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- I can independently design an evidence-based solution to the budgeting challenge by combining research, quantitative analysis, and qualitative reasoning into a coherent recommendation for Chicago teens
- I can refine my approach through feedback and iterative revision, and I can clearly defend my trade-offs as well as explain why my solution is realistic and useful for the community.
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Deeper Learning Competencies
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Collaboration
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- I can participate in my group discussion by listening to others, asking at least one question, and sharing my idea about teen budget trade-offs clearly when it’s my turn
- I can build on one peer’s comment by adding a related fact or example from our research notes.
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- I can collaborate effectively in group and teacher-led discussions by initiating ideas, responding directly to others, and respectfully challenging or refining plans with reasons
- I can integrate a small piece of quantitative evidence (like a chart value or CTA fare detail) into my explanation and connect it to a qualitative claim about budget stress.
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- I can lead portions of our collaboration by co-planning roles, inviting quieter voices in, and using evidence-based talk to reach decisions about our budget strategy
- I can synthesize multiple sources and combine qualitative reasoning with quantitative data (tables, fares, or summarized research) while presenting our trade-offs clearly using visual or digital elements.
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- I can consistently collaborate with diverse partners by facilitating discussion, negotiating differences, and strengthening shared decision-making toward a realistic CTA-informed teen budget
- I can integrate and evaluate information across media (written research, data displays, and CTA materials), and I can use feedback from peers and community/client perspectives to revise our recommendations and defend my trade-offs persuasively.
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Deeper Learning Competencies
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Effective Communication
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- I can participate in discussions about Chicago teen budgeting by sharing my ideas clearly and listening to others, using at least one sentence from my peers to help shape my response.
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- I can lead my own small-group or teacher-led discussions by asking focused questions, building on others’ ideas, and expressing my reasoning about transit, food, and school costs with evidence from my research notes.
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- I can integrate quantitative information (such as fare costs or budget totals) with qualitative evidence (such as brief research explanations) to support my claims and present them persuasively in my one-page plan or short video.
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- I can communicate effectively and persuasively for a real audience (classmates and CTA/community partners) by using strategic digital/visual media to explain my findings, defend trade-offs, and connect my evidence across multiple sources while responding to feedback and revising.
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Deeper Learning Competencies
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Content Expertise
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- I can gather basic information about Chicago teen costs (transit, food, and school) and explain it in my own words, using at least one source and a simple budget idea from the simulation/research
- I can match quantitative details (like fare amounts or price totals) to the claims I make about how costs affect a teen budget.
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- I can conduct a focused, short research process to answer my question about rising costs and synthesize information from multiple sources (quantitative data plus written text) to justify specific budget choices
- I can use charts/amounts and written explanation together to show cause-and-effect for financial stress and at least one trade-off between spending, saving, and needs.
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- I can refine my research question as I learn and integrate multiple data types (e.g., CTA fare/pass details, price research, and short articles) to support a clear recommendation for a realistic teen budget strategy
- I can evaluate competing budget approaches by comparing trade-offs and explaining why my plan works for Chicago teens, using evidence in both writing and visuals/graphics.
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- I can independently plan and sustain an evidence-based research and communication process to create a product (1-pager or short video) that addresses the challenge with a well-supported balanced budget strategy
- I can critically integrate and evaluate sources across formats (tables/charts, qualitative explanations, and digital visuals), defend my reasoning and trade-offs persuasively, and show improvements after feedback.
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Deeper Learning Competencies
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Self Directed Learning
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- I can use teacher-provided checklists and sentence stems to set a specific goal for my Chicago teen budget research, keep track of what I have and haven’t done, and make a basic revision after feedback.
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- I can create and refine a focused research question about rising transit, food, and school costs, follow a research plan with timelines, and apply peer/teacher feedback to improve my sources, notes, and draft budget advice.
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- I can independently narrow or broaden my inquiry based on what my research shows, integrate qualitative explanations with quantitative evidence (like CTA fare data or charts), and revise my product and writing after reflecting on feedback and results.
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- I can monitor my progress toward my purpose for the CTA-facing advice product, use feedback and self-reflection to make strategic revisions (including media/visual choices), and explain how my improved research decisions strengthened my trade-offs and conclusions.
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Deeper Learning Competencies
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Academic Mindset
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- I can stay focused on the challenge of rising Chicago teen costs by tracking my research steps (question, sources, notes) and using peer/teacher feedback to make small improvements to my ideas and budgeting recommendations.
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- I can manage my learning process by setting a clear self-generated question, narrowing or expanding it as needed, and using evidence from multiple sources (including quantitative transit or cost info) to revise my budget advice with growing confidence.
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- I can demonstrate an academic mindset by monitoring my understanding during the project, adjusting my strategy when findings conflict or are unclear, and synthesizing qualitative explanations with quantitative data to strengthen the trade-offs I recommend.
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- I can independently sustain my academic mindset by setting a refined inquiry goal, evaluating the credibility and usefulness of diverse media/data, and iterating my product (e.g., one-page plan/video) through reflection and revision to create realistic, CTA-informed recommendations and justify them persuasively to an audience.
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