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Deeper Learning Competencies
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Effective Communication
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- I can communicate my learning clearly by sharing one planned lesson idea and one sample student task on my concept board, using evidence from the task to explain what students will do
- I can use the mission words (engage, equip, student-centered challenge) to describe why my choice is a fit, with support from peers or the facilitator.
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- I can communicate my learning with clarity and empathy by presenting my lesson and exhibit idea to an audience, explaining how the sample student task connects to the planned learning goals
- I can respond to sticky-note feedback by revising at least one part of my board and explaining what I changed and why, using visible learning evidence to support my claims.
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- I can communicate my learning persuasively by delivering a brief, audience-ready exhibition pitch that shows how my design creates high-interest learning and strengthens academic and social connection
- I can incorporate feedback from peers and leadership by making targeted improvements (not just edits), and I can justify my revisions by referencing specific student-style evidence shown on my board.
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- I can communicate my learning with confidence and sophistication by co-leading an interactive exhibit that invites visitors to experience the student task and understand the intended learning
- I can reflect and refine in real time by using feedback from the gallery walk to strengthen both student-centered purpose and socio-emotional connection, explaining my instructional choices with clear evidence and shared language from the mission.
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Deeper Learning Competencies
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Collaboration
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- I can participate respectfully in collaborative planning by sharing ideas, listening to peers, and using agreed-upon roles to help our team complete each gallery/exhibit task
- I can ask clarifying questions when I’m unsure what to do or why a design choice matters for student learning.
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- I can collaborate to co-design a lesson concept by building on peers’ suggestions, offering evidence-based reasons for my ideas, and making clear decisions as a team
- I can incorporate partner feedback from debriefs to strengthen our board/exhibit components (planned task, learning evidence, and mission-aligned purpose).
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- I can lead shared decision-making by facilitating productive discussion, identifying areas of misunderstanding or conflict, and helping the team reach consensus on the strongest instructional design
- I can revise our exhibit using sticky-note feedback in ways that clearly improve student learning evidence and strengthen academic and social connection.
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- I can demonstrate relational agency by proactively coordinating team work, delegating effectively, and supporting peers to contribute their strengths during the design and revision cycle
- I can resolve disagreements using shared criteria (high-interest purpose, mission alignment, and visible evidence of learning), and I can independently improve the final interactive exhibit so visitors clearly experience the learning we planned.
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Deeper Learning Competencies
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Content Expertise
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- I can identify and describe the core content/skill in my planned lesson using the mission (engage, equip, and student-centered challenge) to explain what students will learn and why it matters
- I can match a sample student task to that core content and label what visible evidence of understanding should look like.
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- I can design lesson experiences where a sample student task clearly reflects the intended content/skill and includes a specific, observable learning evidence target
- I can use feedback and my revision notes to strengthen alignment between the lesson purpose, the student task, and the exhibit language about academic purpose and social connection.
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- I can create an interactive exhibit experience that applies the planned content in a student-style task, showing how students will use key knowledge/skills in an authentic way
- I can justify how the evidence I select demonstrates deeper understanding (not just completion) and I can revise independently to tighten misconceptions, rigor, and student-centered challenge based on leadership and peer feedback.
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- I can refine my lesson and exhibit design to consistently produce high-interest learning where students demonstrate mastery and transfer of the targeted content/skills through evidence-based tasks
- I can independently improve the precision of my learning evidence (rubric-like, observable indicators) and explain how my design builds both academic growth and social connection in ways that visitors can clearly verify.
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Deeper Learning Competencies
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Self Directed Learning
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- I can use teacher and partner feedback to revise my concept board by making at least one clear change that improves the purpose, task, or evidence for student learning.
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- I can monitor my planning with peer and leadership sticky-note feedback by identifying what is already working, what needs stronger purpose, and making multiple revisions that better show high-interest learning and visible evidence.
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- I can independently evaluate my draft concept board and interactive exhibit against the engage/equip/student-centered challenge mission and justify my revisions using specific evidence (e.g., student task, learning indicators, academic and social connection).
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- I can set clear learning goals for my own design work, use feedback proactively and iteratively, and refine my exhibit to consistently show purpose, high-interest challenge, and strong evidence of student thinking and academic + socio-emotional connection—without needing prompting.
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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can identify the problem or decision I’m solving (e.g., how to make a lesson high-interest and purposeful) and describe at least one possible approach using the mission language (engage, equip, and student-centered challenge)
- I can explain why my approach might work for students and what evidence I would look for to confirm it.
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- I can generate multiple instructional options and compare how each option could better address an authentic learning goal and strengthen students’ academic and social connection
- I can choose an approach and revise it by using feedback from partners or leadership to improve the clarity of the reasoning and the match to visible learning evidence.
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- I can design and justify an innovative plan that connects the student task to specific, observable learning evidence and meaningful socio-emotional connection
- I can anticipate likely student misconceptions or barriers, propose targeted adjustments, and explain how my revisions improve the quality of reasoning and problem solving across the exhibit.
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- I can independently evaluate and refine my lesson design using a clear problem-solving process (e.g., define → generate → test/refine) and use data from feedback and learning evidence to drive improvements
- I can transfer my approach to new contexts within the exhibition—articulating a strong rationale, addressing tradeoffs, and demonstrating sophisticated reasoning through compelling, student-centered experiences.
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