4 c throughout project with common core

The 4 C’s Throughout a Project with Common Core Alignment

Launching the Project

An engaging Entry Event and open-ended Driving Question launch students on their inquiry experience. Need to know discussions raise questions that will guide students’ investigation.

Critical thinking Opportunities

Students identifies what they need to know to answer the Driving Questions.

Students consider the various points of view that might exist on the topic of investigation.

Students ask questions that focus or broaden the inquiry. (CC ELA.6-12.W.7).

Collaboration Opportunities

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 project work. (CC ELA 6-12.SL.1b)

Students agree on how to use technology tools to communicate and manage project tasks.

Communication Opportunities

Students engage in discussion 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. (CC ELA 6-12.L.4)

Creativity/Innovation Opportunities

Students make sure they understand the purpose driving the process of innovation by asking, who needs this and why?

When students ask follow-up questions that focus or broaden the inquiry (CC ELA 6-12.W.7) they develop insight about the particular needs and interests of the target audience.

Building Knowledge, Understanding Skills

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.


Students integrate multiple sources of information to address the Driving Question. (CC ELA. 6,11-12. RI.7)

Students assess the credibility, accuracy, and usefulness of each source of information. They decide if information is relevant and sufficient. (CC ELA. 6-12.W.8)

Students evaluates a speakers’ point of view, reasoning, and use of evidence and rethoric. (CC ELA. 6-12.SL.3)


Students work in teams to do inquiry-based research.

Students prepare for and participate effectively in a range of collaborative discussions with diverse partners. (CC ELA 6-12.SL.1)

Students follow rules for collegial discussions (CC ELA 6-12.SL.1b), decision making, and conflict resolution.


Students use formal English to interact with experts and other adults outside the classroom. (CC ELA 6-12.SL.6)

Students acquire and use accurately a range of general academic and domain-specific words and phrases, and demonstrate independence in gathering vocabulary knowledge. (CC ELA 6-12.L.6)

Evaluate a speaker’s point of view, reasoning, and use of evidence and rethoric (CC ELA 9-12.SL.3)


When students gather information to address the Driving Question from multiple and varied sources (CC ELA 6,11-12.RI.7) they find unusual sources of information or develop innovative methods for gathering it.

Students promote divergent and creative perspectives during discussions (CC ELA 11-12.SL.1c)

Developing and Revising Ideas and Products

Students consider diverse perspectives and generate multiple solutions, designs, and answers to the Driving Question. Through cycles of critical feedback, they refine their thinking and improve on early ideas as they create final products.


Students evaluate arguments for possible answers to the Driving Question by assessing whether reasoning is valid and evidence is relevant and sufficient (CC ELA. 6-12.SL.3,RI.8; 6-12 Math Practices. 3)

Students justify their choice of criteria used to evaluate product drafts. Students revise in adequate product drafts, designs or solutions and exlain why they will better meet evaluation criteria. (CC ELA. 6-12.W.5)

Students craft arguments to support claims using valid reasoning and relevant and sufficient evidence (CC ELA. 6-12.W1, WHST.1; 6-12 Math Practices. 3)


Students understand the approaches of others for solving complex problems. (CC ELA 6-12.SL.1d)

Students build on others’ ideas and express their own clearly and persuasively (CC ELA 6-12.SL.1)

Students use technology to produce shared writing products. (CC ELA 6-12.W.6)

Students give and receive critical feedback to improve written products(CC ELA 6-12.W.5) and evaluate problem solutions,products designs, and answers to the Driving Question.


Students build on others’ ideas and express their own clearly and persuasively (CC ELA 6-12.SL.1)

Students give and receive critical peer feedback, which help improve their products through iterative cycles of revisions. (CC ELA 6-12.W.5)

Students produce clear and coherent writing appropriate to task, purpose and audience. (CC ELA 6-12.W.4)


Students use a variety of strategies to generate original ideas or solutions, evaluate them, then select the best one to shape into an original product or answer to the Driving Question.

Students persevere in solving problems, monitoring and evaluating their progress and changing course, if necessary. (CC Math 6-12.MP.1)

Students seek out and use feedback and critique to improve product (CC ELA 6

Presenting Products and Answers to Driving Question

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.


Students evaluate the advantages and disavantages of using different mediums to present a particular idea or topic. (CC ELA 8.RI.7)

Students recognize the limitations of their answer to the Driving Question or product design and consider alternative perspectives.(CC ELA 11-12.SL.4)

Students justify their conclusion. (CC Math. 6-12.MP.3)

Students present information such that listeners can follow the line of reasoning. (CC ELA. 9


Team members decide how best to use multimedia components, visual displays, and digital media and presentations (CC ELA 6-12.SL.5)Team members share responsibility for presenting work effectively to a public audience (CC ELA 6-12.SL.4)Team members reflect together on how well they demonstrated collaboration skills during the project.


Students use technology including the internet to produce and publish writing. (CC ELA 6-12.W.6)

Students present their ideas to an audience and answer questions (CC ELA 6-12.SL.4)

Students make strategic use of multimedia, visual display and digital media in presentation. (CC ELA 6-12.SL.5)


When students create presentation media and visual displays (CC ELA 6-12.SL.5) they make them visually exiting and include creative designs touches.

Students include elements in their presentation that are especially fun, lively, engaging, or powerful for the audience.

Credits

PowerPoint created by Sandrine SchocherFor Napa High Based on an original poster from the Buck Institute for Education

4 c throughout project with common core

Education

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skills students

students investigation

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driving questions

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