The Activities stages are based on the  6Ds of Solution Fluency. You also have the option of creating a unit plan based on inquiry using the 5As of Information Fluency.

Whenever you begin a new unit plan the Activities page will present you with a choice of using either Solution Fluency or Information Fluency as the basis for the learning progressions. If you’re feeling really adventurous or need something different you can also build your own learning progressions.

Note: Once you've made this choice, there is no way to reset. You will have to delete and add activities manually, or delete the plan and start again.

Each stage has an area for your text which you can add and then format by highlighting, just like other areas of the planner. You can also add (Add Activity) and remove additional activity stages (blue X).

Evidence of Learning is a twist-down window that allows you to add prerequisites for what students must accomplish before moving on to the next activity. These are the checkpoints at the end of each stage of the lesson. Formative feedback is given to students about what they’ve accomplished in that stage.

Note: We'll briefly outline Solution and Information Fluency below, but there is much more detailed information in our Resources section. Consider downloading the Solution Fluency Teacher's Companion to really understand the process better.

Projects-Based Progressions (Solution Fluency)

Define - First, we present the scenario and assign student groups if the unit calls for it. In this stage, the students also illustrate their understanding of the challenges in the scenario by providing a written definition of the problem.

Discover - This activity involves investigating the problem, research, knowledge quests, reading, discussion, gathering, organizing, and comparing data and knowledge. Here you’ll also guide your students with ideas and suggestions to help direct them in their knowledge quest.

Dream - In Dream, students discuss different ideas on how they will be designing their own unique solutions to the problem. The Dream stage includes brainstorming to develop a SMART solution (Specific, Measurable, Attainable, Realistic, and Timely).

Design - This stage involves mapping the production process for the project and creating a timeline with specific milestones, deadlines, and responsibilities. Here is where the students get their ideas “down on paper” into workable concepts for development and execution.

Deliver—Produce - In the Produce, stage, the projects take shape and come to life. It may be that more than one phase needs to be added, depending on how complex the projects are. No matter what, the students’ projects should be complete and ready for the next phase.

Deliver—Publish - In the Publish phase, the students actually apply their solution to the problem. This is an excellent time to employ peer assessment and self-assessment practices for evaluation and to encourage questions from the other student groups for clarification.

Debrief - The Debrief stage allows students to look back on their journey and consider what they’ve learned. They can analyze their products and processes and discuss how they could have been better or more efficient. They might even have time to revise their project in this stage.

Inquiry-Based Progressions (Information Fluency)

Ask - Students begin compiling a list of critical questions about what knowledge or data is being sought. The key here is to guide them to ask good questions because that’s how they get good answers.

Acquire - This stage involves students accessing and collecting informational materials from the most appropriate digital and non-digital sources.

Analyze - In this stage students authenticate, organize, and arrange all the raw data collected. This stage also involves ascertaining whether information is true or not, and distinguishing the good from the bad.

Apply - Once data is collected and verified, and a solution is finally created, the knowledge must then be practically applied within the context of the original purpose for going on the information quest.

Assess - This involves open and lively discussions about how the problem-solving journey could have been made more efficient, and how the solution created could be applied to challenges of a similar nature.

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