Thinkering Studio Rubric


Novice/Apprentice
300pix.gif
Journey"man"300pix.gif
Master300pix.gif
Comments
Task(s)/Question(s)/Challenge(s)/Topic(s)
  • Selects a task/question/challenge/topic that is interesting/fun but that is already familiar to student and doesn't find opportunities to learn/contribute
  • Identifies tasks/questions/challenges that are personally meaningful, build one's sense of self-learning, and contribute to the learning of others
  • Sets concrete (doable) short term and long term goals toward completing task/challenge
  • Discovers a wicked problem
  • Goes for an "epic' challenge, one that will be useful in other endeavors, or that benefits others (see public contribution)
  • Addresses an authentic question, challenge, or task
  • Breaks bigger challenge into smaller, Goldilocks challenges (not too hard, not too easy)

Effort/Participation
  • Lack of resources slows project
  • Continues working on the task even when difficulties arise or a solution was not immediately evident.
  • Sometimes distracts or gets distracted
  • Brings resources as needed
  • Works with others in class: comments on journals or projects, offers help/expertise to other projects
  • Looks for and Appreciates "Small Wins"
  • Achieves an "epic" goal
  • Brings zest to project/class
  • Demonstrates grit when needed and knows when to let go
  • Self starter - Takes the initiative

Daily Journal
  • Planning completed
  • Planning completed and is usually close to what can be realistically done in a given amount of time
  • Planning completed and demonstrates understanding of what's possible in a given amount of time

  • Reflection completed
  • Reflection completed and shows meta-cognition about the project (process or product)
  • Monitors progress toward goals and revises actions or goals as needed
  • Reflection completed and shows meta-cognition about the project (process and product) and learning
  • Identifies and changes habits that are impediments to successfull learning

Biweekly Update
  • Teacher provides prompts to make sure student touches on their current project/topic, journal, portfolio, public contribution, etc. Or, teacher needs to prompt student to elaborate on each discussion topic.
  • Student controls part of the meeting, making sure to elaborate on their current project/topic, journal, portfolio, public contribution, etc. Teacher reminds students to discuss one or two topics OR prompts students to elaborate on one or two topics.
  • Student controls the meeting, making sure to elaborate on their current project/topic, journal, portfolio, public contribution, etc.

Portfolio
  • Posts files/links to most projects started/finished
  • Posts files/links to all projects started or finished.
  • Thoughtfully lists/updates projects they want to highlight
  • Maintains a multiyear portfolio

Public Contribution
  • Posts material that would be helpful to someone learning about the same topic, tool, or project when reminded
  • Semi-regularly posts material that would be helpful to someone learning about the same topic, tool, or project
  • Material is organized/presented in a "reader" friendly format
  • Regularly (weekly) posts material that would be helpful to someone learning about the same topic, tool, or project
  • Material is organized/presented in a "reader" friendly format
  • Material becomes a part of a larger community outside of BCS

Outside Expertise
  • Integrates outside resources
  • Actively seeks outside resources from a source or two: books, websites, forums, online videos, MKOs (more knowledgable others), partners, mentors, etc.
  • Seeks out conversation with the teacher as learner to learner
  • Actively seeks outside resources from a variety of sources: books, websites, forums, online videos, MKOs (more knowledgable others), partners, mentors, etc.
  • Becomes an active member of an outside community

Integration of Technology
  • Exploring or mastering technology is the sole focus of the project
  • Technology is only used for finding OR communicating information
  • Technology is used for multiple uses that could include: finding information, processing information, communicating information, exploring/mastering a tool, etc.
  • Demonstrates "tool" flexibility

Creativity

  • Mini-C
  • Connecting ideas - analogical thinking - metaphorical thinking
  • Considering a new way to complete a task, considering multiple solutions
  • Seeing different perspectives
  • Pattern recognition
  • Self-efficacy?
  • Questioning assumptions
  • Playful with concepts/procedures/tools
  • Imaginary play
  • Flexible decision-making
  • Problem finding | Questioning
  • Redefining problems, tasks, questions
  • Little-C
  • Finding a new way to complete a task, finding multiple solutions
  • Adapt strategies for solving unique or novel problems
  • Transfer knowledge/skills across domains
  • "Writing" exhibits voice
  • Pro-C
  • Asks an original question
  • Synthesizes (resources, tools, information)
  • Demonstrates "tool" flexibility
  • Insights
  • Interpretations
  • Hacking
  • Flowing between creator and critic role
  • Invent strategies for solving unique or novel problems
  • Embraces constraints as avenues for creativity (cost, time, materials, tools, prior knowledge, etc.)

General Comments:
add

Questions

  • Do you feel you have been growing in your abilities and understanding of how you learn in some other way? Let your teacher know and you can discuss individualizing this rubric for yourself. What else could be considered?
  • Did you notice that there are not specific grades assigned to each level? Why not?

Related Resources




Jordy Whitmer