3.1  Make Sense of Input and Feedback

Students make sense of information of greatest importance as gathered from users and stakeholder to then propose relevant findings
 

3.2  Consider Alternatives

Based on initial investigations, learners brainstorm via open-ended “what if?” questions and divergent thinking – then propose multiple purposeful, creative, and innovative design solutions
 

3.3  Identify Criteria

Students identify a set of clear criteria (3-4) as indicators of productive purpose, creativity, and innovation to assist with the design decision making process
 

3.4  Embed Feedback Loops

Learners generate ideas for potential embedded check points as formative feedback loops within the design process – to assess progress, impact of design decisions
 

3.5  Conduct Formative Assessment

Students take a scored but non-graded formative assessment of levels of readiness – to apply and transfer key concepts and skills

Teachers offer students feedback on assessment outcomes in the form of 2-3 questions as food for thought – aimed at recording performance outcomes based on on criteria that assists in revealing levels of detailed knowledge, gaps in reasoning, or misconceptions

The midpoint formative assessment can be used to track and compare PRE- and POST- assessments performance differences
 

3.6  Create a Plan of Action

Learners frame a plan of action – including resources, sequence of key implementation events and activities, and prospective desired outcomes