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Deeper Learning Competencies
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Collaboration
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- I can work with a team to share ideas about recess needs and classic games, taking turns and using group roles to help our project move forward
- I can listen to peers’ suggestions and follow agreed-upon next steps with minimal teacher support.
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- I can co-design parts of our project with my teammates by helping make decisions (like game rules, video plan roles, or poster content) and explaining why we choose options
- I can resolve small disagreements by using respectful discussion, and I can incorporate peer feedback to improve our draft.
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- I can collaborate as a team to refine and synchronize our work by repeating and adjusting sequences, instructions, and roles so our game demos, videos, and posters are clear for younger peers
- I can set specific team and personal goals, use feedback from others to revise effectively, and document what changes and why.
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- I can lead collaboration by organizing shared decision-making, supporting equitable participation, and adapting our plan based on what we learn from Miriam Lawson and peer critique
- I can refine complex project details (spatial/sequence clarity for playing and presenting, performance etiquette in filming, and production choices that fit our audience) and reliably use feedback to produce polished, audience-ready final materials.
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Deeper Learning Competencies
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Effective Communication
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- I can listen respectfully to my team and audience, then share my ideas about what helps or limits participation at recess using clear, grade-appropriate words and notes from the observation and interview
- I can ask at least one helpful question and respond when others share theirs.
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- I can communicate my observations and recommendations with a clear message by organizing themes from the class chart and key takeaways from Miriam Lawson into my own notes
- I can explain and justify 1–2 game rules or steps in a practice demo, using feedback words (e.g., “try,” “watch,” “next”) to make my directions easier to follow.
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- I can collaborate to refine our team’s communication by drafting, rehearsing, and improving step-by-step game directions and video plans so they are understandable for younger peers and viewers
- I can adapt how I present (tone, pacing, visuals, and setup guidance) based on feedback from peers and my own review, and I can clearly state what I changed and why.
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- I can consistently deliver audience-focused communication by tailoring our video and laminated poster to multiple needs (younger/older students, classroom viewing, and playground use) and using production elements that increase clarity and engagement
- I can explain our artistic/communication choices (e.g., where we filmed, what visuals we used, how we structured sequences) and provide specific, actionable feedback that leads to meaningful revisions and a stronger final performance for peers.
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Deeper Learning Competencies
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Critical Thinking & Problem Solving
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- I can ask and answer “what’s happening and why?” questions about recess participation by using my own observations and class themes to describe a possible barrier (like rules, space, or social cues)
- I can choose one game situation and explain one clear cause-and-effect idea supported by evidence from my notes.
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- I can analyze recess observations by comparing patterns across different teams, games, and Miriam Lawson’s insights to identify more than one likely barrier to participation
- I can test a change (for example, adjusting steps, roles, or setup) during a practice rotation and explain what improved or didn’t and why using evidence.
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- I can solve complex participation problems by generating multiple workable options for how to make a game easier to join, teach, and enjoy for different peers
- I can refine my choices through iterative trial, using feedback to strengthen my reasoning and document how my plan changed based on results and audience impact.
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- I can develop and justify an inclusive, audience-ready solution by connecting specific barriers to targeted design decisions in my video and poster directions (steps, visuals, setup, and etiquette)
- I can evaluate tradeoffs (who benefits, who might still struggle, and how to address it), then propose a next revision plan that is grounded in evidence from rehearsals, peer feedback, and observed outcomes.
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Deeper Learning Competencies
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Self Directed Learning
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- I can use a checklist to plan my next steps for my role in the recess observation, game practice, and video/poster work, and I can make small revisions when my team or teacher points out what to improve.
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- I can set a clear personal goal for how I will improve my video/poster directions or demo (for example, clarity, inclusion, or steps), and I can use peer and teacher feedback to revise my work and explain what I changed and why.
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- I can independently monitor my progress during rehearsals and production (video filming, practicing game rules, and designing visuals), test options, and apply feedback to make targeted improvements that strengthen audience experience and participation.
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- I can lead my own learning by anticipating what might confuse or exclude younger peers, choosing and testing multiple solutions for how to communicate and present the game, and documenting how my final product reflects ongoing self-corrections and growth over time.
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Deeper Learning Competencies
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Content Expertise
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- I can describe how my team’s game video and poster help an audience join in by linking my ideas to what we observed at recess (e.g., who felt included or left out and why)
- I can contribute one clear part of the directions (setup or one step) and name how it supports participation for a younger or older peer.
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- I can identify and test different production or teaching elements (clear steps, visuals, pacing, roles, and space/setup) that improve how well others can learn and join the game
- I can explain which parts work best and revise my team’s instructions using feedback from peers during practice rotations.
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- I can build game-teaching content using multiple stimuli from our observations and interview notes (recess examples, game rules we tested, and audience needs) to create clear, accurate steps for an instructional video and poster
- I can adapt sequencing and visuals for a specific performance space (classroom viewing and playground use) and justify the changes with evidence from our rehearsals or practice demos.
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- I can refine our final product by experimenting with several production elements to strengthen audience experience and clarify performance etiquette (how to start, take turns, and reset fairly)
- I can independently document what improves (e.g., what made the game easier to join or understand), apply peer and self feedback to correct errors, and explain how our choices heighten inclusion and learning for the intended audience.
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Deeper Learning Competencies
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Academic Mindset
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- I can name what I notice about who feels included or left out during recess and use that evidence to choose a small goal for my learning (for example, improving how I explain game steps or visuals).
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- I can use observations from the recess chart and Miriam Lawson’s notes to set a clear learning goal for myself and try a plan to reach it, then track how my ideas change after peer feedback.
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- I can evaluate how my team’s video and poster choices affect an audience’s ability to join in, and I can revise my work by applying feedback and adjusting my next steps toward stronger directions and setup guidance.
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- I can independently refine my team’s products and performance choices by experimenting, accepting notes, and making targeted improvements based on audience needs, explaining how my revisions increase belonging and participation for different grade-level peers.
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