id: https://api.badgr.io/public/badges/FkTSESfkTkq1G4cRHs4V3g
name: Planning for Service Learning
image:
  id: https://api.badgr.io/public/badges/FkTSESfkTkq1G4cRHs4V3g/image
achievement type: Achievement
description: Educators and students plan a service learning project.
issuer: https://api.badgr.io/public/issuers/yVBU5LNmQae9Mew4CckYrg
tags: Service Learning
criteria:
  id: https://digitalpromise.box.com/s/izskw0zyyeaggbsjrqkm7i7ov5ot9lgt
  narrative: # Key Method Educators help students take the area of interest they identified during exploration and turn their interests into a concrete project proposal. # Method Components Educators and students must create a plan that includes an investigation of the community problems that they might potentially address and a proposal for their service learning project. The following planning components and steps are suggested as a way to help students organize their interests and create a plan for their service learning project that they will develop into a proposal. ### ### Components for planning the Service Learning Project 1. Investigate service learning opportunities 2. Prepare and submit a service learning project proposal **Suggested Investigation Steps** Have students follow the steps below in planning the service learning project: 1. Research * Develop lists of possible service topics of interest to students. * Narrow down student lists of possible service topics by eliminating any that are less interesting to them. * Identify main areas of interest and conduct general and then more specific research. * Describe the problem or need students plan to address and why it is important, based on their research. 2. Field Observation * Identify a local organization—or a larger organization with a local presence—that addresses the topic on which they want to focus. * Arrange to do an onsite observation or volunteer with the organization for at least an hour. Students record their observations in a notebook. * Write a brief description of their observation, reporting on questions they had, what they learned about how the problem is addressed, what they did during the observation, and how this will help address the identified need. 3. Interview * Select someone from the organization—or someone otherwise connected with the organization or the problem being addressed—for an interview. * Write interview questions, practice their questions with another student, and otherwise prepa…
type: BadgeClass
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: High-quality service learning approaches have positive impacts on students’ social-personal development, academic achievement, citizenship, and career awareness. Service learning impacts are likely to be maximized if they contain the following elements (excerpted from original list in resource): * Students assuming a high degree of responsibility for program planning and implementation and their behavior while working in the community; * Students having more direct contact with community members; * Programs containing high-quality reflection activities that go well beyond summarizing the service experience and capturing feelings; * Educators playing a strong mediating role in helping students to understand the meaning of their experiences and making explicit connections to curriculum; * Schools explicitly tying service learning to academic areas in which students are expected to become proficient. * Billig, Shelley H. “Support for K-12 Service-Learning Practice: A Brief Review of the Research.” *Educational Horizons*, vol. 80, no. 4, TEAR DOWN THIS WALL: THE CASE FOR A RADICAL OVERHAUL OF TEACHER CERTIFICATION, 1 July 2002, pp. 184–189., [](http://www.jstor.org/stable/42927126)<http://www.jstor.org/stable/42927126>. Accessed 1 Aug. 2016.\ “While disagreement about the definition of service-learning persists, there is general consensus that its major components include ‘active participation, thoughtfully organized experiences, focus on community needs and school/community coordination, academic curriculum integration, structured time for reflection, opportunities for application of skills and knowledge, extended learning opportunities, and development of a sense of caring for others.’” * Bhaerman, Robert D., et al. “The Role of Service-Learning in Educational Reform.” *The Role of Service-Learning in Educational Reform*, Simon & Schuster Custom Pub., Needham Heights, MA, 1998, p. 4.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: These toolkits provide step-by-step instructions, along with background rationale, for designing and implementing service learning projects. * National Geographic Society. Service Learning Toolkit. [](http://nationalgeographic.org/media/service-learning-toolkit/)<http://nationalgeographic.org/media/service-learning-toolkit/> * RMC Research Corporation. K-12 Service-Learning Project Planning Toolkit. Scotts Valley, CA: National Service-Learning Clearinghouse, 2006/2009. [https://www.ffa.org/sitecollectiondocuments/lts\_servicelearningtoolkit.pdf](https://www.ffa.org/sitecollectiondocuments/lts_servicelearningtoolkit.pdf) * Although not specifically about service learning projects, this resources lists thoughtful strategies for developing authentic project-based learning experiences that are relevant to the service learning planning process. Edutopia. “Empowering Students to Change the World.” (2015). [](http://www.edutopia.org/blog/empowering-students-change-the-world-chase-mielke) <http://www.edutopia.org/blog/empowering-students-change-the-world-chase-mielke> * Although your service learning project should meet the interests of your students and the needs of your community, here are some service learning project examples to get the ideas flowing. The Good Character Service Learning Primer: Project Examples. [](http://www.goodcharacter.com/SERVICE/primer-10.html) <http://www.goodcharacter.com/SERVICE/primer-10.html> * AMLE. “Service-Learning: The Time Is Now.” <http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/212/Service-Learning-The-Time-Is-Now.aspx>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a “Passing” evaluation for each of the questions in Parts 1, 3, and 4, and a “Met” for Part 2, per the criteria listed.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
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        position: 0
    rubrics:
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        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Criteria
        position: 0
    sections: Overview
      questions:
        type: TextQuestion
        text: Activity Description: What kinds of activities did you and your students engage in to become more proficient at planning a service learning project and preparing a project proposal? Please describe the learning activities and strategies you usedeither from the suggested investigation steps or your own strategies.
        word limit: 300
      questions:
        type: TextQuestion
        text: Activity Evaluation: How do you know your students increased their proficiency in service learning project planning by engaging in the activities? What formative and summative evaluation methods did you use? What evidence did you collect during the planning process that demonstrates these learning gains? In what ways does the proposal(s) your students prepared and submitted demonstrate their proficiency in planning a service learning project?
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: Please submit the following work examples: 1. Two work examples demonstrating your students’ service learning project investigation. These items might include: * List of possible service learning projects generated by students; * Research report—outcome of student research on one or more community problems or areas of interest to be addressed by possible service learning projects; * Report or other demonstration of contact with a community organization, such as a write-up of an interview, a report from an observation at the organization, or an article in a school newspaper. 2. One service learning project proposal prepared and submitted by students—either a whole-class or small-group project.
    sections: Student Reflection
      questions:
        type: TextQuestion
        text: For two students whose service learning project proposal was submitted, submit student-created reflections on their experience of the project planning and proposal submission activities and the process itself. Use the following questions as a guide: - In what ways did the service learning project planning process deepen your understanding of the purpose for service learning and increase your interest in participating in a project? - To what extent did participating in the service learning project planning activities prepare you to carry out your project?
        word limit: 200
    sections: Educator Reflection
      questions:
        type: TextQuestion
        text: Provide a reflection on what you learned during this activity, using the following questions as a guide: - What was the impact of engaging your students in the process of planning a service learning project? - How will experiencing these activities inform or influence your teaching practiceeither in future service learning processes, in project-based learning activities, or in general teaching practice? How might you modify the activities in the service learning planning process?
        word limit: 200

id: https://api.badgr.io/public/badges/FODzkn4xQN2xVJU5d2pIwQ
name: Nurturing Student Reflection
image:
  id: https://api.badgr.io/public/badges/FODzkn4xQN2xVJU5d2pIwQ/image
achievement type: Achievement
description: Educator nurtures student reflection through all phases of a service learning project.
issuer: https://api.badgr.io/public/issuers/yVBU5LNmQae9Mew4CckYrg
tags: Service Learning
criteria:
  id: https://digitalpromise.box.com/s/zos3cpskzccgtva2uy5vtvq4c6tois1u
  narrative: # Key Method Teacher leads students in activities that help students understand the service learning experience and to think about its meaning and connection to them, their society, and what they have learned in school. # Method Components Allowing students the time to process and reflect on their experiences adds value to their service learning experience. Reflection should occur during all phases of the project and should include modalities in addition to writing, such as discussion, movement, art, music, or film. Challenge students to be innovative and creative. Reflecting on the project as a whole helps students be better prepared for future projects and reinforces the content learning that supported their project. ### Components for Nurturing Students in Reflection 1. Set the tone for reflection 2. Guide student reflection 3. Provide diverse methods for documenting reflection **Suggested Strategies for Setting the Tone** * Schedule adequate time for reflection throughout the service learning experience—from planning through conducting the project. * Move students away from what they are currently doing, signaling a shift in tone. * Scaffold reflective practice by using sentence frames such as “What I enjoyed most about brainstorming ideas for our project was \_\_\_\_\_\_\_\_\_\_\_\_” or “When we were doing \_\_\_\_\_\_\_\_\_\_ I realized \_\_\_\_\_\_\_\_\_\_\_\_\_.” * Provide enough wait time to allow students to reflect before responding to questions or prompts. Give students opportunities to respond in whole-class, small-group, or individual student settings. * Model reflective thinking by responding first to some sentence frame prompts or share your reactions. **Suggested Steps for Guiding Reflection** (Note: Have students work through these steps for each component in the process: research, planning, and carrying out the service learning project.) * Have students work individually to complete the Self-Evaluation Rubric in the Service Learning Workbook: [](h…
type: BadgeClass
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: * Reflection—for students and teachers alike—is an essential component of the service learning experience. Reflection allows participants to examine the process and their roles in it as they work through each step. It facilitates testing and iteration in any project and leads to better experiences and results for all. * According to the “Importance of Students Reflection” article, “Reflection is a process of examining and interpreting experience to gain new understanding.” Reflection facilitates learning about individual values in the context of social issues. It challenges students to assess their own biases or stereotypes, and it fosters “a sense of connection to the community” that is more likely to lead to continued service. Students should be provided with a variety of reflection activities to accommodate learning styles and interests. * “Importance of Student Reflection” *Welcome* to Writing@CSU, Writing@CSU, [writing.colostate.edu/guides/teaching/service\_learning/refben.cfm](https://writing.colostate.edu/guides/teaching/service_learning/refben.cfm). Accessed 9 July 2017.
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * National Geographic, Service Learning Toolkit. [](http://nationalgeographic.org/media/service-learning-toolkit/)<http://nationalgeographic.org/media/service-learning-toolkit/> * ASCD, Learning and Leading with Habits of Mind, Chapter 12: Learning Through Reflection. <http://www.ascd.org/publications/books/108008/chapters/Learning-Through-Reflection.aspx> * University of Hawaii, Reflective Thinking: RT. <http://www.hawaii.edu/intlrel/pols382/Reflective%20Thinking%20-%20UH/reflection.html>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a “Passing” evaluation for each of the questions in Parts 1 and 3 as well as a “Met” for Part 2, per the criteria listed.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
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    rubrics:
      rubric criteria:
        description: Criteria
        position: 0
    sections: Overview
      questions:
        type: TextQuestion
        text: Activity Evaluation: How do you know your students increased their capabilities in reflection and self-assessment? What formative and summative evaluation methods did you use? What evidence did you collect during student reflection activities that demonstrates these learning gains? In what ways does student documentation of their reflection demonstrate their proficiency in this skill?
        word limit: 300
      questions:
        type: TextQuestion
        text: Activity Description: What kinds of activities did you and your students engage in to set the tone for reflection, guide student reflection, and document student reflection?
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: Please submit work examples from two students (journals, essays, drawings, video, poems, or other products) that demonstrate progress toward students’ skills in self-reflection on the service learning planning and implementation process.
    sections: Educator Reflection
      questions:
        type: TextQuestion
        text: This activity focuses on nurturing students skills in reflection. Now, its time for you to reflect on your experience with the activity. Provide a reflection on what you learned during this activity, using the following questions as a guide: - What did you learn about your own reflection practices during this activity? - In what ways did students reflection throughout the steps in planning and implementing a service learning project impact the (a) process, (b) outcome, and (c) students experiences overall? To what extent will you use student reflection in other classroom projects?
        word limit: 200

id: https://api.badgr.io/public/badges/mfB9hRwOTFSVfQtpdiQgRg
name: Tying Service Learning to Curriculum Goals
image:
  id: https://api.badgr.io/public/badges/mfB9hRwOTFSVfQtpdiQgRg/image
achievement type: Achievement
description: Teachers lead students in aligning service learning to student learning goals and outcomes.
issuer: https://api.badgr.io/public/issuers/yVBU5LNmQae9Mew4CckYrg
tags: Service Learning
criteria:
  id: https://digitalpromise.box.com/s/c95qzemuay4py58pn1kdydc5femea1nv
  narrative: # Key Method Teachers and students evaluate the ways in which service learning activities align with course learning goals and standards, and teachers guide students in determining how course learning objectives could be met through service learning applied to real-world problems. # Method Components Learning is what distinguishes service learning from a service project. Service learning can be integrated in most aspects of the curriculum and can serve as a vehicle to address learning standards. In fact, service learning projects often lend themselves to a multidisciplinary approach. As students and teachers work together to design a successful service learning project, they must first address how this experience will help them meet established learning goals for the course or the school—and how it will meet their own learning needs. **Learning Goals and Standards** In any service learning, it is important to keep the learning goals and standards that you want to address foremost in the planning process. Most service learning lends itself to the language arts and social studies standards listed below, but specific standards in science, math, foreign language, history, literature, physical education, and many other subject areas can also be addressed through service learning. Identifying standards early ensures that your service learning experience will provide an authentic outlet for the application of your content standards. * Common Core Language Arts + CCSS.ELA-Literacy.W. 3.2, 4.2, 5.2, 6.2, 7.2, 8.2, 9-10.2, 11-12.2 + CCSS.ELA-Literacy.W. 3.4, 4.4, 5.4, 6.4, 7.4, 8.4, 9-10.4, 11-12.4 + CCSS.ELA-Literacy.W. 3.7, 4.7, 5.7, 6.7, 7.7, 8.7, 9-10.7, 11-12.7 * Social Studies + 10: Civic Ideals and Practices National Geographic Society.*Service Learning Toolkit: Educator Guide. p. 4.* [](http://nationalgeographic.org/media/service-learning-toolkit/)*[](http://nationalgeographic.org/media/service-learning-toolkit/)* Before working through the steps in the components of …
type: BadgeClass
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: * *“Studies have shown that with strong integration, students’ test scores in the subject matter area with which service learning is integrated can increase significantly (Billig and Klute 2003; Billig, Klute, and Sandel 2003; Meyer, Billig, and Hofschire 2004; Santmire, Giraud, and Groskopf 1999). In these studies, curriculum integration meant that service-learning was planned and implemented with specific learning objectives in mind. The learning objectives were tied to the content standards or the specific areas of knowledge and skills that students are meant to acquire."* Billig, S. H. and Klute, M. M. (2003). The Impact of Service-Learning on MEAP: A Large-Scale Study of Michigan Learn and Serve Grantees. Presentation at National Service-Learning Conference, Minneapolis. * Billig, S.H., Klute, M.M., and Sandel, K. (2003). Antioch’s Community-Based School Environmental Education (CO-SEED): Evaluation Report. Denver: RMC Research Corporation. * Meyer, S. J., Billig, S. H., and Hofschire, L. (2004). The Impact of K–12 School-Based Service-Learning on Academic Achievement and Student Engagement in Michigan. In M. Welch and S. H. Billig (Eds.), *Advances in Service-Learning Research*: Vol. 4. *New Perspectives in Service-Learning: Research to Advance the Field* (61–85). Greenwich, Conn.: Information Age. * Santmire, T., Giraud, G., and Grosskopf, K. (1999). Further Attainment of Academic Standards Through Service-Learning. Paper presented at The National Service-Learning Conference, San Jose, Calif. * *“Research studies of service-learning, an educational method that intentionally connects community service to classroom learning, demonstrate that service-learning programs can have positive impacts on youth in three general areas: academic engagement and achievement; civic attitudes and behaviors; and social and personal skills. The studies also demonstrate that students gain the maximum benefit when their service-learning experience includes a direct tie to the curr…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * National Geographic Society. (2016). Service Learning Educator Guide. <http://nationalgeographic.org/media/service-learning-toolkit/> * National Geographic Society. (2016). Service Learning Student Workbook.[](http://media.nationalgeographic.org/assets/file/service-learning-workbook.pdf) <http://media.nationalgeographic.org/assets/file/service-learning-workbook.pdf> * RMC Research Corporation. (2006/2009). K-12 Service-Learning Project Planning Toolkit. Scotts Valley, CA: National Service-Learning Clearinghouse. [https://www.ffa.org/sitecollectiondocuments/lts\_servicelearningtoolkit.pdf](https://www.ffa.org/sitecollectiondocuments/lts_servicelearningtoolkit.pdf) * Kaye, Cathryn B. (2009). Service Learning: The Time is Now[](http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/212/Service-Learning-The-Time-Is-Now.aspx) <http://www.amle.org/BrowsebyTopic/WhatsNew/WNDet/TabId/270/ArtMID/888/ArticleID/212/Service-Learning-The-Time-Is-Now.aspx>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a “Passing” evaluation for each of the questions in Parts 1, 3, and 4, and a “Met” for Part 2, per the criteria listed.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Criteria
        position: 0
    sections: Overview
      questions:
        type: TextQuestion
        text: Activity Evaluation: How do you know your students increased their proficiency in aligning service learning goals with class learning objectives/standards? What formative and summative evaluation methods did you use? What evidence did you collect during the process that demonstrates these learning gains? In what ways did any product you required (such as the group presentations suggested) demonstrate their proficiency?
        word limit: 300
      questions:
        type: TextQuestion
        text: Activity Description: If you used the suggested strategy for working through this micro-credential, in what ways did the strategy help you and your students become proficient at aligning service learning to class learning objectives/standards? Describe how the strategy did or did not help with this process. If you did not use the suggested strategy, describe what methods/strategy you did use and the outcome(s) you experienced.
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: Please submit the following work examples: 1. The list you developed during Step One: The Teacher’s List 2. An example of the ideas and suggestions students generated during Step Two: Getting Students Involved 3. An outline or detailed description of one of the student presentations in Step Three: Coming to Consensus
    sections: Student Reflection
      questions:
        type: TextQuestion
        text: Submit the reflections of two students involved in the process of aligning service learning goals with learning outcomes. Use the following questions as a guide: - In what ways did this process deepen your understanding of the purpose of service learning and increase your interest in participating in a project? - In what ways, if any, do you think a service learning project can tie what you learn in school to solving real-world problems in your community?
        word limit: 200
    sections: Educator Reflection
      questions:
        type: TextQuestion
        text: Provide a reflection on what you learned during this activity, using the following questions as a guide: - What was the impact of engaging your students in the process of aligning service learning goals with learning outcomes? - How will experiencing these activities inform or influence your teaching practice, either in future service learning processes, in project-based learning activities, or in your general teaching practice? How might you modify the suggested activities in this module?
        word limit: 200

id: https://api.badgr.io/public/badges/4YnthlTIQMGm2X7TJ6csmQ
name: Geographic Thinking: Creating Geographic Inquiry Questions
image:
  id: https://api.badgr.io/public/badges/4YnthlTIQMGm2X7TJ6csmQ/image
achievement type: Achievement
description: Educators guide students to create complex geographic inquiry questions that can drive deep research and learning in Geography.
issuer: https://api.badgr.io/public/issuers/yVBU5LNmQae9Mew4CckYrg
tags: Geographic Thinking
criteria:
  id: https://digitalpromise.box.com/s/qzpor2tg4o3s52r3lkv9kctc88k3llg5
  narrative: # Key Method Educators help students develop open-ended geographic questions that can further investigation or research by outlining the components of a quality geographic inquiry question, providing students opportunities to develop questions, and evaluate the question against clear criteria. # Method Components Educators and students create open-ended geography questions that promote analysis of space, place, and interconnections between both the human world and the natural world. ### What are the components of a Geographic Inquiry lesson plan or activity? 1. Clear teacher guidance on criteria for quality geographic inquiry questions 2. Opportunities for students to develop questions based on specific topics 3. Opportunities for students to refine and evaluate questions ### Suggested strategy for conducting a Geographic Inquiry activity The following steps are suggested as ways to ensure that students develop quality geographic inquiry questions and evaluate and refine those questions against set criteria. **I - Clear teacher guidance on criteria for quality geographic inquiry questions** *Use these steps to introduce the criteria for quality geographic inquiry questions using familiar examples.* 1. Explain that a geographic inquiry question is a complex, open-ended geographic question that can drive research and discussion. Geographic inquiry addresses three main questions: * Where is it? * Why is it there? * Why care? 2. Clarify that quality geographic inquiry questions must be complex and require deeper research or discussion. Complex questions: * Require students to look at connections among different perspectives, such as spatial, cultural, political, economic, historical, ecological, or geological relationships. * Cannot be answered quickly or with a simple internet search. 1. Begin with local examples, such as the school. For example, what geographic questions might they ask about the school? Model some simple examples, such as: * *Where is the school locat…
type: BadgeClass
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: “Studies have shown a positive impact on learning when students participate in lessons that require them to construct and organize knowledge, consider alternatives, engage in detailed research, inquiry, writing, and analysis, and communicate effectively to audiences” * Barron, Brigid and Linda Darling-Hammond. “Teaching for Meaningful Learning: A Review of Research on Inquiry-Based and Cooperative Learning.” Edutopia. <https://backend.edutopia.org/sites/default/files/pdfs/edutopia-teaching-for-meaningful-learning.pdf> “When children want to know something, they're more likely to learn it and remember it. Babies play longer with toys in which they've shown a prior interest and explore these toys more; their interest allows them to learn more than they otherwise would. When older students are intrigued by unexpected or mysterious descriptions in their reading, they're more likely to remember that content later, and to more deeply understand what they read.” * Engel, Susan. “The Case for Curiosity.” Education Leadership. 70.5 (2013) 36-40. <http://www.ascd.org/publications/educational-leadership/feb13/vol70/num05/The-Case-for-Curiosity.aspx>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * National Geographic Society. “The Geo-Inquiry Process.” <https://www.nationalgeographic.org/education/programs/geo-inquiry/> The Educator Guide and Student Resource Packet on this site provide activities and resources to support the development of quality Geographic Inquiry Questions. Resources referenced above are from the Student Workbook. * Rothstein, Dan and Luz Santana. “Teaching Students to Ask Their Own Questions.” Harvard Education Letter. Vol. 27, no. 5, September/October 2011. [http://hepg.org/hel-home/issues/27\_5/helarticle/teaching-students-to-ask-their-own-questions\_507](http://hepg.org/hel-home/issues/27_5/helarticle/teaching-students-to-ask-their-own-questions_507) Provides guidance on Question Formulation Technique (QFT) when helping students develop questions. * National Geographic Society. “Asking Geographic Questions.” <https://www.nationalgeographic.org/geographic-skills/1/> This site outlines the critical geography skill of asking geographic questions at grades 4, 8, and 12, as described by the National Geography Standards. * National Council for Social Studies. “College, Career, and Civic Life: C3 Framework For Social Studies State Standards.” <https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf> The NCSS C3 framework underscores the importance of inquiry and questioning across Social Studies disciplines in Dimension 1 of the Inquiry Arc (pp. 23-27). Appendix A shows examples of geographic inquiry compared to inquiry from other Social Studies disciplines (pp. 66-68). Appendix E provides scholarly rationale for using questioning and inquiry in Social Studies classrooms (pp. 82-91). * NGSS Lead States. “Next Generation Science Standards: For States, By States” (2013). [https://www.nextgenscience.org/ ](https://www.nextgenscience.org/) The Next Generation Science Standards (NGSS) emphasize student inquiry as a key skill. Appendix F outlines the Science and Engineering Practices central to learning science a…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn the micro-credential, you must earn passing scores on each prompt in Part 1 and Part 3 and a “Yes” for each section of Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
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        position: 0
    rubrics:
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    rubrics:
      rubric criteria:
        description: Section 1: Lesson Plan or Activities
        position: 0
      rubric criteria:
        description: Section 2: Student Work
        position: 1
    sections: Overview
      questions:
        type: TextQuestion
        text: Please begin by briefly describing the subject area and grade level you teach. This will provide context for the rest of your submission.
        word limit: 250
      questions:
        type: TextQuestion
        text: What activities and resources did you use to conduct the lessons in this submission and why did you choose these activities and resources? In your answer, please be sure to include how this lesson fits into any larger related units or projects in your class.
        word limit: 250
      questions:
        type: TextQuestion
        text: What does geographic inquiry mean to you and why is it important in your classroom?
        word limit: 250
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: Please submit the following evidence: * Lesson plans, resources, or activities that show the processes you used to guide quality question development, refinement, and evaluation. * At least two student work samples that meet the criteria for a quality geographic inquiry question and show the question development and evaluation processes.
    sections: Reflection
      questions:
        type: TextQuestion
        text: How well did your lessons and activities meet your goals? What might you do differently next time and why?
        word limit: 300

id: https://api.badgr.io/public/badges/YM30JZ9FTPerRK_eK1hrdQ
name: Communicating Outcomes
image:
  id: https://api.badgr.io/public/badges/YM30JZ9FTPerRK_eK1hrdQ/image
achievement type: Achievement
description: Educator leads students in sharing and celebrating their service learning experiences.
issuer: https://api.badgr.io/public/issuers/yVBU5LNmQae9Mew4CckYrg
tags: Service Learning
criteria:
  id: https://digitalpromise.box.com/s/uamwsdmn8nv5aahi82qiecsq0ankcjl7
  narrative: # Key Method Educator helps students gain skills in telling the stories of what they have learned and celebrating the results of a service learning project. # Method Components Communicating service learning outcomes is a powerful way to demonstrate the impact of the experience on students, the school, community organizations, and the population served. It also builds support for future projects and nurtures new partnerships. Importantly, reporting on and demonstrating the results of students’ service learning provides students with a way to not only tell the story of their experience but also celebrate the outcomes. Communicating project outcomes can take many forms. But no matter what methods you choose, careful planning up front will help you and your students collect the documentation you need and plan the content of their demonstrations. Parameters for communicating outcomes should include demonstration of both the academic learning objectives as well as the service objectives. ### Components for Effective Communication of Outcomes 1. Documenting service learning 2. Planning demonstration content 3. Delivering/demonstrating the outcomes **Suggested Strategies for Documenting Service Learning** * If possible, ask students to consider how they want to demonstrate their learning and the results of the service learning project before their service begins so they can collect the documentation they need during the project (photos, video, etc.). * Work together with students to make lists of documentation they should collect during the project. Consider: + What they want to save: photos, news articles, class work. + What they should create: journals, reflection logs + What they should ask for: letters of support, notes from parents, comments from administrators or other school personnel * Assign a pair of students to complete the activity log on page 9 of the National Geographic Service Learning Workbook ( [](http://media.nationalgeographic.org/assets/file/service-lea…
type: BadgeClass
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: * “Demonstration and celebration of learning and impact are important parts of your service-learning project that can provide you, your students, and your community partners with a meaningful conclusion to the project and an opportunity to think ahead to the future. In an effective demonstration and celebration, students show influential others how they impacted the community and how they themselves have changed as a result of their service-learning activities. A high-quality demonstration and celebration event recognizes and rewards students’ sense of efficacy and motivation to serve and reinforces community members’ commitment to your program. It provides a public forum for students to display their knowledge, which encourages them to synthesize what they have learned through service, provides an authentic context for assessment, and builds community members’ expertise with respect to the community problem.” RMC Research Corporation. K-12 Service-Learning Project Planning Toolkit. Scotts Valley, CA: National Service-Learning Clearinghouse, 2006/2009. [](http://www.servicelearning.org/filemanager/download/K-12_ServiceLearning_Project_Planning_Toolkit.pdf)[https://www.ffa.org/sitecollectiondocuments/lts\_servicelearningtoolkit.pdf](https://www.ffa.org/sitecollectiondocuments/lts_servicelearningtoolkit.pdf) (Accessed 7/10/2017) * “Celebration...is the recognition that learning has taken or is taking place. It may be simple or highly orchestrated, but is not necessarily a culminating activity as service-learning is an ongoing activity (Disney Channel). Recognition is very important as it helps students understand the value of their contribution and fosters the development of a lifelong commitment to community involvement. (National Service-Learning Clearinghouse).” Celebration does not have to be the final step in any service-learning model—celebration can happen at any point during the service-learning program especially if the program is long term (Disney Channel). …
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * K-12 Service-Learning Project Planning Toolkit Chapter 5: Demonstration/Celebration (p. 48) [https://www.ffa.org/sitecollectiondocuments/lts\_servicelearningtoolkit.pdf](https://www.ffa.org/sitecollectiondocuments/lts_servicelearningtoolkit.pdf) This overall guide to planning and implementing service learning projects includes ideas for documenting and celebrating the end of a project. * National Youth Leadership Council: Service-Learning April Digest[](https://nylc.org/2017/04/04/service-learning-april-digest/) <https://nylc.org/2017/04/04/service-learning-april-digest/> * I’m Special: Our Service Learning Project (video)[](https://www.youtube.com/watch?v=NUPYqZFYExw) <https://www.youtube.com/watch?v=NUPYqZFYExw>
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a “Passing” evaluation for each of the questions in Parts 1, 3, and 4, and a “Met” for Part 2, per the criteria listed.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
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    rubrics:
      rubric criteria:
        description: Criteria
        position: 0
    sections: Overview
      questions:
        type: TextQuestion
        text: Activity Description: Communication: What steps did you and your students take to determine the best ways to document and demonstrate the results of your service learning project(s)? What types of demonstration methods did you students select?
        word limit: 300
      questions:
        type: TextQuestion
        text: Activity Evaluation: How did you assess your students’ active participation in and contribution to the process of selecting methods of documenting and demonstrating outcomes? What formative and summative evaluation methods did you use? What evidence did you collect during the planning process that demonstrates these learning gains?
      questions:
        type: TextQuestion
        text: Activity Description: Celebration: How did you celebrate your service learning project—during the project and/or at its conclusion? Why did you decide to celebrate in this way? Describe students’ involvement in planning and carrying out celebration activities.
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: Please submit two examples of methods students used to demonstrate/communicate and celebrate the outcome(s) of their service learning project(s). Examples can be links to web pages or file-sharing services, or attachments (videos up to 5 minutes long or no more than 5 annotated photos, for example).
    sections: Student Reflection
      questions:
        type: TextQuestion
        text: Submit two students’ reflections on their experiences in the documenting, demonstrating/communicating, and celebrating phases of the service learning project. Use the following questions as a guide: - In what ways did the process of documenting project results and presenting your story about the service learning project impact your overall experience in the project? - How important do you think celebration at the end of the service learning project is? Explain.
        word limit: 200
    sections: Educator Reflection
      questions:
        type: TextQuestion
        text: Provide a reflection on what you learned during this activity, using the following questions as a guide: - What was the impact of the storytelling aspect of the service learning project on you and your students? - How has experiencing these activities informed or influenced your teaching practice—either in future service learning processes, in project-based learning activities, or in general teaching practice? How might you implement this instructional strategy differently next time?
        word limit: 200

id: https://api.badgr.io/public/badges/HrfvNGxpQPKEra6BEYPY7Q
name: Geographic Thinking: Integrating Geographic Inquiry into Your Curriculum
image:
  id: https://api.badgr.io/public/badges/HrfvNGxpQPKEra6BEYPY7Q/image
achievement type: Achievement
description: Educator creates plans for complex, student-driven geographic inquiry that integrates with their subject-area learning expectations.
issuer: https://api.badgr.io/public/issuers/yVBU5LNmQae9Mew4CckYrg
tags: Geographic Thinking
criteria:
  id: https://digitalpromise.box.com/s/difnh2zkk4dcaxqx9l1xovkzpwzmnsle
  narrative: # Key Method Educator creates units, projects, or lesson sequences that emphasize geographic inquiry as they teach, practice, and assess disciplinary expectations aligned to their curriculum. Teachers should plan backward from the dual goals of implementing geographic inquiry and ensuring students demonstrate mastery of key skills and knowledge. *Please note that this micro-credential can be earned before students conduct geographic inquiry activities in class.* # Method Components Geography is the study of places and the interactions that shape the humans and natural features of those places. Geographic inquiry emphasizes student investigation of phenomena across disciplines by asking: *Where is it? Why is it there? Why care?* Geographic inquiry should be student-driven, drawing on student interest to develop questions, student guidance to identify or select sources and conduct analysis, and student presentation to develop and communicate their conclusions. However, geographic inquiry cannot exist in a vacuum. Teachers must identify the knowledge and skills central to their curriculum that students will develop and demonstrate over the course of the inquiry. **What are the components of integrating geographic inquiry into your curriculum?** 1. Identify the curricular knowledge and/or skills that will be integrated into the geographic inquiry, and determine where they fit into your long-term instructional plans. 2. Determine the evidence of student learning that you can use to assess student growth on the identified curricular knowledge and/or skills. 3. Select resources, activities, and tools that will support student inquiry and student learning. **Suggested strategy for integrating geographic inquiry into your curriculum** *Note: These are general recommended planning strategies. To effectively integrate geographic inquiry into a curriculum, many teachers will choose to follow their school or district’s unit and lesson planning procedures.* **I - Identify the cur…
type: BadgeClass
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: *"In this era of such global challenges as ethnic and religious conflict, growing populations in poverty, increasing competition for limited natural resources, and degradation of the environment, it is essential that all members of society be prepared to make these decisions. Geography education helps prepare people for these tasks."* * Bednarz, S. W., Heffron, S., & Huynh, N. T. (Eds.). (2013). A road map for 21st century geography education: Geography education research (A report from the Geography Education Research Committee of the Road Map for 21st Century Geography Education Project). Washington, DC: Association of American Geographers.[](https://www.nationalgeographic.org/education/programs/road-map-project/) <https://www.nationalgeographic.org/education/programs/road-map-project/> *"One significant marker of the relevance of geographical analysis is the growing number of scientists from other disciplines who employ geographical concepts and techniques in their work, including archaeologists, economists, astrophysicists, epidemiologists, biologists, geologists, landscape architects, and computer scientists. Their collective work has engendered a transdisciplinary geographical science."* * National Research Council. (2010). *Understanding the Changing Planet: Strategic Directions for the Geographical Sciences.* Washington, DC: The National Academies Press. <https://doi.org/10.17226/12860>. *"Geographers and others using geographic knowledge and perspectives, in fact, are engaged in valuable research and teaching on matters ranging from environmental change to social conflict. The value of these activities derives from geography's focus on the evolving character and organization of the Earth's surface, on the ways in which the interactions of physical and human phenomena in space create distinctive places and regions, and on the influences those places and regions have on a wide range of natural and human events and processes."* * National Research Council. (19…
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * National Geographic Society. “The Geo-Inquiry Process”[](https://www.nationalgeographic.org/education/programs/geo-inquiry/) <https://www.nationalgeographic.org/education/programs/geo-inquiry/> The Geo-Inquiry Process is a complex, project-based, student-centered process for implementing authentic and rigorous geographic inquiry. The resources on this page support implementation of the full Geo-Inquiry Process, but portions of the Educator Guide and selected resources from the Student Resource Packet can support more limited or alternate geographic inquiry lessons. * National Geographic Society. “Mapmaker Interactive.”[](http://mapmaker.nationalgeographic.org/) <http://mapmaker.nationalgeographic.org/> This interactive mapmaking tool allows students to create and view their own maps from a variety of datasets. Students can use the maps for research and presentation. * United States Census Bureau. “Statistics in Schools: Data Access Tools.”[](https://www.census.gov/schools/resources/data-tools.html) <https://www.census.gov/schools/resources/data-tools.html> Teachers and students can use the US Census Bureau’s website to access a variety of population statistics. Many statistics are available by census-tract, county, or congressional district for a very local view. This “Data Access Tools” site provides links to some of the more student-friendly data tools. * Central Intelligence Agency. “CIA World Factbook.”[](https://www.cia.gov/library/publications/the-world-factbook/) <https://www.cia.gov/library/publications/the-world-factbook/> The CIA world factbook holds useful data—including demographic, economic, energy, and development statistics—for every country in the world. * The World Bank. “Databank.”[](http://databank.worldbank.org/data/home.aspx) <http://databank.worldbank.org/data/home.aspx> The Databank holds complex economic and development data on countries around the world. Teachers or students can create reports and customized datasets using the online inter…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn this micro-credential, you must earn passing scores on each prompt in Part 1 and Part 3 and a “Yes” for each section of Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Section 1: Long-term planning document
        position: 0
      rubric criteria:
        description: Section 2: Lesson Document
        position: 1
    sections: Overview
      questions:
        type: TextQuestion
        text: Please begin by briefly describing the subject area and grade level you teach. This will provide context for the rest of your submission.
        word limit: 200
      questions:
        type: TextQuestion
        text: What does geographic inquiry mean to you and why is it relevant in your classroom?
        word limit: 200
      questions:
        type: TextQuestion
        text: How did you choose to integrate geographic inquiry into your curriculum? Which learning goals did you focus on and why?
        word limit: 250
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: Please submit the following evidence: * At least one long-term planning document, such as a curriculum map or unit plan, that shows how geographic inquiry has been integrated into the broader curriculum, including standards or grade-level expectations * At least one lesson document, such as a lesson plan, assignment, activity, or assessment, that demonstrates how students will be asked to acquire and demonstrate required knowledge and skills as they complete the geographic inquiry
    sections: Educator Reflection
      questions:
        type: TextQuestion
        text: What elements of implementing these plans are you most excited about and why? What is one question or concern that you will have as you implement these plans and why?
        word limit: 250

id: https://api.badgr.io/public/badges/RTB_UJoFRKWIBZuLgsyGEA
name: Geographic Thinking: Taking Multiple Geographic Perspectives
image:
  id: https://api.badgr.io/public/badges/RTB_UJoFRKWIBZuLgsyGEA/image
achievement type: Achievement
description: Educator guides students to understand and investigate systems, issues, or questions across multiple geographic perspectives.
issuer: https://api.badgr.io/public/issuers/yVBU5LNmQae9Mew4CckYrg
tags: Geographic Thinking
criteria:
  id: https://digitalpromise.box.com/s/0h5t42xqhldhz4l5j8flnfvn5vzrw87f
  narrative: # Key Method Educator presents systems, issues, and questions to students across multiple geographic perspectives and encourages students to use a "geographic lens" to develop complex understandings of issues from multiple geographic perspectives. # Method Components Geography is the study of places and the interactions that shape the humans and natural features of those places. Geographic thinking skills apply across disciplines and grade levels in any situation where students seek to understand the importance of patterns, interactions, and systems in a place and among places. To think geographically, educators and students must ask questions about systems and issues from multiple perspectives. Geographic thinking across perspectives is a powerful tool that can help students at all grade levels and across disciplines to develop a more nuanced and complex understanding of the world. **What are the components of taking multiple geographic perspectives?** 1. Clear educator definitions of geographic perspectives 2. Opportunities for students to understand educator-presented systems, issues, or questions across multiple geographic perspectives 3. Opportunities for students to identify and investigate their own systems, issues, or questions across multiple geographic perspectives **Suggested strategy for taking multiple geographic perspectives** *Note: These strategies are not required for successful completion of the micro-credential. Many educators will want to integrate the skills and deliverables from this micro-credential into a broader lesson or project.* **I - Clear educator definitions of geographic perspectives** 1.Explain that geographic thinking is more than just memorizing locations and finding places on maps. It is, rather, understanding the human and natural characteristics of a place, how those characteristics interact, and how those interactions create patterns or reveal issues. 2. Describe how thinking geographically fits into your classroom, particularl…
type: BadgeClass
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: *"Besides social and cultural trends or environmental ones, the world must be understood in economic terms: international transactions, emerging powers, highly competitive global market for trade, labor conditions, and strengthening alliances between political and economic power."* * Demirci, A., Miguel González, R., & Bednarz, S.W. (Eds.) *Geography Education for Global Understanding*. (2018) Springer International Publishing.[](https://www.springer.com/us/book/9783319772158) <https://www.springer.com/us/book/9783319772158> *"A geographically proficient thinker answers geographic questions by using a range of tools and perspectives to acquire data, organize it (often times using maps and other spatial representations), observe, and seek meaning in the patterns of phenomena that occur in specific places, at a range of geographic and time scales. If done well, the outcome illustrates spatial and temporal patterns in th*e real world." * Bednarz, S.W., Heffron, S., & Huynh, N.T. (Eds.). (2013). A road map for 21st century geography education: Geography education research (A report from the Geography Education Research Committee of the Road Map for 21st Century Geography Education Project). Washington, DC: Association of American Geographers.[](https://www.nationalgeographic.org/education/programs/road-map-project/) <https://www.nationalgeographic.org/education/programs/road-map-project/> *"The systematic analysis of social, economic, political, and environmental processes operating in a place provides an integrated understanding of its distinctiveness or character."* * National Research Council. *Rediscovering Geography: New Relevance for Science and Society*. (1997) Washington, DC: The National Academies Press.[](https://www.nap.edu/read/4913/chapter/1) <https://www.nap.edu/read/4913/chapter/1>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * National Geographic Society. “The Geographic Perspective.” <https://www.nationalgeographic.org/media/geographic-perspective/> This cartoon is a useful image in showing how geographers view the world and how geographers use varied perspectives. * National Geographic Society. “Moving Toward a Modern Grid” and “Energy Sustainability in the Klamath Basin.”[](https://www.nationalgeographic.org/activity/moving-toward-modern-grid/) <https://www.nationalgeographic.org/activity/moving-toward-modern-grid/>[](https://www.nationalgeographic.org/activity/energy-sustainability-klamath-basin/) <https://www.nationalgeographic.org/activity/energy-sustainability-klamath-basin/> These activities encourage students to role-play varied stakeholders who view energy challenges from different perspectives. * Geography Education National Implementation Project (GENIP). “Geography for Life: National Geography Standards - Second Edition” (2012) National Council for Geography Education.[](https://www.nationalgeographic.org/education/national-geography-standards/?ar_a=1) [https://www.nationalgeographic.org/education/national-geography-standards/?ar\_a=1](https://www.nationalgeographic.org/education/national-geography-standards/?ar_a=1) The Geography for Life National Geography Standards emphasize using a geographical perspective as a “frame of reference for asking and answering questions, identifying and solving problems, and evaluating the consequences of alternative actions.” * National Council for Social Studies. “College, Career, and Civic Life C3 Framework For Social Studies State Standards.”[](https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf) <https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf> The NCSS C3 framework recognizes that geographic thinking incorporates spatial understanding of varied perspectives and disciplines. The skills outlined in Dimension 2: Geography (pp. 41-44) highlight the way students c…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn this micro-credential, you must earn passing scores on each prompt in Part 1 and Part 3 and a “Yes” for each section of Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
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        position: 0
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    rubrics:
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    rubrics:
      rubric criteria:
        description: Section 1: Lesson Plan or Activities
        position: 0
      rubric criteria:
        description: Section 2: Student Work
        position: 1
    sections: Overview
      questions:
        type: TextQuestion
        text: Why are multiple geographic perspectives important to your classroom and your curriculum?
        word limit: 250
      questions:
        type: TextQuestion
        text: What activities and resources did you use to conduct the lessons in this submission and why did you choose these activities and resources? In your answer, please be sure to include how this lesson fits into any larger, related units or projects in your class.
        word limit: 250
      questions:
        type: TextQuestion
        text: Please begin by briefly describing the subject area and grade level you teach. This will provide context to assessors for the rest of your submission.
        word limit: 200
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: Please submit the following evidence: * Lesson plans, resources, or activities that show the processes you used to guide student understanding of multiple geographic perspectives and student use of multiple geographic perspectives to analyze systems, issues, or questions. * At least two student work samples that demonstrate student use of multiple geographic perspectives to understand systems, issues, or questions. Please remember that all identifying information about students – including student names and student faces in images – must be removed from your evidence.
    sections: Educator Reflection
      questions:
        type: TextQuestion
        text: How well did your lessons and activities meet your goals, and what strategy did you use to measure your lesson’s effectiveness? How might you differentiate and/or modify this lesson in the future?
        word limit: 250

id: https://api.badgr.io/public/badges/pobVu-2WSrCspp_JmcOOxg
name: Geographic Thinking: Understanding Problems at Multiple Scales
image:
  id: https://api.badgr.io/public/badges/pobVu-2WSrCspp_JmcOOxg/image
achievement type: Achievement
description: Educator guides students to understand geographic issues and problems at local, regional, and global scales.
issuer: https://api.badgr.io/public/issuers/yVBU5LNmQae9Mew4CckYrg
tags: Geographic Thinking
criteria:
  id: https://digitalpromise.box.com/s/6py3g8ciltdklg4ylte3frzn1nn3i59x
  narrative: # Key Method Educator defines the geographic concept of “scale” to students and encourages students to understand and analyze how issues and problems manifest themselves across local, regional, and global scales. # Method Components One of the most important skills in geographic thinking is the ability to understand and consider issues at multiple scales. The ability to “zoom in” and “zoom out” to understand how global issues manifest themselves locally and how local problems relate to global patterns is central to developing a rich understanding of the world. This geographic thinking skill is useful across disciplines and is as relevant to students in Kindergarten considering litter on their playground and connecting it to the Great Pacific Garbage Patch as it is to PhD students investigating global patterns of mosquito-based diseases to apply mosquito control measures in individual cities. **What are the components of understanding problems at multiple scales?** 1. Clear educator definition of scales and "multiple scales." 2. Opportunities for students to consider a problem at multiple scales and identify the common elements across scales as well as key features of the problem at each scale. **Suggested strategy for understanding problems at multiple scales** *Note: These strategies are not required for successful completion of the micro-credential. Many educators will want to integrate the skills and deliverables from this micro-credential into a broader lesson or project.* **I - Clear educator definition of scales and "multiple scales"** 1. Probe students for their prior knowledge about “scale.” How would they define the word? What does it mean to them? Listen for misconceptions or simplifications. * Consider posing the statement “Think Globally, Act Locally” and asking students to pair-share about what the statement means to them. 2. Provide students with geographic definitions of “scale” and differentiate between the many meanings of the word. * In **cartograp…
type: BadgeClass
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: * "A geographically proficient thinker answers geographic questions by using a range of tools and perspectives to acquire data, organize it (often times using maps and other spatial representations), observe, and seek meaning in the patterns of phenomena that occur in specific places, at a range of geographic and time scales. If done well, the outcome illustrates spatial and temporal patterns in the real world." * * Bednarz, S.W., Heffron, S., & Huynh, N.T. (Eds.). (2013). A road map for 21st century geography education: Geography education research (A report from the Geography Education Research Committee of the Road Map for 21st Century Geography Education Project). Washington, DC: Association of American Geographers.[](https://www.nationalgeographic.org/education/programs/road-map-project/) <https://www.nationalgeographic.org/education/programs/road-map-project/> *"It is impossible to talk about place without reference to scale, and it is impossible to talk about interdependencies between places without considering a variety of different scales. From the earliest times of theory development, geography has been deeply concerned with interdependencies among scales, from global to local. This body of experience is highly relevant for basic and applied science. Relationships between microscale and macroscale phenomena and processes are receiving research attention in many fields of science and are central to knowledge-based questions about such societal concerns as global change."* * National Research Council. *Rediscovering Geography: New Relevance for Science and Society*. (1997) Washington, DC: The National Academies Press.[](https://www.nap.edu/read/4913/chapter/1) <https://www.nap.edu/read/4913/chapter/1>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * National Geographic Society. “Mapping Biodiversity.”[](https://www.nationalgeographic.org/activity/mapping-biodiversity/) <https://www.nationalgeographic.org/activity/mapping-biodiversity/> This activity opens by asking students to consider the scale at which they should conduct research on biodiversity. * Geography Education National Implementation Project (GENIP). “Geography for Life: National Geography Standards - Second Edition” (2012) National Council for Geography Education.[](https://www.nationalgeographic.org/education/national-geography-standards/?ar_a=1) <https://www.nationalgeographic.org/education/about/national-geography-standards> The Geography for Life National Geography Standards, particularly Geography Standard 1, emphasizes the centrality of scale to geographic thinking. * National Council for Social Studies. “College, Career, and Civic Life C3 Framework For Social Studies State Standards.”[](https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf) <https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf> The NCSS C3 framework recognizes that geographic thinking incorporates a spatial understanding of varied perspectives and disciplines. The skills outlined in Dimension 2: Geography (pp. 41-44) highlight how local and global problems are interconnected. * NGSS Lead States. “Next Generation Science Standards: For States, By States” (2013)[](https://www.nextgenscience.org/) <https://www.nextgenscience.org/> The Next Generation Science Standards (NGSS) include crosscutting concepts that transcend disciplines. Appendix G outlines these concepts, including the ability to consider scale, particularly how changes in scale can change the ways systems work. **From Method Components Section** [1]<https://doee.dc.gov/node/10252> <https://doee.dc.gov/service/purpose-and-impact-bag-law> [2] <https://www.scientificamerican.com/article/stemming-the-plastic-tide-10-rivers-contribute-most-of-the-pl…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn this micro-credential, you must earn passing scores on each prompt in Part 1 and Part 3 and a “Yes” for each section of Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Section 1: Lesson Plan or Activities
        position: 0
      rubric criteria:
        description: Section 2: Student Work
        position: 1
    sections: Overview
      questions:
        type: TextQuestion
        text: Please begin by briefly describing the subject area and grade level you teach. This will provide context for the rest of your submission.
        word limit: 200
      questions:
        type: TextQuestion
        text: What activities and resources did you use to conduct the lessons in this submission and why did you choose these activities and resources? In your answer, please be sure to include how this lesson fits into any larger, related units or projects in your class.
        word limit: 250
      questions:
        type: TextQuestion
        text: Why is understanding problems at multiple scales important to your classroom and your curriculum?
        word limit: 200
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: Please submit the following evidence: * Lesson plans, resources, or activities that show the processes you used to guide student understanding of problems at multiple scales. Evidence should include the educator’s definition of “scales” and “multiple scales.” * At least two student work samples that demonstrate student understanding of a problem at multiple scales, identifying the common elements across scales as well as key features of the problem at each scale. Please remember that all identifying information about students – including student names and student faces in images – must be removed from your evidence.
    sections: Educator Reflection
      questions:
        type: TextQuestion
        text: How well did your lessons and activities meet your goals, and what strategy did you use to measure your lesson’s effectiveness? How might you differentiate and/or modify this lesson in the future?
        word limit: 250

id: https://api.badgr.io/public/badges/cwXpAaJFQfmEKPKBY-SXbA
name: Geographic Thinking: Geographic Storytelling to Inspire Action
image:
  id: https://api.badgr.io/public/badges/cwXpAaJFQfmEKPKBY-SXbA/image
achievement type: Achievement
description: Educators work with students to create compelling resources that not only provide evidence-based analysis of geographic data but also inspire others to take action to improve the world.
issuer: https://api.badgr.io/public/issuers/yVBU5LNmQae9Mew4CckYrg
tags: Geographic Thinking
criteria:
  id: https://digitalpromise.box.com/s/04spnrxcik6kynh9tlvy9qeifufcuv0k
  narrative: # Key Method Educators guide students to articulate a conclusion, identify powerful story elements, select storytelling tools, organize information, and communicate effectively to an audience so that they can accurately convey the results of their inquiry and inspire others to action. # Method Components Geographic thinking encourages students to investigate phenomena across all disciplines by asking: *Where is it? Why is it there? Why care?* Presenting a powerful story based on conclusions can push this inquiry one step further by asking *What can I do now?* For students, telling a compelling geographic story that inspires action requires a capability to articulate a conclusion, identify powerful story elements, select storytelling tools, organize information, and communicate effectively to an audience. Educators can guide students through this process by providing structured and scaffolded opportunities to make decisions about how to tell the story and what action they hope to inspire. Note that while many of these storytelling tips and processes are effective for any evidence-based call to action, this micro-credential focuses on stories that are geographic in nature. ### **What are the components of storytelling to inspire action?** 1. Articulating conclusions and goals 2. Identifying key evidence and storytelling tools 3. Organizing information 4. Communicating effectively ### **Suggested strategy for storytelling to inspire action** ***Note**: These strategies are not required for successful completion of the micro-credential. Many educators will want to integrate the skills and deliverables from this micro-credential into a broader lesson or project.* ### ### **I - Articulating conclusions and goals** 1. Before students begin to create a presentation or story, they must clarify the message they wish to communicate. Review the following questions with students before they form a thesis or summary of their argument: * What question or phenomena were you investi…
type: BadgeClass
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: *Building knowledge in geography can enhance understanding in many aspects of students’ lives—from world politics, economics and trade, and climate change, to land and resource use in their own communities. Knowing geography empowers students—tomorrow’s leaders—to better understand and interact in our world.* * Schell, E. M., Roth, K. J., & Mohan, A. (Eds.). (2013). A road map for 21st century geography education: Instructional materials and professional development (A report from the Instructional Materials and Professional Development Committee of the Road Map for 21st Century Geography Education Project). Washington, DC: National Council for Geographic Education. Retrieved from <https://www.nationalgeographic.org/education/programs/road-map-project/> *The value of effective argument extends well beyond the classroom or workplace, however. As Richard Fulkerson (1996) puts it in Teaching the Argument in Writing, the proper context for thinking about argument is one “in which the goal is not victory but a good decision, one in which all arguers are at risk of needing to alter their views, one in which a participant takes seriously and fairly the views different from his or her own” (pp. 16–17). Such capacities are broadly important for the literate, educated person living in the diverse, information-rich environment of the twenty-first century.* * Common Core State Standards Initiative. (2010). *Common Core State Standards for English Language Arts & Literacy in History/Social Studies, Science, and the Technical Subjects: Appendix A.*Retrieved from <http://www.corestandards.org/ELA-Literacy/>
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * National Geographic Society. “National Geographic Learning Framework.”[](https://www.nationalgeographic.org/education/about/learning-framework) <https://www.nationalgeographic.org/education/about/learning-framework> The National Geographic Learning Framework helps students develop the mindset of a National Geographic Explorer. This includes the ability to communicate and inspire action. * National Geographic Society. “Connecting the Geo-Inquiry Process to Your Teaching Practice.”[](https://www.nationalgeographic.org/education/professional-development/courses/) <https://www.nationalgeographic.org/education/professional-development/courses/> This online course provides direction for teachers to conduct geographic inquiry in their classroom and provides examples of expert storytelling by National Geographic Explorers. * National Geographic Society. “The Geo-Inquiry Process.” <https://www.nationalgeographic.org/education/programs/geo-inquiry/> The Educator Guide and Student Resource Packet on this site provide activities and resources to help choose effective storytelling tools and organize effective presentations. Many activities in the strategies detailed above are adapted from the Student Workbook. * Geography Education National Implementation Project (GENIP). (2012). “Geography for Life: National Geography Standards” (2nd Ed.). National Council for Geography Education.[](https://www.nationalgeographic.org/education/national-geography-standards/) <https://www.nationalgeographic.org/education/national-geography-standards/> The Geography for Life National Geography Standards outline how geographically informed people can apply geography to plan for the future. * National Council for Social Studies. “College, Career, and Civic Life C3 Framework For Social Studies State Standards.”[](https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf) <https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf> The NCS…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn this micro-credential, you must earn passing scores on each prompt in Part 1 and Part 3 and a “Yes” for each section of Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Section 1: Lesson Plan or Activities
        position: 0
      rubric criteria:
        description: Section 2: Student Work
        position: 1
    sections: Overview
      questions:
        type: TextQuestion
        text: Please begin by briefly describing the subject area and grade level you teach. This will provide context for the rest of your submission.
      questions:
        type: TextQuestion
        text: What does geographic storytelling to inspire action mean to you, and why is it relevant in your classroom?
      questions:
        type: TextQuestion
        text: How did you choose to integrate geographic storytelling into your curriculum? Which learning goals did you focus on and why?
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: Please submit the following evidence: * Lesson plans, resources, or activities that show the processes you used to structure and scaffold the processes of articulating conclusions, organizing evidence, and communicating effectively. * At least two student work samples that show students went through thoughtful processes to articulate conclusions, organize evidence, and communicate effectively as they developed geographic stories that inspired action.
    sections: Educator Reflection
      questions:
        type: TextQuestion
        text: How well did your lessons and activities meet your goals, and what strategy did you use to measure your lesson’s effectiveness? How might you differentiate and/or modify this lesson in the future?

id: https://api.badgr.io/public/badges/FgOTVplKQm2NFFchEDdpOg
name: Geographic Thinking: Planning for Geographic Research and Data Collection
image:
  id: https://api.badgr.io/public/badges/FgOTVplKQm2NFFchEDdpOg/image
achievement type: Achievement
description: Educators help students plan and organize their geographic research and data collection by creating supporting “Need-to-Know” questions and identifying sources of information aligned to those questions.
issuer: https://api.badgr.io/public/issuers/yVBU5LNmQae9Mew4CckYrg
tags: Geographic Thinking
criteria:
  id: https://digitalpromise.box.com/s/uuwk7t4orw87t4jd0wahtn42073hs4ph
  narrative: # Key Method Educators guide students through the process of unpacking geographic inquiry questions to identify supporting “Need-to-Know” questions required to answer the broader inquiry question. Educators then assist students in identifying the types of data necessary to answer these questions and support their inquiry. Finally, educators help students identify sources and methods that will provide reliable information and data. Educators model and scaffold this process to ensure that students can replicate the process in pursuit of their own research. # Method Components Geographic thinking investigates the interaction of certain factors in a given place. It emphasizes student investigation of phenomena across disciplines by asking: *Where is it? Why is it there? Why care?* Educators conducting geographic inquiry should investigate a complex geographic inquiry question. Whether the educators formulate this question themselves or guide students to create their own question, the inquiry question should be compelling and require additional research. Preparing to investigate a complex geographic inquiry question is a critical skill for students. To efficiently and effectively collect evidence and form an answer, they will need to break the question into its component pieces. They will have to identify necessary background information and make a plan to collect needed data. ### **What are the components of planning for geographic research and data collection?** 1. Unpacking the geographic inquiry question to identify necessary background information and critical data. 2. Creating Need-to-Know questions for further research. 3. Identifying the types of sources and data collection necessary to answer the geographic inquiry question. ### **Suggested strategy for planning geographic research and data collection** Note: These strategies are not required for successful completion of the micro-credential. Many educators will want to integrate the skills and deliverables from…
type: BadgeClass
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Supporting Rationale and Research
  narrative: *Furthermore, with innovations in geographic technologies and tools, interactive and hands-on instruction is more possible than ever, providing teachers and students with easy access to current geographic data, representations, and images that enrich learning experiences around geographic concepts. Information about places and events is readily available, along with virtual field trips, web-based geographic information systems (GIS), and interactive mapping programs. However, students need to learn how to find, organize, analyze, and use this information with guidance from knowledgeable and skilled educators.* * Schell, E. M., Roth, K. J., & Mohan, A. (Eds.). (2013). A road map for 21st century geography education: Instructional materials and professional development (A report from the Instructional Materials and Professional Development Committee of the Road Map for 21st Century Geography Education Project). Washington, DC: National Council for Geographic Education. Retrieved from <https://www.nationalgeographic.org/education/programs/road-map-project/> *Teachers reflected upon who should ask the questions during the inquiry process. Some teachers arrived at the same conclusions as Smith (2005) that independent exploration and questioning of geographic data makes using the program more motivating to the student, as it encourages students to be “inquisitive” and “open-minded.” So paying attention to the “geographic drive” is fruitful.* * Bryant, Lara M.P., & Favier, T. (2015). Professional development focusing on inquiry-based learning using GIS. In O. Muñiz Solari et al. (Eds.), *Geospatial technologies and geography education in a changing world: Advances in geographical and environmental sciences*. Japan: Springer. Retrieved from [https://ilo-ow.publication-archive.com/download/36/2860 [pdf]](https://ilo-ow.publication-archive.com/download/36/2860) *Geographic skills are used by students to manage and apply the content of geography. These skills include learning …
extra description:
  type: Extension
  type: extensions:ExtraDescriptionExtension
  name: Resources
  narrative: * National Geographic Society.“Connecting the Geo-Inquiry Process to Your Teaching Practice.”[](https://www.nationalgeographic.org/education/professional-development/courses/) <https://www.nationalgeographic.org/education/professional-development/courses/> This online course provides direction for teachers to conduct geographic inquiry in their classroom. * National Geographic Society. “The Geo-Inquiry Process.” <https://www.nationalgeographic.org/education/programs/geo-inquiry/> The Educator Guide and Student Resource Packet on this site provide activities and resources to support planning for geographic research and data collection. Many activities in the strategies detailed above are adapted from the Student Workbook. * Geography Education National Implementation Project (GENIP). (2012). “Geography for Life: National Geography Standards” (2nd Ed.). National Council for Geography Education.[](https://www.nationalgeographic.org/education/about/national-geography-standards) <https://www.nationalgeographic.org/education/about/national-geography-standards> The Geography for Life National Geography Standards outline how geographically informed people can ask questions to understand more about the way physical and human phenomena are distributed across the Earth’s surface. * National Council for Social Studies. “College, Career, and Civic Life C3 Framework For Social Studies State Standards.”[](https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf) <https://www.socialstudies.org/sites/default/files/c3/C3-Framework-for-Social-Studies.pdf> The NCSS C3 framework underscores the importance of refining inquiry to create supporting questions and determine appropriate sources in the social studies disciplines in Dimension 1 of the Inquiry Arc (pp. 23–27). Appendix A shows examples of geographic inquiry compared to inquiry from other social studies disciplines (pp. 66–68). Appendix E provides scholarly rationale for using questioning and inqui…
assessment extension:
  type: Extension
  type: extensions:AssessmentExtension
  description: To earn this micro-credential, you must earn passing scores on each prompt in Part 1 and Part 3 and a “Yes” for each section of Part 2.
  assessments:
    description: (NOT USED)
    type: Artifact
    assessment output: Written responses and artifacts to demonstrate competence
    has group participation: true
    has group evaluation: true
    evaluation method: Rubric-based assessment of work samples
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        position: 0
    rubrics:
      rubric criteria:
        description: Section 1: Lesson Plan or Activities
        position: 0
      rubric criteria:
        description: Section 2: Student Work
        position: 1
    sections: Overview
      questions:
        type: TextQuestion
        text: How did you choose to integrate geographic inquiry and research into your curriculum? Which learning goals did you focus on and why?
      questions:
        type: TextQuestion
        text: Please begin by briefly describing the subject area and grade level you teach. This will provide context for the rest of your submission.
      questions:
        type: TextQuestion
        text: What does geographic inquiry and research mean to you, and why is it relevant in your classroom?
    sections: Work Examples / Artifacts
      questions:
        type: FileQuestion
        text: Please submit the following evidence: * Lesson plans, resources, or activities that show the processes you used to guide students to develop Need-to-Know questions (or similar investigations into key ideas) and prepare for research and data collection. * At least two student work samples that show students successfully developing Need-to-Know questions (or similar investigations into key ideas), using these questions to identify sources for background information, and creating plans to collect geographic data.
    sections: Educator Reflection
      questions:
        type: TextQuestion
        text: How well did your lessons and activities meet your goals, and what strategy did you use to measure your lesson’s effectiveness? How might you differentiate and/or modify this lesson in the future?

quality: Passing
description: Activity description is clear with sufficient detail to know what the students did to complete the planning process for a service learning project.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Activity evaluation process and evidence are clear, appropriate, and sufficient to evaluate the competencies.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Student reflections clearly demonstrate how the activities helped them build skills toward preparing a service learning project proposal that would be approved for implementation. The reflections also show real thought about what the whole purpose of the activity is: service to others and their community.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Teacher reflections will be specific and convincing in describing how implementing these activities with students has affected the teachers practice.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Met
description: Student work includes two work examples that clearly demonstrate a thorough examination of community needs and student areas of interest was conducted using a combination of needs/interest assessments, field observation, and community organization interviews. Evidence indicates that students identified one or more possible service learning projects.
position: 0

quality: Approaching
description: Student work includes two work examples that indicate students conducted one but not all of the investigations (needs/interest assessments, field observation, and community organization interviews). Evidence indicates that students identified one possible service learning project.
position: 1

quality: Developing
description: Student work includes a list of possible service learning projects but does not include evidence of the needs assessments or other investigations having been conducted.
position: 2

quality: Passing
description: Activity evaluation process and evidence are clear, appropriate, and sufficient to evaluate the competencies.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Activity description is clear with sufficient detail to know what the students did to process and reflect on their service learning planning and implementation experiences.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Teacher reflections will be specific and convincing in describing how implementing these activities with students has affected the teachers practice.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Met
description: Documentation of student reflection shows that reflection activities took place during the research, planning, and implementation phases of the service learning project. Student reflection shows levels of self-assessment and metacognition appropriate for grade level/age.
position: 0

quality: Approaching
description: Documentation of student reflection shows that reflection activities took place during either planning or implementation, but not both. Student reflection shows levels of self-assessment and metacognition appropriate for grade level/age.
position: 1

quality: Developing
description: Documentation of student artifacts shows little evidence of thoughtful reflection activities. Student reflection shows levels of self-assessment and metacognition that are below expectations for grade level/age.
position: 2

quality: Passing
description: Activity evaluation process and evidence are clear, appropriate, and sufficient to evaluate the competencies.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Activity description is clear with sufficient detail to know which strategies were used and how these strategies worked to reach the goal of aligning service learning goals with learning objectives/standards.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Student reflections clearly demonstrate how the activities helped them build skills toward preparing for a service learning project. The reflections also show real thought about the purpose of the activity: service to others and the community.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Teacher reflections will be specific and convincing in describing how implementing these activities with students has affected the teachers practice.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Met
description: Work examples demonstrate clearly that the three steps of the process were conducted in a thorough and thoughtful mannerthat both the teacher and the class spent significant time and effort considering how class learning outcomes could be met by addressing community issues and problems through service learning.
position: 0

quality: Approaching
description: Work examples indicate that the three steps of the process were carried out, but there was clearly less emphasis on either the teacher work or the class work OR it was not clear that consensus was reached in step three.
position: 1

quality: Developing
description: Work examples indicate that ultimate alignment of service learning goals/projects with learning outcomes was not accomplished by combining teacher and student work.
position: 2

quality: Passing
description: Educator response includes all relevant information necessary to establish context.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Educator response includes a description of lesson activities that teach students the criteria for geographic inquiry questions, give students guidance in developing these questions, and provide opportunities for students to refine and evaluate their questions.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Educator response includes an accurate definition or description of geographic inquiry and a description of why it is important in the context of the teacher’s class.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Educator response includes a thoughtful consideration of the impact of the lessons and activities on the abilities of students to develop quality geographic inquiry questions.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Yes
description: Submitted lesson plans or activities show clear teacher guidance on criteria for quality geographic inquiry questions, opportunities for students to develop questions based on specific topics, and opportunities for students to refine and evaluate questions.
position: 0

quality: Almost
description: Submitted lesson plans or activities show some but not all of the following elements: clear teacher guidance on criteria for quality geographic inquiry questions, opportunities for students to develop questions based on specific topics, and opportunities for students to refine and evaluate questions.
position: 1

quality: Not Yet
description: Submitted lesson plans or activities show few or none of the following elements: clear teacher guidance on criteria for quality geographic inquiry questions, opportunities for students to develop questions based on specific topics, and opportunities for students to refine and evaluate questions.
position: 2

quality: Yes
description: Student questions are geographic in nature, cannot be answered simply, require additional research, and encompass multiple geographic perspectives. There is clear evidence that students have gone through a process to ensure that questions meet these criteria.
position: 0

quality: Almost
description: Student questions meet some but not all of the following criteria: are geographic in nature, cannot be answered simply, require additional research, and encompass multiple geographic perspectives. There is some evidence that students have gone through a process to ensure that questions meet these criteria.
position: 1

quality: Not Yet
description: Student questions meet few or none of the following criteria: geographic in nature, cannot be answered simply, require additional research, and encompass multiple geographic perspectives. There is little or no evidence that students have gone through a process to ensure that questions meet these criteria.
position: 2

quality: Passing
description: Activity description is clear with sufficient detail to know that students were thoughtful and careful in making decisions about how to demonstrate the project outcomes.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Activity evaluation process and evidence are clear, appropriate, and sufficient to evaluate the skills students developed and demonstrated.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Activity description is clear with sufficient detail of the what and why of the celebration event(s).
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Student reflections clearly demonstrate how the activities helped them understand their experiences during the project. The reflections also show real thought about what the whole purpose of the activity is: service to others and their community.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Teacher reflections are specific and convincing.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Met
description: One example of methods students used to communicate/demonstrate the results of the service learning project and one example of how the project was celebrated were submitted. Both clearly and consistently reflect the students’ experience and the impact on those who were served rather than just a retelling of the activities they engaged in.
position: 0

quality: Approaching
description: Two examples of methods students used to communicate/demonstrate the results of the service learning project were submitted. Both examples are more strongly leaning toward retelling of activities, with some focus on students’ experiences and impact on those served.
position: 1

quality: Developing
description: Two examples of methods students used to communicate/demonstrate the results of the service learning project were submitted, but one or both simply retell the activities they engaged in.
position: 2

quality: Passing
description: All relevant submissions should pass.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Passing submissions must contain a clear description of how geographic inquiry is relevant to the teacher’s practice and the curriculum.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Passing submissions should identify standards or expectations met by geographic inquiry and how the teacher chose to integrate geographic inquiry into those expectations.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Passing submissions show thoughtful consideration of the possibilities and challenges of integrating geographic inquiry into the curriculum.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Yes
description: Long-term curriculum planning document shows clear opportunity for geographic inquiry—including student investigation of questions Where is it? Why is it there? Why care? (or their equivalents) and formal opportunities to draw and present conclusions. The geographic inquiry in these documents has clear and strong links to course expectations and/or standards.
position: 0

quality: Almost
description: Long-term curriculum planning document shows some opportunity for geographic inquiry—such as student investigation of questions Where is it? Why is it there? Why care? (or their equivalents) and formal opportunities to draw and present conclusions. However, the geographic inquiry in these documents is either not complete or is not clearly linked to course expectations and/or standards.
position: 1

quality: Not Yet
description: Long-term curriculum planning document shows either little or no opportunity for geographic inquiry or no clear link between geographic inquiry and course expectations and/or standards.
position: 2

quality: Yes
description: Lesson document clearly and explicitly shows students learning, practicing, or demonstrating course standards or grade-level expectations as they engage in geographic inquiry.
position: 0

quality: Almost
description: Lesson document shows limited opportunities for students to learn, practice, or demonstrate course standards or grade-level expectations as they engage in geographic inquiry or shows limited geographic inquiry integrated into course activities.
position: 1

quality: Not Yet
description: Lesson document shows either no opportunities for students to learn, practice, or demonstrate course standards or grade-level expectations as they engage in geographic inquiry or no geographic inquiry integrated into course activities.
position: 2

quality: Passing
description: Passing submissions must contain a clear description of how multiple geographic perspectives are relevant to the educator’s practice and the curriculum.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Passing submissions must describe lesson activities that teach students a clear definition of multiple perspectives; provide opportunities for students to understand educator-presented systems, issues, or questions across multiple geographic perspectives; and provide opportunities for students to identify and investigate their own systems, issues, or questions across multiple geographic perspectives.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: All relevant submissions should pass.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Passing submissions show thoughtful consideration of the impact of the lessons and activities on the abilities of students to take multiple geographic perspectives.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Yes
description: Submitted lesson plans or activities show clear and accurate educator definitions of geographic perspectives; opportunities for students to understand educator-presented systems, issues, or questions across multiple geographic perspectives; and opportunities for students to identify and investigate their own systems, issues, or questions across multiple geographic perspectives.
position: 0

quality: Almost
description: Submitted lesson plans or activities show some, but not all of the following elements: clear and accurate educator definitions of geographic perspectives; opportunities for students to understand educator-presented systems, issues, or questions across multiple geographic perspectives; and opportunities for students to identify and investigate their own systems, issues, or questions across multiple geographic perspectives.
position: 1

quality: Not Yet
description: Submitted lesson plans or activities show few or none of the following elements: clear and accurate educator definitions of geographic perspectives; opportunities for students to understand educator-presented systems, issues, or questions across multiple geographic perspectives; and opportunities for students to identify and investigate their own systems, issues, or questions across multiple geographic perspectives.
position: 2

quality: Yes
description: Student work shows conclusions or statements about a location that are accurate, are drawn across two or more geographic perspectives, and reference specific supporting details in resources.
position: 0

quality: Almost
description: Student work shows conclusions or statements about a location that meet most, but not all of the following criteria: are accurate, are drawn across two or more geographic perspectives, and reference specific supporting details in resources.
position: 1

quality: Not Yet
description: Student work shows conclusions or statements about a location that meet few or none of following criteria: are accurate, are drawn across two or more geographic perspectives, and reference specific supporting details in resources.
position: 2

quality: Passing
description: All relevant submissions should pass.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Passing submissions must describe lesson activities that teach students the definition of “scale” and “multiple scales,” and provide opportunities for students to consider a problem at multiple scales.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Passing submissions must contain a clear description of how scale and multiple scales are relevant to the educator’s practice and the curriculum.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Passing submissions show thoughtful consideration of the impact of the lessons and activities on the abilities of students to develop understand problems at multiple scales.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Yes
description: Submitted lesson plans or activities show clear educator definition of “scale” and “multiple scales,” and include opportunities for students to consider a problem at multiple scales.
position: 0

quality: Almost
description: Submitted lesson plans or activities show some or an unclear educator definition of “scale” and “multiple scales,” and include some limited opportunities for students to consider a problem at multiple scales.
position: 1

quality: Not Yet
description: Submitted lesson plans or activities show a limited or inaccurate educator definition of “scale” and “multiple scales,” and few or no opportunities for students to consider a problem at multiple scales.
position: 2

quality: Yes
description: Student work shows that students have considered a problem at multiple scales and identified the common elements across scales as well as key features of the problem at each scale.
position: 0

quality: Almost
description: Student work shows that students have been exposed to a problem at multiple scales, but have not necessarily considered the implications and features of the problem at each scale.
position: 1

quality: Not Yet
description: Student work shows that students have not considered a problem at multiple scales with any depth.
position: 2

quality: Passing
description: All relevant submissions should pass.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Passing submissions must contain a clear description of how geographic storytelling and action are relevant to the teacher’s practice and the curriculum.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Passing submissions should identify standards or expectations met by geographic inquiry and research and how the teacher chose to integrate geographic storytelling and action into those expectations.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Passing submissions show thoughtful consideration of the impact of the lessons and activities on the abilities of students to develop a compelling geographic story that will inspire action.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Yes
description: Submitted lesson plans or activities show clear teacher guidance on processes you used to structure and scaffold the processes of articulating conclusions, organizing evidence, and communicating effectively. Activities maintain a clear focus on the purpose of the storytelling—inspiring action.
position: 0

quality: Almost
description: Submitted lesson plans or activities show clear teacher guidance on some, but not all, of the following processes: articulating conclusions, organizing evidence, and communicating effectively. Activities provide some context and purpose for storytelling but are not action-oriented.
position: 1

quality: Not Yet
description: Submitted lesson plans or activities show little or no guidance on the following processes: articulating conclusions, organizing evidence, and communicating effectively. Activities do not provide a context or purpose for storytelling.
position: 2

quality: Yes
description: Student work shows that students were able to articulate conclusions, organize evidence, and communicate effectively as they developed geographic stories that inspired action.
position: 0

quality: Almost
description: Student work shows that students were able to complete some, but not all, of the following steps: articulate conclusions, organize evidence, and communicate effectively as they developed geographic stories that inspired action.
position: 1

quality: Not Yet
description: Student work shows little evidence that students were able to articulate conclusions, organize evidence, and communicate effectively as they developed geographic stories that inspired action.
position: 2

quality: Passing
description: Passing submissions should identify standards or expectations met by geographic inquiry and research and show how the teacher chose to integrate geographic inquiry and research into those expectations.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: All relevant submissions should pass.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Passing submissions must contain a clear description of how geographic inquiry and research are relevant to the teacher’s practice and the curriculum.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Passing
description: Passing submissions show thoughtful consideration of the impact of the lessons and activities on the abilities of students to plan for geographic research and data collection.
position: 0

quality: Not Passing
description: Submission does not meet passing requirements.
position: 1

quality: Yes
description: Submitted lesson plans or activities show clear teacher guidance on creating Need-to-Know questions or similar investigations. Plans also show clear modelling and guidance on identifying sources for background information and planning for geographic data collection.
position: 0

quality: Almost
description: Submitted lesson plans or activities show some, but not all, of the following elements: clear teacher guidance on creating Need-to-Know questions or similar investigations, clear guidance on identifying sources for background information, and support in planning for geographic data collection.
position: 1

quality: Not Yet
description: Submitted lesson plans or activities show few or none of the following elements: clear teacher guidance on creating Need-to-Know questions or similar investigations, clear guidance on identifying sources for background information, and support in planning for geographic data collection.
position: 2

quality: Yes
description: Student work shows that students were able to break a broad inquiry into more manageable Need-to-Know questions, identify sources for background information, and plan for collection of relevant geographic data.
position: 0

quality: Almost
description: Student work shows that students were able to complete some, but not all, of the following steps: break a broad inquiry into more manageable Need-to-Know questions, identify sources for background information, and plan for collection of relevant geographic data.
position: 1

quality: Not Yet
description: Student work shows little evidence that students were able to complete the following steps: break a broad inquiry into more manageable Need-to-Know questions, identify sources for background information, and plan for collection of relevant geographic data.
position: 2