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Ways students can express their understandings.

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Translate what the students know- using meaningful stories, the senses, or personal events

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Students use & knowledge effectively in different situations.

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Seeing from another's point of view.

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"Walking in someone else's shoes & feeling their feelings".

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Being able to self reflect on the wisdom gained.

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Using a Socratic seminar would be great for this facet. Because it allows students to listen to their peers thinking and building from it with explanation.

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Providing assessments for students that are not "typical" - as the video said. An example of how I have done this within my own classroom is through project - based assessments were students show there learning through various interpretations of the standards.

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By creating assessments where students are to apply their understanding and knowledge. A specific example of this would be having students create a comic-strip about anything of their choice using what they have learned in our figurative language unit.

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Implementing debates within classes. I did this after my argumentative writing unit. Once students chose a side and completed the writing assignment, they were to participate within a debate however, I told them their stance they could not choose it. This forces all students to look at the topic from all perspectives.

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A way I have implemented this lesson was during my student teaching. Students were to have a different role of the Indian Caste System each day. By doing this, they were able to fully understand what each person in the various Caste's went through on a daily basis.

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Building strong relationships with students at the beginning of the year can help create an environment in which students can become fully aware of how awesome they are and what all they can achieve!

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Students use explanation to show you what they know. They give examples to support their explanation. An example of explanation can be a written assessment where students are to write a response to an essential question.

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Students must translate their learning to their own experiences. Non-traditional assessments can be used to assess this type of understanding. An example could be a presentation where students are to connect the topic to their own lives.

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Students are to apply what they have learned to perform performance task assessments. They are using what they know to solve real world type problems. An example could be designing a pool that needs to have a specific volume and be composed of certain shapes.

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Perspective is an understanding where students are to see things from a different point of view. This can be difficult to obtain for students but can show a great depth to their understanding. An example of when you could use perspective is after reading a novel students have to write a chapter from the book using a different character as the narrator.

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Empathy is when you can put yourself in another person's situation. Empathy can be assessed when you are reading a book and you want students to show you what they know about a specific character and how their character developed throughout the novel.

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Self-Knowledge is what we know about a certain subject area. This understanding requires self-assessment because students need to know what they know about a subject area. An example of when to use self assessment is during a review of a topic. Students need to be able to self-assess so they can focus on what areas they need to improve in.

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Can the student explain how they know they have reached an answer that makes sense?
This would be a great opportunity for Kagan structure such as Think - Pair Share. A concept could be presented (thinking of my first graders) such as "The Three Little Pigs is a Fiction story, do you agree or disagree and why". Students would have to transfer knowledge and explain if that statement is correct or not.

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Students may take what they have learned and start developing their own ideas and reasonings. This is also a facet that opens the door for students to relate learning to their personal life. Encouraging interpretation and student thinking in the classroom is important. Eliminate the idea that there is always a right and wrong answer.

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Students using learned information with real world scenarios. In my classroom we talk about goods and services. Students then create a store. They decide if they are selling goods or if they are providing a service. We also discuss money and its value. When complete, students get to go to their peers stores and act like they are buying or selling. This helps students understand a good vs service as well as basic economics and math.

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Understanding other peoples views and ideas. Understanding that not everyone thinks the same. Creating an environment that is open to opinions and thoughts on a topic.

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Looking at a situation through someone else's perspective. We talk a lot about empathy in our Social/Emotional Curriculum. We discuss how others may feel in situations.

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This is the ability for us as teachers and our students to understand patterns of actions. As for myself as a teacher, I quickly learned this year that I could not stand students using their computers without headphones. It was a quick trigger for me to become irritated. Another example - I had a student that anytime we started math, they went and got their rek n rek because they knew that tool and knew it was crucial to feeling successful.

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Explanation requires students to be able to explain the process they went through to reach an answer in addition to why that process got them there. An example of this in an Algebra class would be having students not just show their work in solving an equation with symbols and numbers, but to explain in words or writing why the inverse operations were chosen and what they did to help solve for the unknown value.

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Interpretation occurs when students begin to relate what they are learning to understandings they have from other aspects of their life. A common application for interpretation in math is applying units and/or meaning to the numerical answer of an application problem.

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Application occurs when students are able to take what they have learned and use to solve a real world problem. Math is filled with application problems, but making them actual real world problems at levels students are able to comprehend (especially in Algebra 1) is a challenge. One of my favorite real world applications we have done is modeling the doubling a drop of water every ten seconds to see how long it would take to fill a 5 gallon bucket. Getting to see the bucket fill so quickly makes math more tangible for my students, as opposed to those ridiculous questions about a person buying an exorbitant number of watermelons.

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Perspective comes into play when students are able to see the importance or value of an idea in reference to a larger picture. One of the most challenging things for students to learn in Algebra 1 is how to find the vertex of a quadratic, its solutions, and its y intercept separately. Once we put these key points on a graph together, though, they are able to see how they relate to each other and can begin finding their own mistakes as they see that each solution is equidistant to the axis of symmetry, etc.

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Empathy is the ability to understand someone else's perspective on the situation. A big way empathy plays into my classroom is understanding that there is always more than one way to solve a problem and show how you got there.

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Self knowledge is the ability for students to begin understanding what they don't understand and how their experiences can effect their understanding. When we complete reviews at the end of each unit, I post a key with just answers and no work shown. I allow students to check their answers and encourage them to stop and think before they correct an answer to see if they have the self knowledge to know why they made the mistakes they did.

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This is the process where students explain or justify their process and how they got where the ended up in the end. In Design, this for example, looks like when my students create the steps they will go through to create their product. This requires that they get specific about details and explain each step of their process to make their design.

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Students use the knowledge gained to then begin to make sense of what they understand. This is seen in critiques for example in art where after my students have identified the elements of art and principles of design being used by an artist, my students begin to interpret what and how these tools drive the concept or the meaning behind the artwork.

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Application happens when a student can take what they have learned or understood and use it in a new-setting or context. To use what they know. In art for example, students many times will research a technique by a famous artist to then try it in their own art-making but with a different intent or concept behind the purpose of the art.

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Being able to see things from a different view-point. It involves the ability to do this critically and with an informed. So for example, when my students analysis the same artwork often times I will ask them to view it from the idea of being a museum curator vs. the artist themselves. And to have them note how their view of the artwork might change.

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Being able to resonate with someone's experience. To feel what they feel in a way. When I created a backwards by design unit at my first international school I revamped a unit where I asked the students to step into the shoes of a monk's perspective towards radials or mandalas. To look at what made them significant to the monk in their practices. This caused students to begin to consider more thoughtfully what Monks that they encountered in Thailand were doing through their rituals.

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To consider what one knows and doesn't know. And then considers how to pursue learning what is not known. It also includes being aware of bias that we all hold. Getting younger students to challenge themselves from a place of knowing where they say they like a work of art because it is pretty to being able to see that uncovering what is about this work of art that makes them say this- digging deeper takes development in self-knowledge. There are reasons but sometimes students are challenged to consider those.

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Explanation is the process of students providing step by step instructions (or processes) to represent their learning.  In music this could be students explaining how to identify intervals in whole steps or half steps as well as how a major scale is made.

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In this step, students use the knowledge that they have obtained and begin to develop a deeper understanding.  For example, students can hear the difference between a major and minor scale based on their interpretation of the mood of the music.  They can also choose if a scene/ image would be best represented as major or minor.
The link below is a good way to introduce this stage of understanding to students with songs that they are familiar with.

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In the application process, students use thier knowledge to create something new or to understand a new subject. Students can use thier knowldege of how a scale is made to then transfer it to different key signatures.  Instead of needing a scale sheet, they apply the next note will be from previous knowledge.

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Students understand that there are different points of view for the same process.  When discussing the difference between a major scale and a minor scale, some students might use words like sad or happy while others would describe it as somber or using colors.  The picture below is one way students could identify the difference between major and minor scales, but one isn't more correct than the other.

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A students ability to escape their own reality in order to grasp the reality of another person.  In music this could be dicussing the life of Beethoven and how composing was difficult for him after loosing his hearing.  It could also be discussing how music impacts social movements/ has impacted them throughout history.

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A students ability to understand their personal thought patterns and how it affects their learning and reactions.

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Students can explain what they know verbally, in writing, or in pictures. They can also provide examples to show understanding.

In math, when a student reaches a certain answer, I like to follow up with the question: "explain how you came to your answer" to prompt a verbal response of their reasoning.

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Students rely on their own personal experiences to connect with content. Everyone will interpret information different based on prior knowledge.

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Students are using content they have learned and applying it to in new ways. This is a way of using knowledge in the real world setting.

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Similarly to perspective, this facet focuses on understanding a bigger picture or something outside of their lives. Empathy is seeing something from a different perspective and allowing ourselves to feel what someone else may feel about that situation.

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"Perspective involves the discipline of asking, How does it look from another point of view? How, for example, would my critics see things?" (p.  96)

In the classroom, having students evaluate how others might feel in certain situations or the cause/effect relationship between things.

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Self-awareness of your "intellectual blind spots"

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Students will show their understanding by explaining and justifying. We can ask students to answer open-ended questions like "why" and "how" and they will have to support or prove their answers with relevant information. Activities like Think Pair Share, Socratic seminar, writing and illustrating, or recording themselves on Flipgrid will give students the opportunity to show this facet of understanding.

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During interpretation, students use previous knowledge and personal experience to make connection to their learning. For example, this is when students make meaning of the story they are reading. Students might translate or infer using their own experiences to find relevancy and real-life context. After reading a story during ELA, we can students to relate to the characters or the moral of the story. During a science lesson about animals, students can be asked to make connections between human babies and young animals. Do these young animals behave the same way as us when they are scared?

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During application, students use their learned knowledge or skills in new situations. For example, it could be solving a realistic problem, fixing an existing system, or creating something new. I think students can demonstrate their application skills best using performance-based tasks. The following are some activities that my 1st graders have participated in during an application process. To assess a math standard that calls for students to compose 3-D shapes to create a composite shape, students created a realistic structure using a certain number of each specific shape. During a science lesson about what plants need to grow and survive, students applied their knowledge by planting and caring for their own marigold flower.

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With perspective, students consider different points of view. They become critical and insightful questioners who make reasonable assumptions, conclusions, and implications. This is a mature stage of understanding where students ask in-depth questions and examine various perceptions. For example, after reading a passage or text, the students will analyze the author’s standpoint on a topic as well as views of others. A great classroom activity to give students a chance to consider different perspectives is through a facilitated debate or discussion. I think it can be done in all subject areas. For example, students can share out why they think some people consider solving a particular math problem this way is better than that way. During social studies, students can discuss the following prompts: Why do you think Martin Luther King Jr. did what he did? What were reasons why some people supported him and some did not? Will people today have different feelings and viewpoints than people back then?

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Empathy is different than perspective. Instead of seeing something from an objective point of view, empathy is seeing something from inside someone's worldview. "We walk in their shoes." Empathy is the ability to feel, see, and respond like we are another person. This facet of understanding can be difficult for some students since it requires them to be completely open-minded and accept ideas or experiences that might be totally different than what they are used to. I think exposing students to more learning experiences that teach empathy like using scenarios where they can see why it's important for others to understand and have empathy for them, so they can see the value of having empathy for others.

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Self-knowledge is probably the most important facet of understanding. It requires us to consciously reflect on our understanding, how we view the world, our uncertainty and oversights, and our habits and beliefs. A lifetime learner will need to have this facet of understanding to continuously grow and improve. We must teach students self-reflection as much as possible. If they are able to assess their own knowledge, thinking, perspective, and be willing to change as necessary, then they are setting themselves up for successful future of learning and self-improvement. I think we can add a self-reflection activity to the end of all lessons. We must give students many opportunities to reflect and improve. They should understand the value of learning from mistakes and reflection and not be afraid to do so.

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Students explain what they know and give good reasons to support their understanding. This is the "Show your work" of assignments and assessments. There are various ways one can throw a ball, and having students express reasons why they chose to throw over or underhand to their target (closer/farther, stationary/moving)

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Students translate what has been taught to current or past personal experiences. Having students reflect on their physical activity outside of the school day and if that knowledge can be used in the game/activity, and vice versa, can the skills we learned be taken into a sport that you play.

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The ability to use knowledge effectively in new problems, situations, and real-world scenarios. Performance assessments are how students apply the skills they learned into game scenarios. Dribbling a basketball in self-space is completely different than dribbling down a basketball court with someone playing defense.

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Students are able to see from a different point of view. Students are able to acknowledge that their way of thinking is not the only way and other peers might see the situation differently. The teacher needs to provide opportunities for students to confront diverse viewpoints in order to see differing perspectives on the same Big Idea.

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This is the ability for students to understand another person, their feelings, and their worldview. Sportsmanship is vital in playing and competing in sports and introducing students to scenarios where teams will win and teams will lose. Having activities where students demonstrate the traits of a good and bad sport and how either can affect another persons feelings. .

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The facet of self-reflection. Self-knowledge is a key facet of understanding because we need to question the way that we see the world and get rid of our intellectual blind spots. Young students need opportunities to reflect on the knowledge that they have taken in, but by reflecting students are able to see that not all the knowledge is retained.

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Students can explain verbally or on paper when doing a math objective. One of my favorite ways students can demonstrate a math skill is by doing a one-pager (math). They make a poster of a specific learning objective; in the one-pager, the students must show an example, solve the problem, and write their explanation on the side. The students are engaged because they make the one-pager their own. After they finish, the students present their one-pager to the class.

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In the class, interpretation is when students describe math objectives or vocabulary in their own words. I like to use a graphic organizer where students can understand and connect the vocabulary word with personal experience or prior knowledge.

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Application is when a student learns something and can use their learning effectively. In math class, an example of applying is solving a two-step equations

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Perspectives are viewing concepts in different ways. In math class, students can use their perspectives in the unit of ratios and proportional relationships; for example, the prices of off-brand and name-brand cookies are portrayed differently on a graph or a table. Students share out their views on better buy and why. Students can understand other students' viewpoints by sharing answers and opinions.

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In my school, we work a lot on social and emotional well-being. Students apply what they learn in other classes and in the real world.

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When students reflect they are more aware of their self-knowledge.

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Empathy is the ability to metaphorically walk in someone else's shoes and see life or an experience through their perspective. This is a skill that is incredibly difficult to teach, at all ages! Many adults still struggle with empathy. For a student to be able to set aside their own opinions and feelings, and think of another's is a critical skill to learn, but takes practice daily.

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Self knowledge is the ability to reflect on one's own work and understanding. While working on my bachelor's degree, self-reflection was a huge portion of the education program. At the end of every single lesson throughout all practicums, observations, and student teachings, I would write a detailed reflection on what I saw, thought, learned, and would change. This skill has transferred into my teaching of constantly reflecting on lessons and improving them each year after the next. I do not ever do the same thing twice, I always reflect and ask myself how to make it better.

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Perspective is the ability to recognize that not everything will have the same answer, and that people's responses to a question are going to vary based on their point-of-view. In my 2nd grade math class, we would do Number Talks together as a class. I would put up an equation or number on the board, and students would take turns sharing how they solved or see it. For example: 12 + 18... One student might see the 2+8 first to make a 10, then add on the other two 10s and get 30. Another student might stack vertically and solve by regrouping. A third student might take the 2 and add it to the 18 to make 20 then add on the leftover 10 to get 30. During these number talks, I would restate what the student explained as, "____'s brain saw it this way!" Students loved getting to take a sneak peak into each other's brains and were fascinated how we all see things differently.

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When I think of application, I think of Driver's Ed. You sit in class and read out of a textbook, listen to the teacher explain the rules of the road, and go out for practice drives. Once the student has finally reached understanding of how to drive, they can prove that by applying what they've learned to driving on their own. Every person on the road is using application of what they learned from some form of Driver's Education. You can read about driving in a book as much as you want, but you won't fully be able to be proficient unless you get behind the wheel and start driving the car yourself.

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Interpretation is when the student is able to translate what they've learned into personal experiences. I use this often when students are reading stories, or if I read a story to them. After reading the story, we make a text-to-self connection and the students find something from the story that they can relate back to their own life.

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Explanation is when students are able to explain how they got the answer. When a student gives me an answer that is JUST the answer itself, I always follow up with either "why?" or "how do you know?" In reading, students will go back into the text and highlight exactly where the evidence is that supports their answer. In math, students show their work with visuals or equations.

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Explanation in Kindergarten might look like drawing/dictating/writing an opinion (I like cats) and then being able to provide a reason for that opinion (because they are cuddly). Explanation in Kindergarten might look like being able to tell why two words rhyme (bat rhymes with cat because they both end in -at). Explanation in Kindergarten might look like doing a Quick Look in math (subitizing) and explaining how they saw the group of dots organized (I saw a group of 3 and a group of 2 so when I put those groups together I knew there were 5 dots).

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Interpretation in Kindergarten might look like making a personal connection to something in a story. Interpretation in Kindergarten might look like viewing a photograph/illustration and asking students to tell what they think is happening in the picture.

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Application in Kindergarten might look like writing a sentence to tell about your picture (applying the rules they have learned about sentences and applying what they have learned about sounding out words and/or sight words). Application in Kindergarten might look like solving a word problem by applying a strategy they have learned for addition or subtraction (draw a picture, use fingers, use counters, count up/back).

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Perspective in Kindergarten might look like reading 2 versions of a folk/fairy tale, each told from a different character's perspective (i.e., The Three Little Pigs and The True Story of the Three Little Pigs as told by A. Wolf).

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Empathy in Kindergarten might look like asking students to think how another student might feel if they have been treated a certain way. Empathy in Kindergarten might look like discussing how a character might be feeling in a story and why they might feel that way.

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Self-Knowledge in Kindergarten might look like showing a "fist to four" to provide a quick self-evaluation of the students' understanding after a lesson. Self-Knowledge in Kindergarten might look like placing a sticky note on a chart to indicate a learning goal or target a student is currently working on.

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Metacognitive activities which challenge students to reflect on personal decisions and efforts are valuable ways teachers can engage students. When students can identify their own lapses in judgement and observe what has shaped their worldview, they can demonstrate how knowledge has lasting effects on their understanding. Their learning becomes adaptable and can mature alongside them. The conclusion of a rigorous collaborative activity should include a reflective component. This is an opportunity teachers should regularly provide to students which encourages them to think about what they did well and what they should improve.

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It’s important that students read texts which reflect their current worldview and experience, but it is equally valuable to read texts which are older and might be less accessible. Teachers can use these older texts to ask students to reach into the lives of the people before them and watch them engage in issues practically foreign to them. Additionally, they need to demonstrate an understanding of lives unlike their own which exist in our world today. In that case, maintaining a diverse set of texts in the classroom which feature characters working through problems our students don’t have to face is a step toward building an empathetic understanding of how the people operate globally.

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Students need to be able to examine an alternative point of view. In a structured academic controversy, students are tasked with examining and arguing for both sides of a controversial topic. By doing so, students can recognize how frustrating it can be to solve a problem affecting all parties if both sides don’t make an effort to examine each other’s perspective. This way a problem-solving effort might yield an objective compromise.

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Application of content is the motor toward understanding. It’s one way to engage students and point them toward why what we’re doing matters. Our performance tasks should ask students to apply their knowledge and skills in some way to demonstrate understanding. If I ask students to read short stories, explain plot structure and its purposes, to interpret character choices, and to analyze theme, then I should have students apply this knowledge in their own narratives.

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Students should be able to think about ambiguous or debatable topics and how they apply in their own lives. To interpret might ask a student to consider a micro-text and choose a character who most strongly represents the author’s stance, to consider a novel and interpret how a motif develops in the narrative, and to interpret how the motif matters in their own life and the world as they know it. They should answer the question: Why does this fictional text, and the characters in it, matter?

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To help kids understand how a hook should be used in their writing, I often use the video linked here to bridge the understanding of how a hook develops from a thesis statement. I can assess a student’s understanding if they explain to me how they developed their hook, or attention-grabber, for their essay.

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The power of a great introduction - Carolyn Mohr

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Interpretation in the classroom happens when students can make connections to their learning. The picture above is from my classroom during our "Immigrants to Kansas" unit. Students were in groups that specialized in a specific immigrant group to Kansas. They represented their understanding of the particular immigrant group through the creation of a symbol. To develop a symbol, students needed to interpret what was important to this group of people and why. Students were able to have their symbols 3D printed for an immigrant parade. The picture shows a fire that negatively impacted one immigrant group and a train because another group helped build the railroad when they settled in Kansas.

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Showing understanding through application is when students can transfer their learning out of context and into new scenarios. I think of project-based learning when I think of application. Incorporating PBLs into the classroom allows students to express themselves and practice skills in a more realistic situation than during practice. I especially enjoy using PBLs during math, where students can take their math skills into a real-world setting. One of my favorite PBLs that my students have done is creating an "Area Dream House" that involves designing a house's floorplan and calculating each room's area and the home's total area. Students must apply their knowledge of area and rectilinear area to complete this project.

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Empathy is being able to see a situation through someone else's eyes. Showing understanding through empathy involves social-emotional learning. During the winter holiday season, my classroom celebrates various holidays around the world. During this unit, we focus on honoring and respecting ALL cultures and sharing personal experiences from our own culture. Seeing my students develop empathy and understanding from this unit is special each year and warms my heart.

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Empathy is the ability to "walk in someone else's shoes" (i.e., see something from a perspective different from your own). One example from my creative writing class comes from my poetry unit. In this unit, I have students read various poems written by students around their age. These poems focus on topics relating to the students' lives, specifically around issues they face (i.e., race, economic status, friendship, etc.). Through these poems, we hold discussions about how different people experience different aspects of life and why their perspectives may be similar or different from ours. We also discuss what factors may contribute to how they express their emotions through poems. I also have students write about ideas common in poetry, and we discuss our viewpoints on these ideas. Not only does this allow students to see each other's perspectives, but it also expands their understanding of these ideas.

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Perspective is the ability to understand other people's views and ideas. One way that I have my students practice this is with the skill of word choice. For this activity, I have my students take on the perspective of an alien visiting Earth for the first time. They come across a cat or dog and must describe this new creature to their fellow aliens. This activity requires students to think from an alien's perspective and consider what words they would use to describe a creature they had never seen before.

I also have them practice perspective when we analyze other authors' writing by having them take the story and ask them to write it from a different character's perspective. This requires them to consider the character's roles in the overall story and their impact.

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Application is the ability of students to take what they have learned and apply it to new situations. My class is geared explicitly toward project-based learning, where students can take the skills learned through analysis and create their writings. One example is in my playwriting unit. We start by looking at a variety of different types of play scripts. We then analyze the techniques used to tell the story. Specifically, we look at radio plays and the methods used to tell a story through audible media. We also tie in what we learned previously in our short story unit. Students then take this knowledge and apply it by not only writing their podcast scripts but then also recording and publishing them. As this is our final unit, students are expected to apply what they have learned throughout the year and within the unit to create a professional podcast episode.

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Explanation means students can express how they got to the answer. Because poetry is often very abstract, I use explanation when discussing and analyzing poetry. In our discussion, I may ask students to look at a specific section and explore the message the author is trying to convey. Rather than just having them provide an answer, I have them dig deeper by picking out specific words, phrases, or lines that helped them reach this conclusion. I like to tell my students that in poetry, there are no right or wrong answers; instead, your answer is impacted by how well you can validate it with an explanation through analysis and supporting evidence.

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Interpretation means that students can use what they have learned to connect with what they are currently learning. For example, after we read poems about what other people consider home, I have students discuss what home is to them. Some come up with concrete ideas, like a place with a roof over their heads, while other students may come up with more abstract concepts like a specific person or a memory is a home to them. Students' interpretation of home is different due to their personal experiences.

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Self Knowledge is when students can reflectively think about what they do or do not know. It's the ability to recognize their strengths and weaknesses. One way I have students practice self-knowledge is through the editing and revising portion of the writing process. At this step, students are given the rubric I use to grade them and asked to grade themselves. They have to justify why they graded themselves the way they did. After they complete the rubric, I conference with the student about what strengths and weaknesses they noticed in their writing. This then allows students to ask for clarification and will enable me to reteach missing skills at the moment.

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When students demonstrate their understanding through explanation, they tap into upper levels of Bloom's Taxonomy- analysis and synthesis. I enjoy using the SeeSaw app in my classroom for kids to explain their ideas because there is a microphone feature that enables students to record themselves describing their thought-process. On SeeSaw, students can also draw and label their ideas. This is a versatile program that can be used across content areas.

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When students demonstrate their understanding through perspective, they can see situations from multiple sides and points of view. I developed a project this past year where students learned about Jane Goodall and showed their understanding by describing her perspective on the world. They explained what Jane Goodall's thoughts on the world today would be and showed her point of view, as in the example picture I created in the image above. We also discuss points of view and perspectives when reading The Day the Crayons Quit. My class loves making drawings of their favorite crayons and using speech bubbles to describe each crayon's perspective!

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Self-reflection and assessment are vital for students to be able to do. This happens when students can realize what they know (and still don't know) and make improvements and revisions to their work. Students grow through this process, enabling them to take ownership of their learning. I love this video by John Spencer that discusses how self-assessment and reflection empower learners! It talks about how vital self-reflection is inside and outside the classroom.

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Empowering Students to Own the Assessment Process

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Interpretation in my computer class would show students being able to read code and determine missing functions of code

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Application in my computer class would be when students use the learned information to build their own short program using the coding.

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Some students are not good with words but can still explain how they came up with answers by demonstration.

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In programming students understand that the material learn can be used to create games, computer software and other codes. They understand the perspective and the purpose of the learning