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By answering whether the parts of the prototype requires revision or if they need to return to the previous element & what steps did I use in designing my solution and which parts would I change, revise, or repeat in the future?

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The answers provided in this model will enable to students to think critically about issues that they researched. This process allows students to think about their learning process and fully understand it while also understanding how that thinking might change in the future.

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I think the author does a great job of including questions in this chapter, and throughout the book, that I could utilize that will allow my students to reflect on their work and analyze what they may change or do differently in the future. I think this could be done formally or informally by having casual conversation with them in the classroom, having them speak amongst their peers to communicate their answers (possibly a podcast assignment), or require them to answer the reflective questions on a more formal assessment.

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This model takes the basic KWL chart to the next level by utilizing those guided questions that were talked about in the book. I liked how they discussed setting it up as a gallery walk. I would do that and have student choose three of those in its entirety, that way you help them see the many different ways they can show what they have learned.

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I think the Application-Process-Future model is very beneficial as it allows students to consider the feedback and how it relates to their solution, but also using the feedback to improve their work. I think this model is great for student reflection.

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I think a great support to implement would be required check-points , where the students could analyze and assess their work and get feedback, to make necessary changes before moving forward in the process. (Like the example in the book when the architects and engineers followed a three phase process for redesigning 4 of their schools, listening to the concerns of the teachers and students along the way to make adjustments)

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I agree with Casey, utilizing those guiding questions can be used t reflect on their design solution along with how they revise it and even use it in future problem solving tasks. I think posing these questions will spark more thoughtful insight into the students own work.

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Outcomes I would look for would be whether or not they were successful, but also based on the questions brought up by the author, but also the students ability to reflect truthfully.   Students should be able to explain why their solution was successful or not, and be able to come up with changes for the future that would improve their successful or unsuccessful solution.

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I will be able to observer how students were able to make connections back to the initial content, and assist in making that connection if they need it. I can also support students in the process of learning how to reflect on the iterative process of learning.

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Having students share their solutions with their peers and getting to see their classmates' work. Students can gain ideas from other group members and observe other thought processes. This opens up other perspectives and may motivate them to go back to their own work and revise certain aspects.

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Looking at the final product and reflecting if it met the needs to solve the initial problem.  I think student need to self reflect and also consider peer reflection on their problem.  A student may believe they have solved the problem but then when faced with a peer reflection will find that they could have improved on an area.  Students may not necessarily need to go back and make the changes acknowledging and creating a plan for how they can improve in the future is another way to utilize their reflecting skills.

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I agree with Casey, check-ins with students as they continue to work through their solution would be vital to the success.

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I would say the most important and highest level of demonstrating if a student content knowledge is to be able to explain it in their own words to someone else.

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The book does give a lot of really good sentence stems for ways for students to think about their work in terms of being able to revise or make make changes to their work. I think a great way to encourage students to do this is by reflecting on our own work to them in terms of modeling.

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I think constant feedback is great but I might also say encouragement to try things they have learned in school at home or on their own. If students can utilize strategies and principles and content knowledge they have learned in school on their own it can create a deeper understanding.

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Redirecting the student to the root problem, reviewing content knowledge, areguiding them through

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Portnoy provides a great framework to guide and encourage students on how to personally reflect on how they might revise or change the solution that was designed. The key is to let the students work in an environment that allows them to experience roadblocks (flaws in their work) and opportunity to fine tune or completely revamp.

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If I said let's do some "metacognition" to my students they would look at me cross-eyed- the sentence starters guide us all along in this process to do the real thinking about the content, learning and reflection rather than having the students struggle with the process of wording things right. The eyes on the prize is the reflective process and striving for growth and improvement.

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The student would need to reflect on how the designed solution needs to be revised, or identify crucial characteristics of the solution that aided in its success. (p.138)

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The sentence starters on page 142 lead each student to reflect in ways that are forward looking.

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By making self-assessments a routine part of the process. The author provides examples of questions to pose to students to get them reflecting about their work. These questions can be rotated or tweaked for students to reflect on their work at different angles.

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Simply state I love the Maya Angelou quote at the start of the chapter- about the butterfly, how many embrace its beauty but rarely reflect on all of the growth and stages that led to the birth of the butterfly. Learning and producing (something of quality) is like that. It also teaches respect for one's own struggles and patience, and resilience- all along with a growth mindset.

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I think it would be important to emphasize grit so that students assume the attitude of continuing to add and improve their work.

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Connect with experts! (In person or online.)

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Modeling and practicing reflection during all stages of the process. This will also help students feel accustomed to offering and receiving appropriate and constructive feedback.

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Andrea, I love that you used the word Grit. Which is next week's book talk for some of us:) I think by implementing weekly Steam challenges in our classroom we've seen the children grow in their capacity to revise. Several activities that were supposed to take 10 minutes took an entire day as students wanted to revise their work during recess or snack. Some would go home and try the activity and bring it back the next day. The students need opportunities to work through the process and develop that grit.

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I think having my students sharing their work would make students see different methods, which could influence them the next time around.

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I agree that checkpoints are a great idea to help support students. I also think that you could strategically group students to help support them.

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I agree Jean.  Student can learn so much from the roadblocks and even more from the "failures"!  It starts at home however to flourish minds that are okay with making those mistakes and seeing the learning opportunities in them.  Overall it comes back to what we talked about yesterday, finding a way to make kids exciting and wanting to learn rather than a grade on a report card.

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Sharing with peers allows students to see different perspectives they might not have considered in their own solutions.