Monday, September 26, 2022, 11:19 PM
Site: Learnbps
Course: BPS-Success Skills 4Cs (BPS-SS 4Cs)
Glossary: MS Success Skills

BPS-MS.4Cs.CI.01

Under Development

(CI) Creativity and Innovation

Idea Generation

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Generates a high volume of clear ideas to meet the challenge.
  • Takes an original, unique, and imaginative approach to idea generation; offers ideas that are broad in their diversity.
  • Shows skill in asking open-ended questions that lead to the generation of original ideas.
  • Asks, “Is my idea really new?” Clearly explains information acquired from researching precedents.
P Proficient
-
 

"The Standard"

  • Clearly defines the problem, investigation, or challenge in a manner that builds a framework for idea generation.
  • Generates a sufficient volume of clear ideas to meet the challenge; ideas closely address the challenge and are sufficiently detailed to spark a creative process.
A Approaching Proficiency
-
 
  • Defines the problem, investigation, or challenge, but explanation lacks clarity and may impact idea generation.
  • Communicates ideas to meet the challenge, but the volume is not sufficient to spark a creative process; ideas are somewhat connected to the challenge at hand.
N Novice -
 
  • Shows an inability to grasp the problem, investigation, or challenge.
  • Generates few ideas; offers ideas that are often vague and relate loosely to the challenge.

 

Resources

Link to District Rubric

BPS-MS.4Cs.CI.02

Under Development

(CI) Creativity and Innovation

Idea Design and Refinement

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Sorts, arranges, categorizes, and prioritizes ideas in ways that turn options into creatively productive outcomes.
  • Makes revisions that significantly improve the quality of ideas.
P Proficient
-
 

"The Standard"

  • Effectively uses organizational techniques such as categorization, prioritization, and classification to evaluate ideas; uses results to select the best idea and provides a clear rationale for decision.
  • Reviews feedback, translates feedback into logical “next steps,” and makes revisions that improve the quality of the idea.
A Approaching Proficiency
-
 
  • Is beginning to demonstrate the ability to use organizational techniques such as categorization, prioritization, and classification to evaluate ideas; selects the best idea, but rationale for decision lacks clarity.
  • Reviews feedback and translates feedback into “next steps,” but is unable use feedback to improve the quality of the idea.
N Novice -
 
  • Reviews ideas without evidence of categorization or prioritization; selects an idea, but is unable to provide a rationale for the decision.

 

 

Resources

Link to District Rubric

BPS-MS.4Cs.CI.03

Under Development

(CI) Creativity and Innovation

Openness and Courage to Explore

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Is curious, flexible, and open to ambiguity in exploring ideas.
  • Displays sufficient resilience when confronted with production challenges/setbacks. Is confident and able to take calculated risks and adapt plans.
  • Consistently challenges existing boundaries and ideas.
P Proficient
-
 

"The Standard"

  • Demonstrates openness to ambiguity in exploring ideas.
  • Shares a clear vision of the end product or performance.
  • Consistently perseveres when presented with challenges, shows resilience in situations in which failure is part of the experience, and shows confidence and an ability to take risks.
A Approaching Proficiency
-
 
  • Is beginning to display tolerance for ambiguity.
  • Shows a somewhat clear vision of the end product or performance.
  • Usually perseveres when presented with challenges.
N Novice -
 
  • Displays low tolerance for ambiguity.
  • Shares an unclear vision of the end product or performance.
  • Sometimes perseveres when presented with challenges.

 

Resources

Link to District Rubric

BPS-MS.4Cs.CI.04

Under Development

(CI) Creativity and Innovation

Work Creatively with Others

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Works collaboratively with others. Communicates ideas and feedback to others effectively; often makes connections between and builds upon others’ ideas to generate new and unique insights.
P Proficient
-
 

"The Standard"

  • Works collaboratively with others. Communicates ideas and feedback to others effectively; usually makes connections between and builds upon others’ ideas to generate new and unique insights.
A Approaching Proficiency
-
 
  • Almost always works in isolation; is hesitant to communicate ideas and provide feedback to others.
N Novice -
 
  • Almost always works in isolation; is hesitant to communicate ideas and provide feedback to others.

 

 

Resources

Link to District Rubric

BPS-MS.4Cs.CI.05

Under Development

(CI) Creativity and Innovation

Creative Production and Innovation

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Always exhibits diligence and ethical behavior in producing creative works.
  • Uses convergent thinking skills and/or design thinking strategies as appropriate to develop creative ideas into tangible solutions or contributions.
  • Demonstrates a high degree of adaptability in the production of creative products or performances (e.g., making do with what is at hand to reach goals.
P Proficient
-
 

"The Standard"

  • Uses ideas to create a product or performance that is directly related to the challenge or problem. Provides a clear explanation of the innovation process and how the product addresses the challenge.
  • Product is considered to be valuable and unique by the broad, target audience and is considered by experts to be creative.
  • Reflects with accuracy on the quality of work.
A Approaching Proficiency
-
 
  • Uses ideas to create products or performances that are directly related to the challenge or problem. Provides a somewhat clear explanation of the innovation process and how the product addresses the challenge.
  • Product is considered to be somewhat valuable and unique by the broad, target audience and is considered by experts to be somewhat creative.
  • Reflects with minimal accuracy on the quality of work.
N Novice -
 
  • Creates a product or performance that has a vague or incomplete connection to the task. Provides an explanation of the innovation process and how the product addresses the challenge, but explanation is unclear.
  • Product is not considered to be useful or unique by the broad, target audience and is not considered to be creative by experts. (May simply replicate an existing product.)
  • Shows an inability to reflect on the quality of work.

 

 

Resources

Link to District Rubric

BPS-MS.4Cs.CI.06

Under Development

(CI) Creativity and Innovation

Self-Regulation / Reflection

Think Creatively

  • Use a wide range of idea creation techniques (such as brainstorming).
  • Create new and worthwhile ideas (both incremental and radical concepts).
  • Elaborate, refine, analyze and evaluate their own ideas in order to improve and maximize creative efforts.

Work Creatively with Others

  • Develop, implement and communicate new ideas to others effectively.
  • Be open and responsive to new and diverse perspectives; incorporate group input and feedback into the work.
  • Demonstrate originality and inventiveness in work and understand the real world limits to adopting new ideas.

Demonstrate Courage to Explore

  • View failure as an opportunity to learn; understand that creativity and innovation is a long-term, cyclical process of small success and frequent mistakes.

Implement Innovations

  • Act on creative ideas to make a tangible and useful contribution to the field in which the innovation will occur.

Student Learning Targets:

Knowledge Targets

  • I can

Reasoning Targets

  • I can

Skills (Performance) Targets

  • I can

Proficiency Scale

Score   Description Example
E Exemplary and Exceeds Proficiency  
   
  • Is highly reflective and shows a strong capacity for self-critique.
P Proficient
-
 

"The Standard"

  • Often analyzes and questions one’s own creativity and innovation with accuracy. (Does the student assess the quality of his/her ideas? Show perseverance? Dedicate enough time and effort to the creative process? Reflect on the amount of support needed during the creative process?)
A Approaching Proficiency
-
 
  • Sometimes analyzes and questions one’s own creativity and innovation with accuracy. (Does the student assess the quality of his/her ideas? Show perseverance? Dedicate enough time and effort to the creative process? Reflect on the amount of support needed during the creative process?)
N Novice -
 
  • Rarely analyzes and questions one’s own creativity and innovation with accuracy. (Does the student assess the quality of his/her ideas? Show perseverance? Dedicate enough time and effort to the creative process? Reflect on the amount of support needed during the creative process?)

 

 

Resources

Link to District Rubric