Living Document Project Package

PART I: How Do I Define Learning, Understanding, and Creativity?

Part I of your Living Document consists of a 1-2 page essay in response to two questions: "How do I define learning, understanding, and creativity?" "Based on my personal definitions, how do understanding and creativity support learning?" Make sure you consult with the rubric which calls attention to the fact that I will be looking for several things: Definitions, in your own words, of learning, understanding, and creativity. You are encouraged to bring in support for your definitions from course readings, course activities, and outside resources (but not dictionaries or encyclopedias, which often provide very narrow definitions of these terms). A short description of how understanding and creativity support learning, in other words, how these ideas and your definitions are all connected. In writing your definitions, make sure to include a description of what your definitions look like based on an experience or an imagined scenario in which your ideas are played out. It is often easier for students to draw on past experiences, so you are encouraged to follow this path. You can draw from experiences you have had as a student, tutor, camp counselor, child, sibling, parent, etc. In writing these experiences, make sure to show and don't tell your reader about these experiences. In other words, you need to "remember and report" on these experiences. (Check the Course Tools and Practices document for more information.) In writing your essay, you are encouraged to allow your true self to come through. You can do so in the definitions you craft, the connections you make, and the experiences you share. Lastly, while allowing your voice to come though, make sure you adopt an appropriate tone to your writing. Your writing should be clear, fairly formal, and free of colloquialisms. Imagine the person who is reading your essay as your professor or a future employer. (Check the Course Tools and Practices document for more information.) A SOLID DRAFT IS DUE IN CLASS ON JANUARY 30 for the Writers' Workshop. Please bring three printed copies of your essay. The Final Draft is due in TaskStream on February 4.

Keystone: Living Document Part 1: What are Learning, Understanding and Creativity?
Beginning
Definitions of Terms (Learning, Understanding, Creativity) Description of Concrete Examples or Experiences through "Imagine or Remember and Report" Demonstrations of Connections Between Terms Use of Appropriate Tone
Learning, understanding, and creativity are vaguely defined, or they appear to be definitions from a dictionary or encyclopedia.

Developing
Learning, understanding, and creativity are clearly defined in the author's own words.

Succeeding
Learning, understanding, and creativity are clearly defined in the author's own words and backed with references from course readings, course activities, or outside resources other than a dictionary or encyclopedia. Concrete examples and experiences are provided that are detailed enough to thoroughly illustrate the definitions and add a great deal to the readers' understanding of the definitions.

Concrete examples and experiences are provided but are not detailed enough to illustrate the definitions of the terms.

Concrete examples and experiences are provided that are detailed and help to highlight and illustrate the definitions of the terms.

There are vague connections are made between learning, understanding, and creativity.

Learning, understanding, and creativity are linked together, although how understanding and creativity support learning are not entirely clear.

Learning, understanding, and creativity are clearly linked together and there is a clear sense as to how understanding and creativity support learning. The essay is written in a manner that is very appropriate for a professor or future employer, with few slips into a conversational tone. The tone firmly establishes the credibility of the author as a professional teacher.

The essay is written in a manner that is more conversational and more appropriate for a friend or classmate than a professor or future employer. There are many colloquialisms and exclamation points throughout the essay that may demonstrate the enthusiasm but not necessarily the credibility of the author as a professional teacher. Descriptions provide a basic indication of who the person is and their personal connections to the terms. It appears as though the author put in a basic level of effort into the assignment.

The essay is written in a manner that is more appropriate for a professor or future employer, with only occasional colloquialisms or other slips of conversational tone. The tone sets a solid foundation for the credibility of the author as a professional teacher.

Demonstration of Author Voice Apparent Level of Effort

Exhibits a fairly strong indication of who the individual is based on their personal connections to the terms. It appears as though the author put in an appropriate level of effort.

Exhibits a strong indication of who the individual is based on their connections to the terms.

It appears as though the author put in an outstanding level of effort.