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College Preparation for Irish Teenagers | Sarah Kennedy - 12256405

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Individual Assignment

College Preparation for Irish Teenagers

Sarah Kennedy - 12256405

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Table of Contents

Table of Contents ................................................................................................................................... 1

Background Information ......................................................................................................................... 2

Mission Statement .................................................................................................................................. 3

Needs Assessment .................................................................................................................................. 4

Goals, Objectives and Learning Outcomes ............................................................................................. 6

Goals .......................................................................................................................................... 6

Learning Objectives .................................................................................................................... 6

Intended Learning Outcomes .................................................................................................... 6

Staffing and Budget ................................................................................................................................. 8

Overall Form of the Programme ............................................................................................................. 9

Instructional Methods........................................................................................................................... 11

Assessment Methods ............................................................................................................................ 13

Assessment of students ........................................................................................................... 13

Assessment of the programme ................................................................................................ 14

Promotion and Outreach Strategies ..................................................................................................... 15

References ............................................................................................................................................ 16

Appendices ............................................................................................................................................ 18

Appendix A: Lesson Plans ........................................................................................................ 18

Appendix B: Rubric for Notable Student Posts ........................................................................ 22

Appendix C: Certificate of Completion .................................................................................... 23




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College Preparation for Irish Teens

Background Information

This course is created for use by public libraries. We have specifically created it with

Tipperary Libraries in mind. According to Tipperary Libraries (2012) mission statement

“From modest beginnings, the Joint Libraries Committee has gradually developed and

expanded the library service in Tipperary and now operates a network of twelve branches

throughout the county. In addition, the Committee operates a local studies service, several

outreach services including a schools mobile and lending service and library service to

nursing home, day care centres and pre-school services. Tipperary Libraries runs a year round

calendar of events for adults, children and teens that vary from weekly clubs to annual

festivals.” They also state it is hoped “to provide equal opportunity access to a high quality

library and information service to all people in Co. Tipperary.” Tipperary has a population of

approximately 160,000. Clonmel and Thurles are home to parts of the Limerick Institute of

Technology campus and while there are also other substantial towns in Tipperary, in terms of

size and population, the county is mainly quite rural with a lot of farmland and smaller towns

and villages.

In Budget 2012 it was announced that cuts would see secondary schools required to include

guidance counsellors within their overall teaching allocations from September 2013. This will

mean a cutback in the time guidance counsellors will have to spend on career advisement as

they will have to take on far more teaching hours. According to a report by the Office of the

Minister for Children and Youth Affairs (2010) entitled, ‘Young People and Public Libraries

in Ireland: Issues and Opportunities,’ “there seems considerable potential for the greater

alignment and integration of the youth-related work of libraries with that of other services,”

and “there is a clear need to create a more robust cooperative relationship between secondary

schools and the public libraries in order to enhance the information worlds of all young

people in Ireland.” The young people the report is dealing with are between the ages of 13-

17, those that will also be affected by the budget changes. The report claims, “Libraries in

Ireland have a long history of linking with and supporting school based initiatives,” and it is

our hope that we will be a part of that history. Our information literacy course is based on the

principles of information literacy outlined by the Alexandria Proclamation adopted by the




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High Level Colloquium on Information Literacy and Lifelong Learning in November 2005,

“to empower people in all walks of life to seek, evaluate, use and create information

effectively to achieve their personal, social, occupational and educational goals” (Horton Jr.,

J.W., 2008).

The report by the Office of the Minister for Children and Youth Affairs (2010) showed that

“in terms of planning to meet the needs of young people as a distinct user group, the majority

of library development programmes grouped children and young people together, placing

greatest emphasis on children under the age of twelve.” We hope that our course will go

some way in providing services aimed specifically at the teenage age group and enticing them

to visit and become active members of the library.

Mission Statement

The mission of those involved in ‘College Preparation for Irish Teens’ is to provide teenagers

with information that will assist them in making decisions and lay the groundwork for the

transition to college/university. We intend to empower students by providing them with the

tools and skills to find information about future college choices, help them to understand the

importance of having effective search strategies, information evaluation techniques and how

to present information in a third level context. It is our hope that those that do the course will

feel more confident about their choices and will be aware of the differences between

secondary and third level education, which will enable them to make the best of their first

year of college.

We also intend for the course to increase the libraries engagement with the teenage

demographic. We hope to encourage teenagers to see the library as a useful and accessible

resource.




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Needs Assessment

As Grassian and Kaplowitz (2001, p. 343) state, “All Needs Assessment starts with an

examination of the library’s target population.” Our target population is very specific and our

needs assessment is based on a great deal of research about teenagers and recognises that our

course is being developed in response to the recent changes in education due to the cuts

announced in Budget 2012. As Julien (1999, p. 38) points out, it is during these teenage years

that, “we become fully conscious of the social expectation that we make some plans for our

lives following school.” We have established that the lack of guidance counsellors will create

a gap in education for secondary school students and we are hoping to make some effort to

bridge that gap. Julien (1999, p. 47) also highlights the difficulty students have in forming

and asking questions claiming, “even when offered assistance, some respondents reported

they did not know what questions to ask.”

Also, through extensive research we have found that teenagers perceive themselves to

be of a higher level in regard to IL than is the reality. As Gross and Latham (2012, p. 574),

speaking specifically about first year students assert, “simply stated, they tend to believe they

have above average IL skills, when in fact, an objective test of their ability indicates they are

below proficient in terms of their actual skill.” A study from the University of Phoenix by

Atlantic Media Company (2011) shows 70% of respondents felt that the greatest obstacles

facing college students was insufficient secondary preparation, with the report outlining,

“secondary preparation and alignment with post-secondary expectations is a serious

problem.” It also showed that when asked about challenges for post-secondary institutions,

33% of respondents cited ‘college preparedness.’ There is clearly a ‘need’ for college

preparation and support for teenagers.

Needs assessment is described by Webb and Powis (2004) as “The process of finding

out what your learners need and expect from the session.” As we have established a need, we

must look to expectations. As the library suffers from a lack of engagement with teenagers,

we see this course as one which has an opportunity to grow within the next couple of years.

We have established the course based on the needs assessment conducted through looking at

the literature in relation to this age group. The Needs Assessment has also established that

secondary schools and youth groups are possible partners in our goal. It is hoped that by

building relationships with these groups and with the teenagers themselves we will eventually




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be able to conduct a needs assessment with the students in order to enhance the programme.

This will involve surveying the students before they begin the programme in order to

establish their level of experience and their expectations. We will also be establishing social

media outreach and will monitor this for suggestions and comments by the students and adapt

the programme where possible.

As mentioned, as part of the library’s mission statement (Tipperary Libraries, 2012),

it is hoped “to provide equal opportunity access to a high quality library and information

service to all people in Co. Tipperary.” As Tipperary is a mainly rural county we feel that in

order to provide equal opportunity access to students the programme would need to be

available remotely as this would ensure that all students could access it and use it. Due to lack

of funds and resources it would not be possible for the librarian to travel to each school in the

area to present the information and we believe we are best serving the needs of the teenage

community by making the course available online.




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Goals, Objectives and Learning Outcomes

Goals:

The goals of this programme are to prepare students for choosing subjects for their Leaving

Certificate based on their preferences for college courses. It aims to ensure students have a

comparatively high level of information literacy in relation to students who do not get to

undertake a course of this kind. It hopes to encourage critical thinking and enhance lifelong

learning skills. It also hopes to increase the amount of teenage library members and users.

Learning Objectives:

When deciding on subjects for Leaving Certificate students will be able to make

informed decisions based on the subjects required by their preferred college courses.

When using Google, students will be aware of their search options in order to conduct

better searches and will be able to identify times when using Advanced Search

functions and Boolean operators is beneficial to them.

On arrival in college, students will be aware that the library houses the best resources

and will be confident enough to attend library tours and classes and will feel

comfortable in asking questions.

When using the internet, students will be aware that they need to evaluate the

resources they are using and that they must be aware of copyright and plagiarism if

they are sharing resources or using resources in school essays or projects.

Intended Learning Outcomes:

Choosing subjects for Leaving Certificate based on research they have conducted.

Using the library effectively from first year in college.

Students will be able to conduct an effective search using advanced functions,

Boolean operators and keywords.

Being able to tell the difference between suitable and unsuitable resources.

Understanding they can ask questions and that the librarians and academics are there

to help them learn.




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Using library resources, such as books, databases and e-books for essays.

Understanding that they need to identify the citation style used by their school and

find resources that will help them cite correctly.

Understanding that they may not use other people’s work as their own and that they

may reference other people’s work by using references and the correct citation

technique.




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Staffing and Budget

Patrick Jones, author of ‘Connecting Young Adults and Libraries,’ is quoted in a study by

Kay Bishop and Pat Bauer (2002, p. 36) as stating “the reason for not serving this special user

group [teenagers] are the usual suspects; not enough money, not enough staff and not enough

space.” This course is created with the hope that the only costs involved will be a relatively

small amount of staffing and time. Budgets and staff are already stretched in the public

library sector and therefore we have tried to create a programme which will hopefully

increase library membership amongst teenagers in response to the ‘Young People and Public

Libraries,’ report while being inexpensive and not creating too much of an impact to the

existing workflow. In order to achieve this, the course will be delivered in an online format. It

will utilise free, easy-to-use resources. The programme will require a minimum of 3 hours a

week, with more time allocated if available. The required hours are to facilitate a one-hour

scheduled drop-in, where students can come to the library to work in groups or to ask

questions about the programme, and two hours in which the librarian will monitor the

progress of the students, read posts and post notable student reflections to the website,

monitor and update the Facebook and Twitter and answer emails. This work may be spread

out over several days rather than a specific block of time. While the programme itself is only

five to six weeks in duration, we hope to get the support of local schools and stagger the

students taking the course throughout the year in order to ensure we can provide them with

the resources and support they may require.




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Overall Form of the Programme

We decided quite early on in development that we wanted our programme to find its roots in

Constructivism. Grassian and Kaplowitz (2001, p. 43) state “Knowledge is not viewed as

simply passing from teacher to student; knowledge is actually constructed in the learner’s

mind, thus the name ‘Constructivism.’ The learner does not get ideas; he or she makes ideas.”

We believe the way forward, especially for a subject such as information literacy is a

‘learning rather than teaching’ method for students. It is hoped this will ensure ‘deep’

learning, whereby the student will be more prepared for the transition into the third level

environment and lifelong learning.

The College Preparation for Irish Teens Programme will be remote and mostly asynchronous

in approach in order to facilitate both the library staff and the teenagers. It will be set out as a

five week course with a 45 minute lesson in each week and some activities, which combined

should be a maximum of one hour and thirty minutes of work. All the coursework will be

delivered on the website and while it is suggested that it is broken down into five separate

weeks, it is entirely up to the student if they wish to work through the course in a shorter time

frame. The maximum time we will allocate to complete the course is six weeks and those

who have not finished the course in that time will not receive a completion certificate. To

allow for those students that prefer a more synchronous or ‘face-to-face’ approach, there will

be a one-hour drop-in session conducted within the library every Thursday at 4.30 pm. This

will be an informal session but there will be a librarian present to give help and support at this

time and students will be allowed to work together within the library. We will have a sign-up

sheet available online to ensure that we have enough resources to cater for the students

attending and if we find that there is a high demand for this session we will consider creating

a second session. The students will also be encouraged to email the librarian in charge of the

course to schedule meetings if they require extra help or support.

It is felt that the overall format of the course will encourage critical thinking and promote

lifelong learning skills. The methods we have chosen to adopt involve enquiry-based learning

and active learning. Kahn and O’Rourke (2005, p. 1) explain enquiry-based learning (EBL)

by stating, “The tutor establishes the task and supports or facilitates the process, but the

students pursue their own lines of enquiry, draw on their existing knowledge and identify the




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consequent learning needs. They seek evidence to support their ideas and take responsibility

for analysing and presenting this appropriately, either as part of a group or as an individual

supported by others.” Grassian and Kapowitz (2001, p.117) make the point, “Many

definitions of active learning emphasise that, at its best, it engages learners, helps them

discover conceptual models and encourages them to learn by practicing various skills,

especially learning how to learn.” It is hoped that this form of learning will encourage a

deeper connection with the processes of information literacy.

It is also necessary to mention that the programme is loosely based around the Big6 Skills

(1987) model. We have chosen to do this in order to name each week and ensure the students

have a firm grasp on some of the important elements involved in information literacy.




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Instructional Methods

We will be utilising many forms of instructional methods.

1. Worksheets – chosen because they encourage active learning. In a study by Verlander

and Scutt (2009, p. 40) it is stated that, “Information literacy is actively developed as

students need to access specific resources, demonstrate understanding of their

functionality and demonstrate effective searching skills in order to answer the

questions on the worksheet.” This study was looking at how to teach information

skills to large groups using limited time and resources which is very relevant to our

situation. Worksheets also mean that students can learn at their own pace which suits

the asynchronous style of the programme.

2. Presentations – Online presentations and videos showing students how to do things by

showing screenshots etc. Slideshare and YouTube already contain some great

presentations for students which could reduce the amount of time involved in

preparation. Students may need a visual cue if they are a more visual learner. While

we are going to use available presentations for the first classes, it is hoped that when

teenagers become engaged with the library they will partake in creating original

videos and presentations to be added to the site.

3. Guides – These are useful because they provide clear, simple instructions. Like

worksheets they can be utilised in the students own time and they can be printed and

used by the student during the ‘point-of-need,’ when they go to college.

4. Social Media – Teenagers are very comfortable with social media. It will encourage

them to talk to each other and work together, to share resources and information

which will encourage collaborative learning. It is hoped that this programme would be

seen as a learning community. We would encourage people who have already

completed the course to remain on the Facebook page to offer advice or share links

they found useful and it is hoped that such a collaborative space would encourage

students to ask questions in order to find information.

5. Reflective Writing or Blogging – We will be using reflective writing and blogging to

help the students reflect and make sense of their learning. The University of New

South Wales published a guide to reflective writing stating, “Reflection is a form of

personal response to experiences, situations, events or new information. It is a




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‘processing’ phase where thinking and learning take place.” We feel that this is a very

important component of our programme as many universities and colleges are

utilising this approach to learning. We will encourage students to reflect on a blog;

however, as we realise that some students may not be comfortable with this option we

will allow them to submit their reflections via email.




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Assessment Methods

Assessment of students:

As the programme is being undertaken by Transition Year students, the assessment of

students will be informal. However, we do feel there is a need for some level of assessment to

ensure the students are gaining knowledge from the course. We agree with Grassian and

Kaplowitz (2001, p. 265) who state “We assess, evaluate and revise because we want to find

out if our instruction has been effective. In other words, we need to find out how well our

goals and objectives are met.” The American Association for Higher Education (1996) lists

nine principles for good practice for assessing student learning. Two of these principles stand

out as being the most important for this particular course, “assessment requires attention to

outcomes but equally to experiences that lead to those outcomes” and “assessment works best

when it is on-going not episodic.” It is seen as almost impossible to assess the success of our

intended learning outcomes as it will most likely be two years before participants get to

college or university. Due to this we have chosen to assess our programme through requiring

the students to reflect on their learning each week. They will be required to complete short

reflections about what they have learned and each week they will be given a specific element

to discuss or questions to answer. We feel that this process will ensure there is constructive

alignment between the assessment and the learning objectives as we will be able to assess

their understanding of the elements. We also feel that a formative approach is the most

suitable for these students and it is hoped that by reading the weekly reflections the librarian

will be able to identify students who are struggling and either help them personally or

perhaps assign a ‘study-buddy.’ A ‘study-buddy’ would be a student who has completed the

course or is doing well at the course and is willing to get in contact with the student having

difficulties in order to help them. Although, the course will not be formally assessed and

there will be no accreditation, we will provide a certificate of completion for those who finish

the course. We will also post exceptional reflections to the webpage as an incentive for

students to do well. Exceptional reflections will be decided in accordance with the Standard’s

Model and will be based on the set criteria rather than in terms of comparison to other

students.




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Assessment of the programme:

While it is important to assess the students and the intended learning outcomes, it is also very

important to assess the programme itself. We intend to assess the programme by allowing the

students to submit feedback in the form of a final reflection at the end of the programme. As

mentioned, it is hoped that the course will grow and change over time to incorporate student

opinions and we feel that conducting feedback and possibly a survey after two years when the

first graduates of the programme have begun their college experience would be very

beneficial in this regard.




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Promotional and Outreach Strategies

There will be two facets to our promotion and outreach:

1. Schools

2. Youth groups and students themselves

It is our hope that we will be able to encourage the schools in the area to collaborate with us

in regard to this programme. The best case scenario would be that the programme became

embedded into the Transition Year curriculum and teachers would spare one class a week for

between five and six weeks to allow students to take part. This would of course be assuming

that the school had the resources to provide all the students involved with access to

computers and the internet. Outreach to schools would involve contacting principals via letter

or email and asking for a meeting in which our librarian could explain the benefits of the

course and the way it which the course aims to help students make decisions in relation to

subject choices for Leaving Certificate. We could also outreach to parents who use the library

by speaking to them about the programme in the hope they would encourage schools in the

area to get involved.

Our second avenue of outreach would be to the students themselves. Our main ways of

interacting with the students would be through schools, through youth groups or by using

social media. We feel that schools and youth groups are likely to be the most effective

outreach strategy as it is unlikely that many of the students would follow the library on

Twitter or Facebook and they are also unlikely to be using the library website. We believe

Costello, Whalen, Speilberger and Winje (2001, p. 12) are correct in saying, “Partnerships

between public libraries and community organisations can attract young people who do not

typically patronize libraries. Youth workers in community agencies can help library staff to

become comfortable with local youth culture and to learn behaviours that respect young

people and promote their development.” We would hope that after the programme is

implemented Facebook and Twitter will be a more viable option as students who have

already taken the course and are involved with the social media network will share the links

and encourage their friends to get involved.




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References

American Association for Higher Education. (June 25, 1996). 9 Principles of Good Practice

for Assessing Student Learning. In Academic Programs. Retrieved April 20, 2013,

from

http://www.academicprograms.calpoly.edu/pdfs/assess/nine_principles_good_practice

.pdf

Atlantic Media Company. (June, 2011). Postsecondary education in the 21st century: students

and institutions. In The Atlantic. Retrieved April 20, 2013, from

http://cdn.theatlantic.com/static/front//docs/sponsored/phoenix/postsecondary_educati

on.pdf.

Bishop, K. & Bauer, P. (2002). Attracting Young Adults to Public Libraries. Journal of Youth

Services in Libraries, 15(2), 36-44.

Costello, J., Whalen, S., Speilberger, J. & Winje, C.J. (2001). Promoting Public Library

Partnerships with Youth Agencies. Journal of Youth Services in Libraries, 15(1), 8-

15.

Eisenberg, M.B & Berkowitz, R. (1987). The Big6 Skills. In Big6. Retrieved April 27, 2013,

from http://big6.com/media/freestuff/Big6Handouts.pdf

Grassian, E.S. & Kaplowitz, J.R. (2001). Information Literacy Instruction: Theory and

Practice. New York: Neal-Schuman Publishers.

Gross, M. & Latham, D. (2012). What’s skill got to do with it?: Information Literacy skills

and self-views of ability among first year college students. Journal of American

Society for Information Science and Technology, 63(3), 574-583.

Horton Jr., J.W. (2008). Understanding Information Literacy: A Primer. In UNESCO.

Retrieved April 20, 2013, from

http://unesdoc.unesco.org/images/0015/001570/157020e.pdf.

Julien, H.E. (1999). Barriers to Adolescents’ Information Seeking for Career Decision

Making. Journal of the American Society for Information Science, 50(1), 38-48.

Kahn, P. & O'Rourke, K. (2005). Handbook of Enquiry and Problem-Based Learning: Irish

Case Studies and International Perspectives. In NUI Galway. Retrieved April 20,

2013, from http://www.nuigalway.ie/celt/pblbook/chapter1.pdf

Office of the Minister for Children and Youth Affairs. (May 2010). Young People and Public

Libraries in Ireland: Issues and Opportunities. In Department of Children and Youth

Affairs. Retrieved April 20, 2013, from

http://www.dcya.gov.ie/documents/publications/young_people_and_public_libraries_

may2010.pdf

Tipperary Libraries. (2012). About us. In Tipperary Libraries. Retrieved April 20, 2013, from

http://www.tipperarylibraries.ie/index.php/about-us/

http://www.academicprograms.calpoly.edu/pdfs/assess/nine_principles_good_practice.pdf

http://www.academicprograms.calpoly.edu/pdfs/assess/nine_principles_good_practice.pdf

http://cdn.theatlantic.com/static/front/docs/sponsored/phoenix/postsecondary_education.pdf

http://cdn.theatlantic.com/static/front/docs/sponsored/phoenix/postsecondary_education.pdf

http://big6.com/media/freestuff/Big6Handouts.pdf

http://unesdoc.unesco.org/images/0015/001570/157020e.pdf

http://www.nuigalway.ie/celt/pblbook/chapter1.pdf

http://www.dcya.gov.ie/documents/publications/young_people_and_public_libraries_may2010.pdf

http://www.dcya.gov.ie/documents/publications/young_people_and_public_libraries_may2010.pdf

http://www.tipperarylibraries.ie/index.php/about-us




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University of New South Wales. (n.d). Reflective Writing. In The Learning Centre:

Academic Skills Resources. Retrieved April 27, 2013, from

http://www.lc.unsw.edu.au/onlib/reflect.html

Verlander, P. & Scutt, C. (2009). Teaching information skills to large groups with

limited time and resources. Journal of Information Literacy. 3(1), 31-42.

Webb, J. & Powis, C. (2004). Teaching Information Skills: Theory and Practice. London:

Facet.

http://www.lc.unsw.edu.au/onlib/reflect.html




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Appendices

Appendix A: Lesson Plans

Lesson Plan: Week 1

Task Definition / Understanding Information Need


Students will be able to understand that they have a need for information.

Students will be able to formulate a plan to obtain this information.

Teaching Methodologies:

Worksheet based

Active Learning

Content of Lesson:

Students will follow the worksheet to find courses in librarianship in colleges in Ireland.

See Worksheet online.

Reflection:

For reflections on Week 1 students will be required to think about courses they may be

interested in and they will write about their search for information about the courses and the

problems they encounter.

Lesson Plan: Week 2

Information Search Strategies


Students will understand that there are ways to do more effective searches when using

search engines like Google.

Students will be able to understand and utilise basic Boolean operators.


Videos

Guide

Active Learning




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Content of the Lesson:

Students will be given a guide to using basic Boolean operators.

They will watch a video about Google’s Advanced Search.

They will participate in tasks which they will write about in their reflections.

Reflection: Week 2

Students will be required to write about what they have learnt and how they think Advanced

Search and Boolean Operators might be helpful in college.

Lesson Plan: Week 3

Location and Access


Students will be able to understand that the library is a valuable resource.

Students will understand that it is important to ask questions if they need to and will

feel encouraged to do so.


Tasks

Quiz

Active Learning


Students will be required to visit UCC’s library website and identify books and articles.

They will be required to think about what information they may need to know about the

library and its resources.

Reflection: Week 3

This week students will be required to write about the tasks, how they found getting answers

to the quiz. They will also be required to write down any questions they might have about the

library or its resources.

Lesson Plan: Week 4

Evaluation of Information




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Students will be aware that information needs to be evaluated.


Evaluating Websites using DUPED criterion


Students will be shown to two websites, both of which are fabricated. They will be required

to assess them using the DUPED criterion.

Reflection: Week 4

Students will be required to write about whether or not they thought the websites were real.

How effective they thought the DUPED criterion was and whether they found other ways to

expose the fraud. They will also be asked to consider how information presented by them will

be evaluated by lecturers in college.

Lesson Plan: Week 5

Information Synthesis and Use.


Students understand that they need to manage information.

Students understand they cannot use other people’s work as their own.

Students have a basic understanding of intellectual property, copyright, creative

commons.


Guide

Videos


Students will be required to write about how they keep information and will be asked to think

about how they might mange the large amount of information they will be dealing with in

college. They will be directed to websites for creative commons and will watch videos about

copyright. As they are still in school we will not go into detail about citing and referencing

but they will be made aware that this will be a serious consideration for them in college.




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Reflection:

Students will be asked to reflect on the important things they will need to know about

intellectual property and plagiarism when they start their college career.

They will also be required to write a separate post about the course overall, what they have

learnt, what was interesting/surprising and what they would like to know more about.




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Appendix B: Rubric for Notable Student Posts

The following shows how Notable Student Posts will be selected.

Content The content covers all the elements outlined in the Reflection

requirements and includes personal views or anecdotes in order to

illustrate the points being made.

Style The writing is clear and there are few spelling/grammatical errors.

As these are personal reflections, most writing styles will be

accepted but an informal, first-person style is likely to be the most

appropriate and beneficial.

Creativity The student demonstrates creativity in their writing or thinking.

They include images, graphs or diagrams. If using an online

resource to blog, they include links to information, videos etc.

Demonstrates Learning The student is clearly thinking in an in-depth way about what they

have been learning. The student is aware of their thoughts on the

topic and is able to question and explore the topic beyond the

original class material.




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Appendix C: Certificate of Completion

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