Step 3 - Explain


Step 3)  Explain in 50 minutes  |  Steps 1-3 Completed by Friday, Sept 12, 2014

This challenge is open to all K-16 educators and their students. If you are attending Symposium 2014 and 
would like to submit your student's progress, please refer to the overview for further instructions. 

The sequence below assumes a fast track - to prepare for the symposium in respect to the beginning of the 
new school year. Please do adjust the flow as you see fit based on subject, grade level, available time, and 
student's learning needs.



10 minutes
Teams make sense of informative feedback and identify relevant findings:


12 minutes
Teams engage in the Brainstorming Activity via open-ended “what if?” and “how might we?” questions from several perspectives. 

Invite your students to use their creative problem solving skills to make sense of what they have learned from engaging in Steps 1 and 2. Encourage them to put their understandings of “mindset“ dispositions to work as they take license to unpack decisions that challenged their person of historical importance. Students are free to re-write history, adjust their person’s path as they navigated a dilemma, challenge, or adversity. 
  • Generate as many ideas to redesign a targeted aspect of the challenge as possible (min of 30) 

  • Approximately half being convergent ideas (common thinking)

  • And the other divergent ideas (from alternative points of view, including negative)

  • Identify top 6 convergent ideas and top 6 divergent ideas
  • Describe insightful and/or unexpected thoughts
  • Reflect on the process, what was difficult or easy


18 minutes
Teams create a DRAFT Plan of Action:
  • Include Targeted Problem Statement and Critical Questions
  • Summary of the Brainstorming and Divergent Thinking Process 
  • Refined Indicators of Success (criteria)
  • List Top 3 Initial Design Proposal Ideas 



10 minutes
Students engage in a Formative Assessment to better understand:
  • Levels of understanding and empathy of their person’s growth/fixed mindset dispositions

  • Perceptions of their person’s capacity to manage challenges and adversity 

  • Their team’s current decision-making practices and growth/fixed mindset dispositions

  • Their own overall (typical) use of growth mindset dispositions. 



Pre-Symposium 2014 - Teachers Submit Sample Student Work