LINKS: Designing Inclusive Learning and Friendship
Inquiry Framework
Question Framework
Driving Question
The overarching question that guides the entire project.How can we design better ways to learn, communicate, and have fun with our LINKS partners?Essential Questions
Supporting questions that break down major concepts.- How can we get to know our LINKS partners and understand their interests and needs?
- What are some fun and engaging activities we can do with our LINKS partners?
- How can we use technology to communicate and collaborate with our LINKS partners?
- How can we create a welcoming and inclusive environment for all LINKS partners?
- How can we share our experiences and learnings with others?
Standards & Learning Goals
Learning Goals
By the end of this project, students will be able to:- Students will learn about their LINKS partners' interests and needs.
- Students will design and implement fun and engaging activities for their LINKS partners.
- Students will use technology to communicate and collaborate with their LINKS partners.
- Students will create a welcoming and inclusive environment for all LINKS partners.
- Students will share their experiences and learnings with others.
Entry Events
Events that will be used to introduce the project to studentsTeamwork Obstacle Course
Students will participate in the Teamwork Obstacle Course to experience and practice collaboration skills. In mixed groups, they will rotate through four activity stations: Tower Building, Ball Pass, Puzzle Station, and Relay Race. Each station includes a short challenge designed to promote communication, problem-solving, and encouragement among partners. After completing all activities, students will reflect on what helped them work together successfully and how these ideas can be used in their LINKS partnerships.Portfolio Activities
Portfolio Activities
These activities progressively build towards your learning goals, with each submission contributing to the student's final portfolio.The Curiosity Interview
Students will conduct interviews with their LINKS partners to discover their interests, needs, and preferences. They will prepare a set of open-ended questions designed to elicit detailed responses. Students will then document their findings in a structured report.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA detailed interview report summarizing the LINKS partner's interests, needs, and preferences, including direct quotes and observations.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will learn about their LINKS partners' interests and needs.Activity Architect
Based on the interview findings, students will brainstorm and design three activity ideas tailored to their LINKS partner's interests and needs. They will then create a detailed activity plan for one selected activity, including materials, instructions, and a timeline.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA comprehensive activity plan, including a list of required materials, step-by-step instructions, and a detailed timeline for the chosen activity.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will design and implement fun and engaging activities for their LINKS partners.Tech Translator
Students will explore various digital tools for communication and collaboration (e.g., video conferencing, shared documents, online whiteboards). They will select one tool and create a tutorial demonstrating how to use it effectively with their LINKS partner. They will then use the tool to communicate with their partner.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA multimedia tutorial (video, presentation, or guide) demonstrating how to use a chosen digital tool for communication and collaboration, plus evidence of using the tool to communicate with their LINKS partner (e.g., screenshots, chat logs).Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will use technology to communicate and collaborate with their LINKS partners.Inclusion Innovators
Students will design a set of inclusive guidelines or a 'Friendship Code' for their interactions with LINKS partners. This code will outline respectful communication practices, strategies for accommodating different needs, and ways to ensure everyone feels valued and included. They will present this code to the class and discuss its importance.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA written 'Friendship Code' outlining inclusive guidelines for interacting with LINKS partners, including specific examples of respectful communication and accommodations.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will create a welcoming and inclusive environment for all LINKS partners.Reflection Rockstar
Students will create a reflective presentation or report summarizing their experiences throughout the LINKS project. They will share what they learned about their LINKS partner, the challenges they faced, the solutions they implemented, and the impact of the partnership. This can be a video, slideshow, or written report.Steps
Here is some basic scaffolding to help students complete the activity.Final Product
What students will submit as the final product of the activityA reflective presentation or report summarizing the student's experiences, learnings, challenges, solutions, and the impact of the LINKS partnership. This should include specific examples and insights.Alignment
How this activity aligns with the learning objectives & standardsAddresses the learning goal: Students will share their experiences and learnings with others.Rubric & Reflection
Portfolio Rubric
Grading criteria for assessing the overall project portfolioLINKS Project Portfolio Rubric
Curiosity & Information Gathering
Focuses on the student's ability to effectively gather and synthesize information about their LINKS partner through an interview process.Interview Question Quality
Quality and depth of interview questions demonstrating curiosity and consideration for the partner's perspective.
Beginning
1 PointsQuestions are superficial and do not effectively uncover the partner's interests and needs. Shows little preparation or understanding of the partner.
Developing
2 PointsQuestions are somewhat generic but attempt to explore the partner's interests and needs. Shows some preparation but lacks depth.
Proficient
3 PointsQuestions are thoughtful and tailored to the partner, effectively uncovering key interests and needs. Shows good preparation and understanding.
Exemplary
4 PointsQuestions are insightful, probing, and demonstrate a deep understanding of the partner's perspective. Elicits rich, detailed responses and shows exceptional preparation.
Note-Taking
Thoroughness and accuracy of notes taken during the interview, including direct quotes and observations.
Beginning
1 PointsNotes are incomplete, disorganized, and lack detail. Fails to capture key information from the interview.
Developing
2 PointsNotes are somewhat disorganized and lack sufficient detail. Captures some key information but misses important nuances.
Proficient
3 PointsNotes are organized and capture most key information from the interview, including direct quotes and observations.
Exemplary
4 PointsNotes are comprehensive, well-organized, and include detailed observations and direct quotes that provide a rich understanding of the partner's perspective.
Report Quality
Clarity, organization, and insightfulness of the interview report, including a summary of key findings and actionable insights.
Beginning
1 PointsReport is poorly written, disorganized, and lacks a clear summary of findings. Fails to provide actionable insights.
Developing
2 PointsReport is somewhat disorganized and lacks clarity. Provides a basic summary of findings but lacks actionable insights.
Proficient
3 PointsReport is well-organized and clearly summarizes key findings from the interview. Provides some actionable insights.
Exemplary
4 PointsReport is exceptionally well-written, organized, and provides a clear, insightful summary of key findings. Offers valuable actionable insights based on the interview data.
Activity Design & Planning
Assesses the student's ability to translate interview insights into a concrete, well-designed activity plan.Activity Alignment
Alignment of the activity ideas with the partner's expressed interests and needs.
Beginning
1 PointsActivity ideas are completely unrelated to the partner's interests and needs.
Developing
2 PointsActivity ideas are vaguely related to the partner's interests and needs, but lack specific connection.
Proficient
3 PointsActivity ideas are clearly aligned with the partner's stated interests and needs.
Exemplary
4 PointsActivity ideas are highly innovative and perfectly tailored to the partner's unique interests and needs, demonstrating a deep understanding.
Plan Detail
Completeness and clarity of the activity plan, including materials list, instructions, and timeline.
Beginning
1 PointsActivity plan is incomplete and lacks essential details, making it impossible to implement.
Developing
2 PointsActivity plan is missing some details, making it difficult to implement effectively.
Proficient
3 PointsActivity plan is complete and includes all necessary details for successful implementation.
Exemplary
4 PointsActivity plan is exceptionally detailed, clear, and well-organized, ensuring a seamless and engaging experience for the LINKS partner.
Presentation & Feedback
Effectiveness of the plan presentation and incorporation of feedback.
Beginning
1 PointsPresentation is disorganized and fails to clearly communicate the activity plan. Shows no evidence of incorporating feedback.
Developing
2 PointsPresentation is somewhat disorganized and incorporates minimal feedback. Shows limited clarity.
Proficient
3 PointsPresentation is clear and effectively communicates the activity plan. Incorporates feedback appropriately.
Exemplary
4 PointsPresentation is engaging, persuasive, and clearly communicates the activity plan. Skillfully incorporates feedback to improve the plan and address potential challenges.
Technology Integration
Evaluates the student's ability to effectively use technology to bridge communication gaps and foster collaboration with their LINKS partner.Tool Relevance
Relevance and usefulness of the chosen digital tool for communication and collaboration with the LINKS partner.
Beginning
1 PointsThe chosen tool is inappropriate or ineffective for communication and collaboration.
Developing
2 PointsThe chosen tool is somewhat relevant but not the most effective option for the task.
Proficient
3 PointsThe chosen tool is relevant and useful for communication and collaboration.
Exemplary
4 PointsThe chosen tool is highly effective and enhances communication and collaboration in innovative ways.
Tutorial Quality
Clarity and comprehensiveness of the tutorial demonstrating how to use the digital tool.
Beginning
1 PointsTutorial is confusing, incomplete, and fails to explain how to use the tool effectively.
Developing
2 PointsTutorial is difficult to follow and lacks important details. Explains some features but misses key aspects.
Proficient
3 PointsTutorial is clear, easy to follow, and comprehensively explains how to use the tool effectively.
Exemplary
4 PointsTutorial is exceptionally well-designed, engaging, and empowers the LINKS partner to confidently use the digital tool for communication and collaboration.
Communication Effectiveness
Effectiveness of communication with the LINKS partner using the chosen digital tool, as evidenced by documented interactions.
Beginning
1 PointsNo evidence of communication with the LINKS partner using the digital tool.
Developing
2 PointsLimited or ineffective communication with the LINKS partner using the digital tool.
Proficient
3 PointsSuccessful communication with the LINKS partner using the digital tool, demonstrating its functionality.
Exemplary
4 PointsMeaningful and engaging communication with the LINKS partner using the digital tool, fostering connection and collaboration.
Inclusion & Empathy
Focuses on the student's ability to create a supportive and inclusive environment for their LINKS partner.Inclusivity Brainstorming
Thoughtfulness and relevance of the elements brainstormed for creating a welcoming and inclusive environment.
Beginning
1 PointsElements are generic and show little understanding of inclusivity.
Developing
2 PointsElements are somewhat relevant but lack specific details.
Proficient
3 PointsElements are thoughtful and relevant to creating a welcoming and inclusive environment.
Exemplary
4 PointsElements are insightful and demonstrate a deep understanding of the diverse needs and perspectives of LINKS partners.
Code Specificity
Specificity and clarity of the 'Friendship Code' guidelines for respectful communication and accommodations.
Beginning
1 Points'Friendship Code' is vague, generic, and lacks specific guidance.
Developing
2 Points'Friendship Code' includes some specific guidelines but lacks clarity or practical application.
Proficient
3 Points'Friendship Code' provides clear and specific guidelines for respectful communication and accommodations.
Exemplary
4 Points'Friendship Code' is exceptionally clear, specific, and provides actionable strategies for creating a truly inclusive and welcoming environment.
Presentation Impact
Effectiveness of the 'Friendship Code' presentation and discussion in promoting understanding and empathy.
Beginning
1 PointsPresentation is ineffective and fails to communicate the importance of the 'Friendship Code'.
Developing
2 PointsPresentation is somewhat effective but lacks engagement and fails to spark meaningful discussion.
Proficient
3 PointsPresentation is effective and promotes understanding and empathy among classmates.
Exemplary
4 PointsPresentation is highly engaging, inspiring, and fosters a deep understanding and commitment to inclusivity among classmates.
Reflection & Communication
Assesses the student's ability to reflect on their experiences and effectively communicate their learning journey and the impact of the LINKS partnership.Reflection Depth
Depth and insightfulness of the student's reflection on their experiences throughout the LINKS project.
Beginning
1 PointsReflection is superficial and lacks depth or insight.
Developing
2 PointsReflection is somewhat superficial and lacks specific examples.
Proficient
3 PointsReflection is thoughtful and provides valuable insights into the student's experiences.
Exemplary
4 PointsReflection is exceptionally insightful, demonstrating a deep understanding of the student's growth and learning throughout the project.
Presentation Quality
Clarity and organization of the presentation or report summarizing the student's learning journey.
Beginning
1 PointsPresentation/report is disorganized, unclear, and difficult to follow.
Developing
2 PointsPresentation/report is somewhat disorganized and lacks clarity in some areas.
Proficient
3 PointsPresentation/report is clear, well-organized, and effectively summarizes the student's learning journey.
Exemplary
4 PointsPresentation/report is exceptionally clear, engaging, and provides a compelling narrative of the student's growth and learning.
Impact Communication
Effectiveness of the presentation or report in communicating the impact of the LINKS partnership.
Beginning
1 PointsFails to communicate the impact of the LINKS partnership.
Developing
2 PointsCommunicates the impact of the partnership superficially.
Proficient
3 PointsEffectively communicates the impact of the LINKS partnership with specific examples.
Exemplary
4 PointsCommunicates the profound impact of the LINKS partnership, inspiring others to engage in similar initiatives.