Creative freedom and feedback

YOUR CHARTER

Full charter: required

Flexible charter: optional

Fast charter: not used

The Empower and Evaluate learning principles are intertwined. This guidance is a starting point to help you consider how to integrate both in your learning experience.

Meaningful creative freedom

We empower learners by giving them creative freedom to try things they like or care about throughout the learning experience. As they venture out, they gain valuable feedback on their progress. In Pathways, some creative freedom takes the form of a project submission, to be evaluated by the community, that is required to earn the pathway badge.

The table below demonstrates how these principles work together:

Tactic and examples	Empower	Evaluate
In-line creative choices: Make your marble any color you want Design your skyscraper using primitives Add one of the provided characters to your scene	Learners make the practical activity their own.	Learners find out if they can do it themselves, and how it turns out.
In-activity extensions: Now that you've made a marble texture, try another type of ball Now that you've made a skyscraper, make more things in your city Now that you've made your characters walk, add more animations	Learners add their own ideas to the practical activity.	Learners find out whether they can apply new knowledge to their own creations.
Final assignments (submissions): In your own project … Create falling objects with a variety of textures and physical properties Prototype your own scene: a neighborhood, a farm, or a place in nature Create two original characters that interact with each other	Learners create their own Unity projects and apply their new skills.	Learners reflect on their knowledge strengths and gaps. Learners submit their projects on Learn and gain feedback from the community.

Integrate self-assessment opportunities

To apply our "Practice and Feedback" principle, look for opportunities throughout the practical activity where learners can assess their own progress. These are also known as formative assessments. For example, your learners could do the following:

• Play their project in Game mode and see if it works as expected.
• Try a set of instructions again with a variation, on their own, to see if they get the intended result.
• Compare their work with a real-world situation or other example to see if they can match it (for example, if they are working with lighting, materials, or physics).
• Write or sketch their observations or ideas.

This isn't a comprehensive list of examples — there are lots of different ways that learners can quickly check their progress.

ACTION

Using the Curriculum outline and Skill-to-activity map, identify the opportunities for learners to assess their progress. Add these opportunities to the Curriculum outline table in the proper sequence. When you've done this, add the assessments you have planned in the Assessments worksheet to the table in the proper sequence. Feel free to ask your learning experience designer for advice if you need it.