The Knowledge Processes

The Knowledge Processes represent a range of different ways of making knowledge. They are forms of action, or things you do in order to know. Following are some activity types which illustrate each of the Knowledge Processes.

Experiencing

Conceptualising

Analysing

Applying


Literacy Experiences: Receptive Activities

Learners bring in a written text that is familiar to them or ‘easy’, that they like, that they understand. They show it, talk about it, explain it, discuss it, defend it to their fellow learners.

Multiliteracies Experiences: Receptive Activities

Learners bring in a multimodal text that is familiar to them, such as an image, video, game, sound recording or object. They show it, talk about it, explain it, discuss it, defend it to their fellow learners.

Image Documentary

Using digital photos, create a picture book or a PowerPoint or a slideshow of a familiar place, covering its main features and including titles, introduction, captions and conclusion - as text if a book or PowerPoint, or as script or audio if a slide show. Try to make it a balanced record. Include your likes and dislikes and things that seem positive and negative to you.

News Story

Write an illustrated news story of an event in which you have recently been involved. Use the ‘pyramid’ method of writing a news story, in which the whole story is told in the first paragraph, then the story is retold several times, each time at greater length.

Video or Audio Interview

Conduct a video or audio interview of a person or people you know well, in a familiar setting.

Structured Interview: A list of direct questions, requiring direct answers, that the interviewer works through, one by one. Useful when you are asking more than one person about the same thing, and trying to work out the differences in perspective, understanding etc.

Semi-Structured Interview: a schedule of the main topics you want to cover, but allowing that the conversation may go off in other interesting directions and that questions may be covered in a different order, depending upon the drift of the conversation. The interviewee is encouraged to ignore questions if they want to and to ask their own questions if they like. This approach makes it harder to compare interviews when you are asking more than one person about the same thing.

Open-Ended Interview: An open conversation which starts with the interviewer describing the general area they want to cover in the interview, and allows an impromptu dialogue to develop.

‘Stream of Consciousness’ Recollection

A ‘dump’ of thoughts, scenes and memories in no particular order other than the order in which they happen to spring to mind. A way listening to yourself, making connections between different things in your everyday life. Decide on a starting point, then make an instant connection, then a connection to this connection. The only connections between one point and the next … see how far you wander off your starting point.

Brainstorming

Brainstorming is a way of finding out the ideas that learners bring to a topic or issue.

  • Everybody writes down their initial ideas on a topic on post-it notes, one idea per note.
  • Each person presents their ideas, sticking them one by one into a board close to similar ideas.
  • The group then works on ordering these ideas more systematically, grouping the ideas in circles, and linking the circles with arrows.

Survey

Create a paper or internet survey for people around you (your family, your classmates, community members). Question types might include: yes/no, multiple choice, scales (such as 1 to 5 rankings for satisfaction, interest, agreement), ranking (of preference, importance etc.) open-ended short text responses.

Beware of the limitations of surveys: Have you surveyed enough people to get a balanced view of a group? Have you written the questions to get the kind of answer you want? Will the people responding to the survey give ‘true’ answers to the kinds of questions you are asking?

Note: This activity type could also be ‘Experiencing the New’, when it is designed to discover things outside of the learner’s everyday, lifeworld experience.

Observation

Naturalistic Observation: Watch and record behaviour without saying anything or intervening in the action. Record what is happening using an observation sheet.

Participant Observation: Record events and behaviour in a group or set of activities in which you involved.

Action/Event Observed Interpretation of the Event
Event 1:  
Event 2:  

Note: This activity type could also be ‘Experiencing the New’, when it is designed to discover things outside of the learner’s everyday, lifeworld experience.

Passion Project

Create a collage, PowerPoint presentation or website which describes your favourite interest.

Personal Profile

Write a personal profile, as a short bionote for a website, or a curriculum vitae. Include a list of the things you have done, the things you are good at, your interests, and what you would like to be.

Knowledge Journey

Learners keep a record of their learning journey in an A-N-F-L chart. The important starting point is what they already know, asking students to use prior knowledge and connect this with new knowledge.

A N F L
What do I Already know? What do I Need to know? How will I Find out? What I have Learnt
       

Literacy Experiences: Receptive Activities

The teacher or other learners introduce a written text that is unfamiliar or ‘hard’—but nevertheless at least half intelligible.

Reciprocal Teaching

You could use ‘reciprocal teaching’ method to deal with new text, stopping at times in the text to:

  • Summarise: What are the main things the text is about? What are its key points?
  • Question: What are the bits of the text that don’t make sense? What is puzzling or unclear?
  • Clarify: How can we figure out the meaning of the confusing parts? What do we still need to know to work out the meaning behind the text?
  • Predict: Where might the text go next (part way through the text)? Or what do you think the author wants you to get out of the text (as the end of the text)?

In a group learning context, different members of the group could be given different roles: summariser, questioner, clarifier, predictor.

Summarising

Old-fashioned summarising remains a good way to approach a new written text.

  • Plan: Create a table of contents, or a heading/main points outline, or a site map for a website.
  • Keywords: Underline the main words of phrases in the text.
  • Main Ideas: Create an abstract, or one paragraph long summary of the text.
  • Notes: Write out the main points being made by the text in the order in which they appear. Use headings and indents to make the overall structure of the text clear. Turn whole sections of the text into a word, a phrase or a short sentence. Or write a ‘topic sentence’ for every paragraph. Or, use these note taking methods when listening to a spoken text.
  • Outline: Use outline mode in Word, PowerPoint or PDF or a folder structure on computer as to create a map of a stretch of text.

Frames

Interpret a text using a ‘frame’ according to its genre:

  • Narrative: orientation (characters, setting, starting event), complication (something surprising or interesting that happens, one or more episodes), resolution (how the story ends).
  • Report: general topic (what class of things does something belong to?), description one facet at a time or one aspect of the topic at a time (looks like, does, habits, examples etc.?), conclusions.

Multiliteracies Experiences: Receptive Activities

The teacher or other learners introduce in a multimodal text that is unfamiliar, such as an image, video, game, sound recording or object.

You could use a modified version of the ‘reciprocal teaching’ method, as follows:

  • Describe: What are the key features of the multimodal text? What stands out as its main points?
  • Examine: Which bits are not-so-obvious or confusing?
  • Perceive: How can we figure out the meaning of the parts that are not-so-obvious?
  • Infer: What do you think the creator meant to be saying?

In a group learning context, different members of the group could be given different roles: describing, examining, perceiving, inferring.

You could also use the equivalent of note taking for visual texts - circling parts of images, labelling and captioning.

Into Unfamiliar Territory

Use the following methods described in the ‘Experiencing the Known’ section above for moving into unfamiliar territory (new areas of knowledge, new places, new groups of people). Each of these is equally valuable as a type of experiencing whether the territory is familiar or unfamiliar:

  • An Image Documentary
  • A News Story
  • A Video or Audio Interview
  • A Survey
  • Observation
  • A Knowledge Journey

Think-Pair-Share

Attempt to tackle a new question or problem by silent thinking, comparison with another learner’s attempt to answer the same question, and share this dialogue with other learners.

  • Think: Take a few minutes to think in silence about a new idea or a difficult question. Make mental or written notes.
  • Pair: Talk about your thoughts with a neighbour or partner. Compare notes: What are the most original, most convincing or most accurate ideas?
  • Share: Present the best ideas of the pair to the group or class.

Co-operative Learning

Use the jig-saw technique for introducing learners to a new body of knowledge. Each member of the group has to provide one part of the jig-saw:

  • Part of a body of knowledge: a smaller topic, theme or subject within the larger topic, theme or subject.
  • A method of investigation: a survey, an interview, a library search, an internet search.
  • A perspective: something that connects with an individual learner’s prior knowledge or interests.

Each student works on their piece of the jig-saw. They then present to the group on their area of expertise, either orally or in writing, and perhaps also using supporting images, video audio.

Either produce a consolidated report of the different student’s work, or get each student to produce a report covering the full ground of the overall topic or theme using the resources produced by the whole group.

Experiment

Conduct an experiment using scientific method.

  • Initial Observation: Something you have noticed that you want to investigate.
  • Create Hypothesis: Your initial view that you want to test.
  • Gather Data: Search for information already available on this subject.
  • Review Theories: Find out the main explanations currently available - relevant concepts and the theories that tie these concepts together.
  • Design Experiment: How are you going to test your hypothesis?
  • Conduct Experiment: Record observations.
  • Draw Conclusions: Is your original hypothesis correct?
  • Report on Results: Include the whole story of the experiment as outlined in the steps above.

‘On the Road’ Stream of Consciousnesses Reflections on New Experiences

Record your impressions of a new or unfamiliar place in the order in which you ‘travel’ through that new territory—a place, a group or a new area of learning. Keep a weblog or diary, take pictures … note what seems unusual, strange or difficult to understand.


Literacy Concepts: Develop a Metalanguage

Use concepts which describe patterns in language using keywords which describe language features. For example: heading, list of points, topic sentence, paragraph, hyperlink, reference.

Multiliteracies Concepts: Develop a Metalanguage

Use concepts which describe patterns in texts which use two or more modes: language + image + sound + gesture + space. For example: perspective, framing, pitch, volume, body language, proximity.

Make a Glossary

Create a list of key concepts for a topic or area of activity, which would be able to explain that concept to a person new to that topic or area. Each definition should:

  • Define Up: What or bigger idea or larger group of concepts, does the concept belong to? (The parent or parents of the concept.)
  • Define Against: What are the other concepts in its group? How is this concept similar or different to these concepts? (The concept’s siblings.)
  • Define Down: What are examples or instances of this concept? What does the concept include or consist of? (The children of the concept.)

Concept Organiser

Create a concept graphic organiser:

  • Name the concept, putting it in a circle at the middle of the page.
  • Connect it with Characteristics, in boxes linked to the concept with lines.
  • Provide Examples of each characteristic, in different-coloured boxes linked to that characteristic.

Naming an Image and its Parts

Caption and label an image.

  • Caption: The image as a whole.
  • Labels: The main parts or aspects of the image.

Classify by Concept

Group like and unlike things (words, images, objects) by their common characteristic (the concept classifier) and differences.

Concept Classifier 1 (e.g. colour, size, age, speed etc.) Concept Classifier 2 Etc.
{list words, group images}

Cross-Classification

Group like and unlike things by their conceptual similarities and differences on two conceptual dimensions.

Gender Dimension: Boys Gender Dimension: Girls
Age Dimension, 0-5
Age Dimension, 5-10

Concept Clarification

Clarify a concept by considering examples, and the things that it is like (synonyms) and the things that it is unlike (antonyms).

Concept: ………………


Examples Things Like Things Unlike or Opposite
 
Concept Definition:

Inductive Reasoning

Examine facts closely and develop useful concepts which describe similarities and differences, patterns, things that are not immediately obvious.

Fact, fact, fact -> Reasoning -> Concept

Y Chart – Naming

Analysing the obvious features of something. What it: Is it identifying/naming rather than analysing?

  • Looks like
  • Sounds like
  • Feels like

Comparison Chart

Identify the similarities and differences between two things.

Venn Diagram

What are the different and overlapping common features of two things?

  • Item A: Distinctive Features
  • Items A and B overlap: Common Features
  • Item B: Common Features

Comparison Matrix good for naming

Compare the characteristics of a number of different objects.

Timeline - Name Periods of Time

Create a timeline, either with dates/time marked as points-in-time along a line, or with overlapping periods of time such as in a Gant Chart.

Mind Map

Take a concept, idea or theme and name it in a circle in the middle of the page. What follows is a visual version of a stream of consciousness. Draw lines branching out indicating linked ideas, with words on the lines. Use different colours to indicate main lines of thought.

Taxonomy

Create a taxonomy which uses a tree structure to show how concepts are link to each other. Start with a ‘root’ or main concept, then show branches (child concepts) and sub-branches (children of children etc.). A taxonomy has more formal links than a Mind Map, and may be a way of visually mapping the terms in a glossary (as described in the ‘Conceptualising by Naming’ section, above).

Theory-Making

Write a theory using a language which describes underlying links and connections. Make the text clear enough for a well informed outsider to be able to understand something new. The theory may need to be supplemented by a taxonomy or a glossary. The theory could use language, image or mathematical symbols.

Deductive Reasoning

Consider the consequences of theories. What are some of the things that that the theory might predict? What can we expect?

Concepts in a theory -> Reasoning -> Logical consequences of the theory.

If the theory does not work sometimes, we might need to go back to the facts again, and see whether we can figure out what’s happening using inductive reasoning. Did we create the correct concepts from our facts?

Modelling

Create a model (an actual model, or a diagram, or a description) which captures the essence of a theory by showing how its key concepts are connected.

‘What If?’ Scenarios

‘What if? deepen understanding of a concept by exploring possibilities. For example:

  • Naming: Name the features of the food chain.
  • Theorising: What if you took out one link in the chain or added another? What if a drought killed one animal that was part of the food chain?

Socratic Dialogue

Socrates was an ancient Greek philosopher who developed a method of investigation through conversation involving deep questioning. Socratic dialogue involves an interlocutor or questioner who:

  1. Starts with a question: what is the philosophical problem we want to tackle? (For example, ‘Is it possible to be completely honest all the time?’)
  2. Leads us to discuss our own concrete, personal, everyday experience of this problem and asks critical, leading questions about that experience. Don’t be afraid to express your doubts and uncertainties. Do not use examples which are not from your own experience or which are hypothetical. Listen, be patient.
  3. Clarifies the deeper meanings that lie underneath this experience in a key generalisation, including the limitations of personal experience. This requires that you talk honestly and do not pass judgement. It also requires a certain level of open-ness and sensitivity to other people’s feelings.
  4. Strives to create a reasoned understanding that can be shared between the members of the dialogue, and a deeper level of knowledge than everyday or commonsense knowledge. What are the supporting arguments? What does the key generalisation presuppose or require? You need to respect other people’s points of view and be willing to change your view.
  5. Concludes with a statement of philosophical principle. Try to bring the conversation to a point of agreement—it’s not about one person in the conversation proving they are right.


Literacy and Multiliteracies Analyses

Describe how language and multimodal texts work. For example, write an explanation or an author/creator’s guide. Explain how a text works to convey its meanings and serve its purposes.

Cause and Effect Pattern Organiser

Create a cause and effect diagram, in which a number of causes contribute to creating an effect.

Event Modelling

A plan of a sequence of actions or events. For instance a UML diagram in which labelled boxes are ‘states’ and connecting lines are ‘actions’.

Flow Diagrams

Describe a sequence of events or actions in a diagram. E.g. Event 1 -> Event 2 -> Event 3 etc.

Structural Analysis

Link structure with function.

The thing we are examining: ….

Its Parts What Each Part Does
   

Analogy

Create an analogy matrix, in which A is to B as X is to Y.

Or write a paragraph explaining how one linked pair of things is like another.

Metaphor

Identify pattern similarities despite actual dissimilarities. For example, ‘The river snakes through the countryside’.

State 1, Literally Abstract Connection State 2, Literally
{in words:} The river has many twists and turns. Twisting and turning. {in words:} Snakes twist and turn as they move.
{in pictures or sounds or spaces or gestures - an aerial picture of a river} {in pictures or sounds or spaces or gestures - a picture of a moving snake}

Instructions

A functional explanation of a product or activity, including:

  • Introduction: What something is meant to do.
  • Quick Start: A short overview of how to us it.
  • Functional Descriptions: Detailed instructions of the various aspects of use.
  • Help Menu: Index of functions and things you might want to know how to do.

Critical Literacy and Multiliteracies

Discuss what’s behind a text.

How does the text work to position a reader. How does it emphasise the author/creator’s choices (purpose)? What effects is it intended to have on audiences?

  • How does money, power, self-interest come into it?
  • How does idealism, morality, principle come into it?
  • How does ideology, propaganda, rhetoric come into it?
  • Who wins and who loses?

Y Chart - Evaluative

Analysing the way something seems. What it:

  • Says it is
  • Looks and sounds like
  • Seems like (to me, to us … good, bad, helpful, unhelpful)

Consider other perspectives on the text. Use a Pros/Cons/Questions (PCQ) analysis from a variety of perspectives.

Critical Assessment Tool

For assessing a proposition, organising your thoughts when making a decision, or comparing the advantages and disadvantages of something.

Proposition: …………

Plus Minus Interesting
     

Or:

Decision: …………

Pros Cons Implications
     

You may wish to give each of the positives a score +1 to +5, and the negatives -1 to -5 to help you with an overall assessment.

Cost-Benefit Analysis

Evaluating the consequences of an action.

Action: ……….

  Costs Benefits
Money  
Time  
People  
Community  
Environment  

To help you in your cost-benefit analysis, you may wish to score costs and benefits. The ‘bottom line’ question is: do the benefits outweigh the costs?

SWOT Analysis

Assessing the strategic position of an organisation, community or group.

Organisation, Community or Group: …………

Strengths Weaknesses
List:

  • Advantages
  • Things you do well
  • Skills
  • Available resources
  • Other people’s positive perceptions
 List:

  • Disadvantages
  • Things you do badly and areas for improvement
  • Skills needed but not available
  • Resources needed but not easily accessed
  • Other people’s negative perceptions
Opportunities Threats
List:

  • Favourable aspects of the environment
  • Encouraging trends
  • Things you could do which would have a positive effect
 List:

  • Difficulties and problems
  • The obstacles you face
  • Dangers
  • Costs and resource availability

Risk Assessment

Assessing and planning for risks.

Risk: …………

1. What are the hazards?                      
2. Who might be harmed?                      
3. What are our existing precautions or control measures?                      
4. What more could we do?                      
5. Are we doing enough? What more should we do?                      

Critique: A Writing Frame

Write an article, such as an ‘opinion’ piece for a newspaper, or a review for a journal. The frame for writing a critique may include the following elements:

  • The field: what is the topic or issue being address?
  • Proponent 1: What is their case? What is their perspective? What are their interests?
  • Proponent 2: What is their case? What is their perspective? What are their interests? How is this different from the case put by proponent 1? (And the same for proponent 3 etc.)
  • Truth assessment: which perspectives are likely to be closest to the truth? Consider:
    - The facts: what is correct, misleadingly presented, incorrect?
    - Logic: which arguments are clear, persuasive, flawed or poor?
    - Perspective: how do the proponents’ interests affect their case? Are they neutral, balanced or biased?
  • The reviewer’s perspective: what your own perspective? How does this affect your assessment?

Debate

Arrange a formal debate on an issue.

Proposition: ‘That ……. ’

  • Affirmative Speaker 1: Defines the proposition from the affirmative point of view.
  • Negative Speaker 1: Defines the proposition from the negative point of view.
  • Affirmative Speaker 2: Outlines the case for the affirmative.
  • Negative Speaker 2: Outlines the case for the negative
  • Affirmative Speaker 3: Rebuts the case made by the speakers for the negative.
  • Negative Speaker 3: Rebuts the case made by the speakers for the affirmative.
  • Affirmative Speaker 4: Summarises and closes the case for the affirmative.
  • Negative Speaker 4: Summarises and closes the case for the negative.

Moot Court

Try a person or an organisation in a moot court.

Case: ….. v. …….

  • The Plaintiff or Petitioner presents their opening argument. Make sure you cover: the facts, the law or rules and the application of the law or rules to your case.
  • The Plaintiff or Petitioner calls witnesses, and questions them in support of their case.
  • The Defendant or Respondent presents their rebuttal covering the facts, the law or rules and the application of the law or rules to this case.
  • The Defendant or Respondent cross-examines the Plaintiff or Petitioner’s witnesses, and introduces new witnesses.
  • The Plaintiff or Petitioner cross-examines the Defendant or Respondent’s witnesses.
  • The Defendant or Respondent presents their closing arguments.
  • The Plaintiff or Petitioner presents their closing arguments.
  • The Judges may seek clarification on certain points at any time. At the end of the case, they deliberate and present their decision. A jury may also make a decision on issues of fact, having been advised on the law or rules by the judge.

Polling

Create an online or paper-based opinion poll to assess the range of points of view on a topic.

  1. Create a the questions for the poll, including yes/no answers, multiple choice and rating scales.
  2. Decide on your sample: What kinds of people are you polling? How many are you polling?
  3. Conduct the poll - online, or on paper, or face-to-face.
  4. Collate the poll results and write a report.

 

 

Literacy Applications: Productive Activities

Learners write (a story, a newspaper article, a review) or speak (a formal speech, an informal presentation) using the conventions of that genre.

Multiliteracies Applications: Productive Activities

Learners perform a play, create a website, make and deliver a PowerPoint presentation, make video or create a game, using the conventions of each genre.

Problem Solving

Create a predictable, conventional or ‘correct’ solution to a problem.

The Problem
Where?
When?
Who?
What?
Why? 		         
Possible Solutions
How? 		         
Trial
What? 		         
Results          

Hypothesis Testing

Hypothesis: ……..

  • Inductive reasoning: start by putting together facts or small pieces of information to make conclusions; the small pieces of the jig-saw puzzle that eventually create the bigger picture.
  • Deductive reasoning: start with big-picture views or theories, and find the bits that logically fit in.
  • Systems analysis: take out pieces out of the picture, remove parts of the system and see what changes.

Prediction

End a story or a non-fiction text, having been supplied half.

  • Predict: Where will the text go next? What are the most likely scenarios?
  • Draft: Write your ending to the text.
  • Compare: Look at the other half of the text. How was your ending similar or different?

Storyboard

Create a story board which analyses these sequence of episodes in a real or fictional story - text, image, video, or real-life sequence of events.

Literacy Applications: Productive Activities

Learners write mixing genres, creating an original, hybrid work.

Multiliteracies Applications: Productive Activities

Learners create a multimodal texts which mixes modes of meaning (linguistic, visual, gestural, audio and spatial), media and genres in an original or hybrid way.

Kinaesthesia

Learners transfer meanings from one mode to another (such as from visual to linguistic or from linguistic to gestural), or from one medium to another, such as story to video. Or they transfer a set of meanings from one, familiar setting to another, less familiar setting, adjusting the mode and the medium to suit.

Knowledge Transfer

Use the knowledge you have acquired (new experiences, concepts, theories, analyses, appropriate applications) and apply this in a different setting, to a different subject matter or to a different problem. Reflect on the similarities and differences between the original and the new context.

Problem Defining

In the ‘Applying Appropriately’ section, we discussed problem solving technique. Even harder is to define what the problem is. Take a situation, and discuss the key problems that require a solution.

Action Research

Research is about finding out. Mostly its outcomes are just knowledge, but there is no need to act on this knowledge. Action research is research considers action and research which informs action. It is about thinking and doing. Action research involves the following cycle:

Scenario Cafe

Imagine the future, imagine alternatives using the scenario cafe methodology.

Key question about the future: ….

  1. What if? Brainstorm alternatives.
  2. Scanning the horizon and examining the drivers of change
    • Environment
    • Politics
    • Economics
    • Culture
    • Technology
  3. Flesh out the scenarios:
Best Case Scenario Worst Case Scenario
Alternative 1
Alternative 2

Conflict Resolution

Conflict resolution is a way of dealing with disagreements.

  • Before You Start: Find out about the person and the background to the problem.
  • Negotiating Step 1: Focus on the other person’s view of the problem.
  • Negotiating Step 2: Focus on your problem from their point of view,
  • Negotiating Step 3: Step back from the problem.
    • Explore the facts.
    • Explore alternative, hypothetical ‘third angle’ perspectives.
  • Negotiating Step 4: Outline your perspective.
  • Negotiating Step 5: Explore consequences of alternative resolutions to the conflict.
  • Negotiating Step 6: Resolution:
    • The win/win, feel good stuff (least likely in difficult negotiations).
    • Find common ground in a third angle.
    • Work out how to achieve something while still disagreeing.
    • Agree to disagree; evaluate what was learnt positively from the negotiation experience.

Decision Making Strategy

  • Describe the decision that needs to be made the dilemma that underlies it.
  • Outline alternative approaches.
  • List criteria for that would represent positive outcomes of the decision and rank these.
  • Enact the decision.
  • Evaluate on the decision in relation to intended outcomes.

Invention

  • Describe the goal or purposes of the invention.
  • Outline alternative approaches in plans or models.
  • Build a prototype.
  • Test the prototype; measure its effectiveness in relation to the initial goals and purposes of the invention.
  • Write an evaluation report which tells the story of the invention and assesses its effectiveness.

Lateral Thinking

Think in new and imaginative ways about issues or problems.

  • List and describe the usual ways to think about or deal with this issue or problem.
  • Search for different or unusual ways to think about or deal with this issue or problem - think of ideas that might seem crazy at first, talk to others, search the Internet …
  • Deconstruct: take something apart, work out the connections and patterns.
  • Reconstruct: put it back together again in new ways, combinations and patterns. Halve/double, slice/dice, stretch/shrink, substitute, dissect/combine, adapt, magnify/reduce, reverse/turn upside down/inside out, separate/blend, unpack/repackage.
  • Look out for the eureka moments, when something suddenly makes sense or comes together in an exciting way.

Personal Action Plan

Turn an idea into action.

  • My goal.
  • My commitment: what I will need to do to meet my goal.
  • Action step 1
  • Action step 2 … etc.
  • The resources and support I will need.
  • Possible barriers: things that might help me reach my goal.
  • Performance measures: how I will know I have met my goal; what I will have achieved,

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