As students undertake an activity, the educator guides them through the five phases of sound decision-making. This process can be conducted individually, in small groups, or in whole-group instruction. These strategies can be deployed as a stand-alone activity or as part of a lesson.
Recent research into the decision-making process has shown that there are two common modes of decision-making: fast, immediate responses based on intuition, emotion, and reflex responses and slow responses based on deliberate analysis, exploration of options, and research; for making sounder, more thoughtful decisions, a process that explores more choices, researches other's decisions, and allows time to mentally test the decision are all effective at overcoming the fast mode of deciding, giving time for the slower, more deliberate decision-making process to take its course.
Following are the items you must submit to earn this micro-credential and the criteria by which they will be evaluated. To earn this micro-credential, you must receive a passing evaluation for Parts 1, 3, and 4 and a “Yes” for Part 2.
(200-word limit for each response)
Please submit work examples from two students (such as links to writing, audio, images, video, and other media) that demonstrate progress toward the sound decision-making competency, including such items as examples of the research done, evidence of considering how others would make the decision, examples of presentations of the results of the decision-making process, and other relevant items.
For the two students whose work examples were included above, submit student-created reflections on their experience of the sound decision-making activities. Use the following questions as a guide (200-word limit for each reflection):
Provide a reflection on what you learned, using the following questions as a guide (200-word limit):
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