Complled by k LamberL, CCS Currlculum Servlces, 4/2012

- 1oo|s for Iormat|ve Assessment -

- 1echn|ques to Check for Understand|ng -
- rocess|ng Act|v|t|es -
1. Index Card
Summar|es]
uest|ons
erlodlcally, dlsLrlbuLe lndex cards and ask sLudenLs Lo wrlLe on boLh sldes, wlLh Lhese
lnsLrucLlons: (Slde 1) 8ased on our sLudy of (unlL Loplc), llsL a blg ldea LhaL you undersLand and
word lL as a summary sLaLemenL. (Slde 2) ldenLlfy someLhlng abouL (unlL Loplc) LhaL you do noL
yeL fully undersLand and word lL as a sLaLemenL or quesLlon.
2. nand S|gna|s
Ask sLudenLs Lo dlsplay a deslgnaLed hand slgnal Lo lndlcaLe Lhelr undersLandlng of a speclflc
concepL, prlnclpal, or process: - l undersLand____________ and can explaln lL (e.g., Lhumbs
up). - l do noL yeL undersLand ____________ (e.g., Lhumbs down). - l'm noL compleLely sure
abouL ____________ (e.g., wave hand).
3. Cne M|nute Lssay
A one-mlnuLe essay quesLlon (or one-mlnuLe quesLlon) ls a focused quesLlon wlLh a speclflc
goal LhaL can, ln facL, be answered wlLhln a mlnuLe or Lwo.
4. Ana|ogy rompt
resenL sLudenLs wlLh an analogy prompL: (A deslgnaLed concepL, prlnclple, or process) ls llke
_________________ because _________________________________________________.
S. Web or Concept
Map
Any of several forms of graphlcal organlzers whlch allow learners Lo percelve relaLlonshlps
beLween concepLs Lhrough dlagrammlng key words represenLlng Lhose concepLs.
hLLp://www.graphlc.org/concepL.hLml
6. M|sconcept|on
Check
resenL sLudenLs wlLh common or predlcLable mlsconcepLlons abouL a deslgnaLed concepL,
prlnclple, or process. Ask Lhem wheLher Lhey agree or dlsagree and explaln why. 1he
mlsconcepLlon check can also be presenLed ln Lhe form of a mulLlple-cholce or Lrue-false qulz.
7. Student
Conference
Cne on one conversaLlon wlLh sLudenLs Lo check Lhelr level of undersLandlng.
8. 3-M|nute ause
1he 1hree-MlnuLe ause provldes a chance for sLudenLs Lo sLop, reflecL on Lhe concepLs and
ldeas LhaL have [usL been lnLroduced, make connecLlons Lo prlor knowledge or experlence, and
seek clarlflcaLlon.
- l changed my aLLlLude abouL.
- l became more aware of.
- l was surprlsed abouL.
- l felL.
- l relaLed Lo.
- l empaLhlzed wlLh.
9. Cbservat|on
Walk around Lhe classroom and observe sLudenLs as Lhey work Lo check for learnlng.
SLraLegles lnclude:
-AnecdoLal 8ecords
-Conferences
-CheckllsLs
10. Se|f-Assessment
A process ln whlch sLudenLs collecL lnformaLlon abouL Lhelr own learnlng, analyze whaL lL
reveals abouL Lhelr progress Loward Lhe lnLended learnlng goals and plan Lhe nexL sLeps ln
Lhelr learnlng.
11. Lx|t Card
LxlL cards are wrlLLen sLudenL responses Lo quesLlons posed aL Lhe end of a class or learnlng
acLlvlLy or aL Lhe end of a day.
12. ortfo||o Check
Check Lhe progress of a sLudenL's porLfollo. A porLfollo ls a purposeful collecLlon of slgnlflcanL
work, carefully selecLed, daLed and presenLed Lo Lell Lhe sLory of a sLudenL's achlevemenL or
growLh ln well-deflned areas of performance, such as readlng, wrlLlng, maLh, eLc. A porLfollo
usually lncludes personal reflecLlons where Lhe sLudenL explalns why each plece was chosen
and whaL lL shows abouL hls/her growlng skllls and ablllLles.
13. u|z
Culzzes assess sLudenLs for facLual lnformaLlon, concepLs and dlscreLe sklll. 1here ls usually a
slngle besL answer. Some qulz examples are:
- MulLlple Cholce
Complled by k LamberL, CCS Currlculum Servlces, 4/2012

- 1rue/lalse
- ShorL Answer
- aper and encll
- MaLchlng
- LxLended 8esponse
14. Iourna| Lntry
SLudenLs record ln a [ournal Lhelr undersLandlng of Lhe Loplc, concepL or lesson LaughL. 1he
Leacher revlews Lhe enLry Lo see lf Lhe sLudenL has galned an undersLandlng of Lhe Loplc,
lesson or concepL LhaL was LaughL.
1S. Chora| kesponse
ln response L o a cue, all sLudenLs respond verbally aL Lhe same Llme. 1he response can be
elLher Lo answer a quesLlon or Lo repeaL someLhlng Lhe Leacher has sald.
16. A-8-C Summar|es
Lach sLudenL ln Lhe class ls asslgned a dlfferenL leLLer of Lhe alphabeL and Lhey musL selecL a
word sLarLlng wlLh LhaL leLLer LhaL ls relaLed Lo Lhe Loplc belng sLudled.
17. Debr|ef|ng A form of reflecLlon lmmedlaLely followlng an acLlvlLy.
18. Idea Sp|nner
1he Leacher creaLes a splnner marked lnLo 4 quadranLs and labeled redlcL, Lxplaln,
Summarlze, LvaluaLe." AfLer new maLerlal ls presenLed, Lhe Leacher splns Lhe splnner and asks
sLudenLs Lo answer a quesLlon based on Lhe locaLlon of Lhe splnner. lor example, lf Lhe
splnner lands ln Lhe Summarlze" quadranL, Lhe Leacher mlghL say, LlsL Lhe key concepLs [usL
presenLed."
19. Ins|de-Cuts|de
C|rc|e
lnslde and ouLslde clrcles of sLudenLs face each oLher. WlLhln each palr of faclng sLudenLs,
sLudenLs qulz each oLher wlLh quesLlons Lhey have wrlLLen. CuLslde clrcle moves Lo creaLe new
palrs. 8epeaL.
20. keader's 1heater lrom an asslgned LexL have sLudenLs creaLe a scrlpL and perform lL.
21. Cne Sentence
Summary
SLudenLs are asked Lo wrlLe a summary senLence LhaL answers Lhe who, whaL where, when,
why, how" quesLlons abouL Lhe Loplc.
22. Summary Irames
uescrlpLlon: A ___________ ls a klnd of____________ LhaL ...
Compare/ConLrasL: __________ and _________ are slmllar ln LhaL Lhey boLh.. buL
_____________, whlle ______________...
roblem/SoluLlon: ___________wanLed..., buL ..., so ....
Cause/LffecL: _____________ happens because ..
23. Cne Word
Summary
SelecL (or lnvenL) one word whlch besL summarlzes a Loplc.
24. 1h|nk-a|r- Share]
1urn to our
artner
1eacher glves dlrecLlon Lo sLudenLs. SLudenLs formulaLe lndlvldual response, and Lhen Lurn Lo
a parLner Lo share Lhelr answers. 1eacher calls on several random palrs Lo share Lhelr answers
wlLh Lhe class.
2S. 1h|nk-Wr|te-a|r-
Share
SLudenLs Lhlnk lndlvldually, wrlLe Lhelr Lhlnklng, palr and dlscuss wlLh parLner, Lhen share wlLh
Lhe class.
26. 1a|k a M||e a
M|nute
arLner up - glver and recelver. klnd of llke assword" or yramld." 8oLh know Lhe
caLegory, buL Lhe recelver has hls back Lo Lhe board/screen. A seL of Lerms wlll appear based
on Lhe caLegory - glver glves clues, whlle recelver Lrles Lo guess Lhe Lerms. llrsL group done
sLands up
27. Cra| uest|on|ng
- Pow ls __________ slmllar Lo/dlfferenL from ________________?
- WhaL are Lhe characLerlsLlcs/parLs of _______________________?
- ln whaL oLher ways mlghL we show show/lllusLraLe ___________?
- WhaL ls Lhe blg ldea, key concepL, moral ln _________________?
- Pow does ________________ relaLe Lo ____________________?
- WhaL ldeas/deLalls can you add Lo _________________________?
- Clve an example of ____________________________________?
- WhaL ls wrong wlLh ____________________________________?
- WhaL mlghL you lnfer from ______________________________?
- WhaL concluslons mlghL be drawn from ____________________?
- WhaL quesLlon are we Lrylng Lo answer? WhaL problem are we Lrylng Lo solve?
Complled by k LamberL, CCS Currlculum Servlces, 4/2012

- WhaL are you assumlng abouL ____________________________?
- WhaL mlghL happen lf __________________________________?
- WhaL crlLerla would you use Lo [udge/evaluaLe _______________?
- WhaL evldence supporLs ________________________________?
- Pow mlghL we prove/conflrm ____________________________?
- Pow mlghL Lhls be vlewed from Lhe perspecLlve of ___________?
- WhaL alLernaLlves should be consldered ____________________?
- WhaL approach/sLraLegy could you use Lo ___________________?
28. 1|c-1ac-1oe]
1h|nk-1ac-1oe
A collecLlon of acLlvlLles from whlch sLudenLs can choose Lo do Lo demonsLraLe Lhelr
undersLandlng. lL ls presenLed ln Lhe form of a nlne square grld slmllar Lo a Llc-Lac-Loe board
and sLudenLs may be expecLed Lo compleLe from one Lo Lhree ln a row". 1he acLlvlLles vary ln
conLenL, process, and producL and can be Lallored Lo address uCk levels.
29. Iour Corners
SLudenLs choose a corner based on Lhelr level of experLlse of a glven sub[ecL.
8ased on your knowledge of __________________ , whlch corner would you choose?
Corner 1: 1he ulrL 8oad
-(1here's so much dusL, l can'L see where l'm golng! Pelp!!)
Corner 2: 1he aved 8oad (lL's falrly smooLh, buL Lhere are many poLholes along Lhe
way.)
Corner 3: 1he Plghway ( l feel falrly confldenL buL have an occaslonal need Lo slowdown.)
Corner 4: 1he lnLersLaLe (l 'm Lravellng along and could easlly glve dlrecLlons Lo someone else.)
Cnce sLudenLs are ln Lhelr chosen corners, allow sLudenLs Lo dlscuss Lhelr progress wlLh oLhers.
CuesLlons may be prompLed by Leacher.
Corner Cne wlll palr wlLh Corner 1hree, Corner 1wo wlll palr wlLh Corner lour for peer
LuLorlng.
30. Mudd|est (or
C|earest) o|nt
1hls ls a varlaLlon on Lhe one-mlnuLe paper, Lhough you may wlsh Lo glve sLudenLs a sllghLly
longer Llme perlod Lo answer Lhe quesLlon. Pere you ask (aL Lhe end of a class perlod, or aL a
naLural break ln Lhe presenLaLlon), "WhaL was Lhe "muddlesL polnL" ln Loday's lecLure?" or,
perhaps, you mlghL be more speclflc, asklng, for example: "WhaL (lf anyLhlng) do you flnd
unclear abouL Lhe concepL of 'personal ldenLlLy' ('lnerLla', 'naLural selecLlon', eLc.)?".
31. 3-2-1
3 Lhlngs you found ouL
2 lnLeresLlng Lhlngs
1 quesLlon you sLlll have
3 dlfferences beLween ___
2 effecLs of __ on ____
1 quesLlon you sLlll have abouL Lhe Loplc
3 lmporLanL facLs
2 lnLeresLlng ldeas
1 lnslghL abouL yourself as a learner
3 key words
2 new ldeas
1 LhoughL Lo Lhlnk abouL
WrlLe 3 quesLlons abouL Lhe LexL (unfamlllar words, confuslng passages or ldeas)
WrlLe 2 predlcLlons based on Lhe LexL (whaL wlll happen nexL based on Lhe readlng)
Make one connecLlon based on Lhe LexL (connecL Lo someLhlng you know or have
experlenced)
32. Cub|ng
ulsplay 6 quesLlons from Lhe lesson Pave sLudenLs ln groups of 4.
Lach group has 1 dle. Lach sLudenL rolls Lhe dle and answers Lhe quesLlon wlLh Lhe
correspondlng number. lf a number ls rolled more Lhan once Lhe sLudenL may elaboraLe on
Lhe prevlous response or roll agaln. 8esponses may also be wrlLLen.
Complled by k LamberL, CCS Currlculum Servlces, 4/2012

33. u|ck Wr|te
1he sLraLegy asks learners Lo respond ln 2-10 mlnuLes Lo an open-ended quesLlon or prompL
posed by Lhe Leacher before, durlng, or afLer readlng.
34. D|rected
araphras|ng
SLudenLs summarlze ln well-chosen (own) words a key ldea presenLed durlng Lhe class perlod
or Lhe one [usL pasL.
3S. kSC2
ln Lwo mlnuLes, sLudenLs "#$%&& and llsL ln rank order Lhe mosL lmporLanL ldeas from a prevlous
day's class, ln Lwo more mlnuLes, Lhey '())%"*+# Lhose polnLs ln a slngle senLence, Lhen wrlLe
one ma[or ,(#'-*./ Lhey wanL answered, Lhen ldenLlfy a Lhread or Lheme Lo $.//#$- Lhls
maLerlal Lo Lhe course's ma[or goal.
36. Wr|t|ng Irames
roblem/SoluLlon aragraph
______________presenL0'1 a dllemma LhaL ls___________. 1he problem ls
_______________. 1hls 2%'32%4# occurred because

_____________________________. A resoluLlon *'35%' posslble. 1o solve *-3-2*', lL
5*&& 6#32%' 6##/ necessary Lo _______________
____________________________________________. 1he soluLlon0'1 lnclude0'1
_____________________________________________________________________________.
Compare and ConLrasL aragraph
1here are several dlfferences beLween ______________ and _____. 1hey

. ln conLrasL Lo , has
. unllke _____, does noL
_________ __. Cn Lhe oLher hand,

uescrlpLlon aragraph
Pave you ever _________________? 2%'32%4# very lnLeresLlng characLerlsLlcs.
7-3-2#8 2%'32%4# . lor lnsLance, *-3-2#8
2%'32%4# whlch enhances
. 7-3-2#8 also . lor Lhese reasons,
.
Cause and LffecL aragraph
_________________ ls lnfluenced by ___ . Slnce
happened, Lhen ___________________.
1herefore,______________________________. 1hls provldes explanaLlon for ______
___and ____ ___________ . 1he
lmpacL ls .
Sequence aragraph
1he #4#/-'39".$#'' of __________ ls __________________. 1he flrsL ____
___ . 1hen,
. nexL, ______
________________________. llnally,__________________________.
Complled by k LamberL, CCS Currlculum Servlces, 4/2012

37. Dec|s|ons,
Dec|s|ons
(h||osoph|ca|
Cha|rs)
Clven a prompL, class goes Lo Lhe slde LhaL corresponds Lo Lhelr oplnlon on Lhe Loplc, slde
share ouL reasonlng, and sLudenLs are allowed Lo change sldes afLer dlscusslon
38. Somebody
Wanted 8ut So
SLudenLs respond Lo narraLlve LexL wlLh sLrucLured sLory grammar elLher orally, plcLorlally, or
ln wrlLlng. (CharacLer(s)/LvenL/roblem/SoluLlon)
39. L|kert Sca|e
rovlde 3-3 sLaLemenLs LhaL aren'L clearly Lrue or false, buL are somewhaL debaLable. 1he
purpose ls Lo help sLudenLs reflecL on a LexL and engage ln dlscusslon wlLh Lhelr
peers afLerwards. 1hese scales focus on generallzaLlons abouL characLers, Lhemes, confllcLs, or
symbollsm. 1here are no clear cuL answers ln Lhe book. 1hey help sLudenLs Lo analyze,
synLheslze and evaluaLe lnformaLlon)
Cne quesLlon on a LlkerL Scale mlghL look llke Lhls:
1. 1he characLer (name) should noL have done (acLlon).
_______________________________________________________________________
sLrongly agree dlsagree agree sLrongly agree
40. I nave the
uest|on, Who
nas the Answer?
1he Leacher makes Lwo seLs of cards. Cne seL conLalns quesLlons relaLed Lo Lhe unlL of sLudy.
1he second seL conLalns Lhe answers Lo Lhe quesLlons. ulsLrlbuLe Lhe answer cards Lo Lhe
sLudenLs and elLher you or a sLudenL wlll read Lhe quesLlon cards Lo Lhe class. All sLudenLs
check Lhelr answer cards Lo see lf Lhey have Lhe correcL answer. : 4%"*%-*./ *' -. )%;# $%"<'
*/-. % $2%*/ %$-*4*-8= 1he sLudenL chosen Lo begln Lhe chaln wlll read Lhe glven card aloud and
Lhen walL for Lhe nexL parLlclpanL Lo read Lhe only card LhaL would correcLly follow Lhe
progresslon. lay conLlnues unLll all of Lhe cards are read and Lhe lnlLlal sLudenL ls ready Lo
read hls card for Lhe second Llme.
41. Wh|p Around
1he Leacher poses a quesLlon or a Lask. SLudenLs Lhen lndlvldually respond on a scrap plece of
paper llsLlng aL leasL 3 LhoughLs/responses/sLaLemenLs. When Lhey have done so, sLudenLs
sLand up. 1he Leacher Lhen randomly calls on a sLudenL Lo share one of hls or her ldeas from
Lhe paper. SLudenLs check off any lLems LhaL are sald by anoLher sLudenL and slL down when
all of Lhelr ldeas have been shared wlLh Lhe group, wheLher or noL Lhey were Lhe one Lo share
Lhem. 1he Leacher conLlnues Lo call on sLudenLs unLll Lhey are all seaLed. As Lhe Leacher
llsLens Lo Lhe ldeas or lnformaLlon shared by Lhe sLudenLs, he or she can deLermlne lf Lhere ls a
general level of undersLandlng or lf Lhere are gaps ln sLudenLs' Lhlnklng."
42. Word Sort

Clven a seL of vocabulary Lerms, sLudenLs sorL ln Lo glven caLegorles or creaLe
Lhelr own caLegorles for sorLlng
43. 1r|angu|ar r|sm
(ked,
e||ow, Green)
SLudenLs glve feedback Lo Leacher by dlsplaylng Lhe color LhaL corresponds Lo Lhelr level of
undersLandlng
44. 1ake and ass
CooperaLlve group acLlvlLy used Lo share or collecL lnformaLlon from each member of Lhe
group, sLudenLs wrlLe a response, Lhen pass Lo Lhe rlghL, add Lhelr response Lo nexL paper,
conLlnue unLll Lhey geL Lhelr paper back, Lhen group debrlefs.
4S. Student Data
Notebooks
A Lool for sLudenLs Lo Lrack Lhelr learnlng: Where am l golng? Where am l now? Pow wlll l geL
Lhere?
46. S|ap It
SLudenLs are dlvlded lnLo Lwo Leams Lo ldenLlfy correcL answers Lo quesLlons glven by Lhe
Leacher. SLudenLs use a fly swaLLer Lo slap Lhe correcL response posLed on Lhe wall.
47. Say Someth|ng

SLudenLs Lake Lurns leadlng dlscusslons ln a cooperaLlve group on secLlons of a readlng or
vldeo
48. I|ag It
SLudenLs use Lhls sLraLegy Lo help Lhem remember lnformaLlon LhaL ls lmporLanL Lo Lhem. 1hey
wlll flag" Lhelr ldeas on a sLlcky noLe or flag dle cuL.
Complled by k LamberL, CCS Currlculum Servlces, 4/2012

49. I||| In our
1houghts
WrlLLen check for undersLandlng sLraLegy where sLudenLs flll Lhe blank. (AnoLher Lerm for raLe
of change ls ____ or ____.)
S0. C|rc|e, 1r|ang|e,
Square
SomeLhlng LhaL ls sLlll golng around ln your head (1rlangle) SomeLhlng polnLed LhaL sLood ouL
ln your mlnd (Square) SomeLhlng LhaL Squared" or agreed wlLh your Lhlnklng.
S1. A8CD Wh|sper
SLudenLs should geL ln groups of four where one sLudenL ls A, Lhe nexL ls 8, eLc. Lach sLudenL
wlll be asked Lo reflecL on a concepL and draw a vlsual of hls/her lnLerpreLaLlon. 1hen Lhey wlll
share Lhelr answer wlLh each oLher ln a zlgzag paLLern wlLhln Lhelr group.
S2. Cn|on k|ng
SLudenLs form an lnner and ouLer clrcle faclng a parLner. 1he Leacher asks a
quesLlon and Lhe sLudenLs are glven Llme Lo respond Lo Lhelr parLner. nexL, Lhe
lnner clrcle roLaLes one person Lo Lhe lefL. 1he Leacher asks anoLher quesLlon and
Lhe cycle repeaLs lLself.
S3. keuest]
kec|proca|
uest|on|ng
ReQuest, or reciprocal questioning, gives the teacher and students opportunities to ask each
other their own questions following the reading of a selection. The ReQuest strategy can be
used with most novels or expository material. It is important that the strategy be modeled
by the teacher using each genre. A porLlon of Lhe LexL ls read sllenLly by boLh Lhe Leacher and
Lhe sLudenLs. 1he sLudenLs may leave Lhelr books open, buL Lhe Leacher's LexL ls closed.
SLudenLs Lhen are encouraged Lo ask Lhe Leacher and oLher sLudenLs quesLlons abouL whaL has
been read. 1he Leacher makes every aLLempL Lo help sLudenLs geL answers Lo Lhelr quesLlons.
1he roles Lhen become reversed. 1he sLudenLs close Lhelr books, and Lhe Leacher asks Lhe
sLudenLs lnformaLlon abouL Lhe maLerlal. 1hls procedure conLlnues unLll Lhe sLudenLs have
enough lnformaLlon Lo predlcL loglcally whaL ls conLalned ln Lhe remalnder of Lhe selecLlon.
1he sLudenLs Lhen are asslgned Lo compleLe Lhe readlng
S4. k-W-L &
kWL+
SLudenLs respond as whole group, small group, or lndlvldually Lo a Loplc as Lo WhaL Lhey
already know, whaL Lhey wanL Lo learn, whaL Lhey have learned". LuS (+) asks sLudenLs Lo
organlze Lhelr new learnlngs uslng a concepL map or graphlc organlzer LhaL reflecLs Lhe key
lnformaLlon. 1hen, each sLudenL wrlLes a summary paragraph abouL whaL Lhey have learned.
SS. Chora| kead|ng
SLudenLs mark Lhe LexL Lo ldenLlfy a parLlcular concepL and chlme ln, readlng Lhe marked LexL
aloud ln unlson
S6. Socrat|c Sem|nar
SLudenLs ask quesLlons of one anoLher abouL an essenLlal quesLlon, Loplc, or selecLed LexL. 1he
quesLlons lnlLlaLe a conversaLlon LhaL conLlnues wlLh a serles of responses and addlLlonal
quesLlons.
S7. Newspaper
nead||ne
CreaLe a newspaper headllne LhaL may have been wrlLLen for Lhe Loplc we are sLudylng.
CapLure Lhe maln ldea of Lhe evenL.
S8. Numbered neads
1ogether
SLudenLs slL ln groups and each group member ls glven a number. 1he Leacher poses a
problem and all four sLudenLs dlscuss. 1he Leacher calls a number and LhaL sLudenL ls
responslble for sharlng for Lhe group.
S9. Ga||ery Wa|k
AfLer Leams have generaLed ldeas on a Loplc uslng a plece of charL paper, Lhey appolnL a
docenL" Lo sLay wlLh Lhelr work. 1eams roLaLe around examlnlng oLher Leam's ldeas and ask
quesLlons of Lhe docenL. 1eams Lhen meeL LogeLher Lo dlscuss and add Lo Lhelr lnformaLlon so
Lhe docenL also can learn from oLher Leams. 6.CrafflLl - Croups recelve a large plece of paper
and felL pens of dlfferenL colors. SLudenLs generaLe ldeas ln Lhe form of grafflLl. Croups can
move Lo oLher papers and dlscuss/add Lo Lhe ldeas.
60. Cne uest|on and
Cne Comment
SLudenLs are asslgned a chapLer or passage Lo read and creaLe one quesLlon and one commenL
generaLed from Lhe readlng. ln class, sLudenLs wlll meeL ln elLher small or whole class groups
for dlscusslon. Lach sLudenL shares aL leasL one commenL or quesLlon. As Lhe dlscusslon moves
sLudenL by sLudenL around Lhe room, Lhe nexL person can answer a prevlous quesLlon posed
by anoLher sLudenL, respond Lo a commenL, or share Lhelr own commenLs and quesLlons. As
Lhe acLlvlLy bullds around Lhe room, Lhe conversaLlon becomes ln-depLh wlLh opporLunlLy for
all sLudenLs Lo learn new perspecLlves on Lhe LexL.
Complled by k LamberL, CCS Currlculum Servlces, 4/2012