Students and teachers generate multiple iterations of their work informed by critique, models, or instruction, in a trajectory towards increasingly meaningful and beautiful work.
Organized and structured drafting and project revision processes create opportunities for all students to find moments of access and challenge in their learning. Struggling students are offered opportunities to achieve mastery and students with a history of successes in schools are challenged to continue to grow. All students and teachers pursue deeper learning through multiple iterations of their work.
Scaffold opportunities to draft and revise work to disrupt a traditional focus on speed and place value on growth and mastery for every student. Create more equitable outcomes by celebrating the drafting process and highlighting the evidence of improvement, growth, and learning.
Students make important decisions about the quality and quantity of iterations, and reflect on these choices. Students curate portfolios of drafts to reflect on their learning, highlight personal goals, and showcase milestones in their journey.
Teaching and learning are situated in meaningful contexts which motivate and inform drafting and revision processes. Educators and students improve their work because it is real, and improve it in real ways. Student learning grows in meaning, beauty, and personal and communal value.
Drafts and revisions are informed by critique and assessment, which are collaborative by nature. Students and educators work together to identify important learning targets or elements of quality to improve in a draft, the number of drafts to undertake, and the nature of the revisions.