IDS -104 MODULE 4
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ModuleFourJournalGuidelinesandRubric.html.zip
ModuleFourActivityGuidelinesandRubric.html.zip
ModuleFourJournalGuidelinesandRubric.html.zip
Module Four Journal Guidelines and Rubric.html
IDS 104 Module Four Journal Guidelines and Rubric
Overview
In both personal development and professional settings, feedback plays a crucial role in shaping how we perceive ourselves and how we grow. When used effectively, feedback can strengthen a growth mindset, which is the belief that abilities can be developed through perseverance and practice. However, poorly delivered or misunderstood feedback can hinder that same growth. This activity will help you sharpen your ability to distinguish between feedback that promotes learning and feedback that discourages it, providing you with a deeper understanding of how feedback mechanisms operate in real-world settings.
Scenario
You’re in your first semester of college and enrolled in an introductory course focused on digital communication and teamwork. As part of a group assignment, you’ve been assigned the role of "Data Communicator" for your team project, where each week a different student shares a summary of the team’s progress and insights using simple charts or graphs. This week, it was your turn to create and post a visual update in your group’s shared digital communication channel (#team-updates) by Friday. Shortly after you share your report, you receive two pieces of feedback:
- Professor’s Feedback: “This isn’t quite what I was looking for. The charts are confusing and don’t clearly show the trends we discussed in class. We’ve gone over how to choose the right type of graph for the story you're trying to tell—please take a closer look at the guidelines and aim for more clarity in your next post.”
- Peer Feedback: “Hey! Thanks for putting this together. I think it’s really helpful to see the data visualized. I hear what the professor is saying, but I think I have a better solution. Line graphs might work better than bar charts for showing how things change from week to week. Happy to show you how I did mine last week if that helps!”
Directions
In this journal assignment, you'll analyze a workplace scenario involving two contrasting pieces of feedback delivered via a digital communication platform.
Specifically, you must address the following rubric criteria:
- Discuss how you might react to the type and tone of each feedback message. Include the following:
- What do you notice about the tone of each person’s feedback?
- How do you think you might respond if you were given this type of feedback?
- Explain which feedback inspires a growth mindset and why.
- Explain which feedback might reinforce a fixed mindset and why.
- Develop a practical strategy for maintaining a growth mindset when engaging with feedback. Consider the following:
- You may include communication tips, emotional regulation tactics, or feedback-seeking behavior.
- Reflect on a time you received feedback. This can be any type of feedback and is not limited to feedback you’ve received in school. Include the following:
- What made the feedback effective or ineffective?
What to Submit
Submit your journal assignment as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Alternatively, Brightspace allows the use of video notes. You may optionally use the Video Note tool to complete this assignment, but if you use any sources, you must refer to your sources verbally throughout your video and submit a separate references page. If you use Video Note, your video should be 2-5 minutes long. If you need assistance using Video Note, please refer to the resources in the Start Here module.
Module Four Journal Rubric
| Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
|---|---|---|---|---|
| Type and Tone | Discusses how they might react to the type and tone of each feedback message, including what they notice about each example of feedback, and how they might respond to each example of feedback | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing how they might react to the type of feedback, discussing how they might react to the tone of feedback, describing what they notice about each example of feedback, or describing how they might respond to each example of feedback | Does not attempt criterion | 18 |
| A Growth Mindset | Explains which feedback inspires a growth mindset and why | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining which feedback from the scenario inspires a growth mindset or explaining why that feedback inspires a growth mindset | Does not attempt criterion | 18 |
| A Fixed Mindset | Explains which feedback might reinforce a fixed mindset and why | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining which feedback from the scenario might reinforce a fixed mindset or explaining why that feedback reinforces a fixed mindset | Does not attempt criterion | 18 |
| Practical Strategy | Develops a practical strategy for maintaining a growth mindset when engaging with feedback | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include developing a practical strategy for maintaining a growth mindset when engaging with feedback | Does not attempt criterion | 18 |
| Received Feedback | Reflects on a time they received feedback, including what made the feedback effective or ineffective | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include reflecting on a time they received feedback or what made the feedback effective or ineffective | Does not attempt criterion | 18 |
| Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
| Total: | 100% |
ModuleFourActivityGuidelinesandRubric.html.zip
Module Four Activity Guidelines and Rubric.html
IDS 104 Module Four Activity Guidelines and Rubric
Overview
Life is filled with transitions—new academic programs, changing jobs, or shifting personal responsibilities. Whether you’re managing a move, starting a new semester, or adjusting to a new job, learning to adapt your goals thoughtfully will help you navigate life’s twists with greater confidence and clarity. During these periods of change, setting rigid goals can sometimes create pressure and disappointment. This assignment invites you to explore an alternative: flexible goal setting. You will map out a set of adaptable goals that evolve with your experiences and discuss how you can support yourself through change using thoughtful, reflective strategies.
Directions
In this activity, you will create a Flexible Goal Map based on a real-life change using the template provided in the What to Submit section. You’ll outline at least two flexible goals relevant to your change and respond to reflection prompts that guide how you will adjust your goals over time. This process will help you develop skills in self-awareness, growth mindset, and adaptability—skills critical for personal, academic, and professional success.
Specifically, you must address the following rubric criteria:
- Identify a personal, academic, or professional change you’ve experienced or are currently facing.
- As a reminder, this change will be the foundation for your flexible goals.
- Outline at least two goals that support the change you have identified. Consider the following as you draft your goals:
- Can this goal change based on new information or experiences?
- Does this goal encourage trying or improving rather than achieving a specific result?
- Is it written using process-focused, growth-oriented language?
- Will I revisit this goal and potentially revise it?
- Does it reflect something real that I am experiencing?
- Describe what makes each goal flexible. Consider the following:
- What tools or habits can help you remain open-minded?
- Discuss one example of an obstacle that might require you to be flexible. Include the following:
- What obstacles can you predict might impact you achieving your goal?
- How would you adjust your goal based on the situation you described?
- Reflect on how you might monitor progress on your goals. Include the following:
- What signs might tell you it might be time to pivot your goal?
- What signs might tell you that you have accomplished the goal?
What to Submit
Using the Module Four Activity Template, create a flexible goal map and submit it for grading.
Module Four Activity Rubric
| Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
|---|---|---|---|---|
| Change | Identifies a personal, academic, or professional change they’ve experienced or are currently facing | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying a personal, academic, or professional change that is appropriate to be the foundation of the flexible goals | Does not attempt criterion | 18 |
| Goals | Outlines at least two goals that support the change identified | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include outlining goals that specifically support the change identified | Does not attempt criterion | 18 |
| What Makes Each Goal Flexible | Describes what makes each goal flexible | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing what makes each goal outlined flexible | Does not attempt criterion | 18 |
| Obstacle | Discusses one example of an obstacle that might require them to be flexible, including predicting obstacles that might impact achieving the goal, and explaining how to adjust the goal based on the situation described | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing an example of an obstacle that might require flexibility, predicting obstacles that might impact achieving the goal, or might impact achieving the goal, and explaining how to adjust the goal based on the situation described | Does not attempt criterion | 18 |
| Monitor Progress | Reflects on how they might monitor progress without being rigid, including signs it might be time to pivot their goal and signs that they have accomplished the goal | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include reflecting on how they might monitor their progress without being rigid, identifying signs that indicate it might be time to pivot the goal, or identifying signs that indicate that the goal has been accomplished | Does not attempt criterion | 18 |
| Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
| Total: | 100% |
Course Documents/IDS 104 Module Four Activity Template.docx
IDS 104 Module Four Activity Template
Please reference the Module Four Activity Guidelines and Rubric as you complete this template.
[ Note: To complete this template, replace the bracketed text with your own content. Remove this note before you submit your paper.]
1. Identify a personal, academic, or professional change you’ve experienced or are currently facing.
A. As a reminder, this change will be the foundation for your flexible goals.
[Insert text here]
2. Outline at least two goals that support the change you have identified. Consider the following as you draft your goals:
A. Can this goal change based on new information or experiences?
B. Does this goal encourage trying or improving rather than achieving a specific result?
C. Is it written using process-focused, growth-oriented language?
D. Will I revisit this goal and potentially revise it?
E. Does it reflect something real that I am experiencing?
[Insert text here]
3. Describe what makes each goal flexible. Consider the following:
A. What tools or habits can help you remain open-minded?
[Insert text here]
4. Discuss one example of an obstacle that might require you to be flexible. Include the following:
A. What obstacles can you predict might impact you achieving your goal?
B. How would you adjust your goal based on the situation you described?
[Insert text here]
5. Reflect on how you might monitor progress on your goals. Include the following:
A. What signs might tell you it might be time to pivot your goal?
B. What signs might tell you that you have accomplished the goal?
[Insert text here]
image1.png
image2.svg
ModuleFourJournalGuidelinesandRubric.html.zip
Module Four Journal Guidelines and Rubric.html
IDS 104 Module Four Journal Guidelines and Rubric
Overview
In both personal development and professional settings, feedback plays a crucial role in shaping how we perceive ourselves and how we grow. When used effectively, feedback can strengthen a growth mindset, which is the belief that abilities can be developed through perseverance and practice. However, poorly delivered or misunderstood feedback can hinder that same growth. This activity will help you sharpen your ability to distinguish between feedback that promotes learning and feedback that discourages it, providing you with a deeper understanding of how feedback mechanisms operate in real-world settings.
Scenario
You’re in your first semester of college and enrolled in an introductory course focused on digital communication and teamwork. As part of a group assignment, you’ve been assigned the role of "Data Communicator" for your team project, where each week a different student shares a summary of the team’s progress and insights using simple charts or graphs. This week, it was your turn to create and post a visual update in your group’s shared digital communication channel (#team-updates) by Friday. Shortly after you share your report, you receive two pieces of feedback:
- Professor’s Feedback: “This isn’t quite what I was looking for. The charts are confusing and don’t clearly show the trends we discussed in class. We’ve gone over how to choose the right type of graph for the story you're trying to tell—please take a closer look at the guidelines and aim for more clarity in your next post.”
- Peer Feedback: “Hey! Thanks for putting this together. I think it’s really helpful to see the data visualized. I hear what the professor is saying, but I think I have a better solution. Line graphs might work better than bar charts for showing how things change from week to week. Happy to show you how I did mine last week if that helps!”
Directions
In this journal assignment, you'll analyze a workplace scenario involving two contrasting pieces of feedback delivered via a digital communication platform.
Specifically, you must address the following rubric criteria:
- Discuss how you might react to the type and tone of each feedback message. Include the following:
- What do you notice about the tone of each person’s feedback?
- How do you think you might respond if you were given this type of feedback?
- Explain which feedback inspires a growth mindset and why.
- Explain which feedback might reinforce a fixed mindset and why.
- Develop a practical strategy for maintaining a growth mindset when engaging with feedback. Consider the following:
- You may include communication tips, emotional regulation tactics, or feedback-seeking behavior.
- Reflect on a time you received feedback. This can be any type of feedback and is not limited to feedback you’ve received in school. Include the following:
- What made the feedback effective or ineffective?
What to Submit
Submit your journal assignment as a 1- to 2-page Microsoft Word document with double spacing, 12-point Times New Roman font, and one-inch margins.
Alternatively, Brightspace allows the use of video notes. You may optionally use the Video Note tool to complete this assignment, but if you use any sources, you must refer to your sources verbally throughout your video and submit a separate references page. If you use Video Note, your video should be 2-5 minutes long. If you need assistance using Video Note, please refer to the resources in the Start Here module.
Module Four Journal Rubric
| Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
|---|---|---|---|---|
| Type and Tone | Discusses how they might react to the type and tone of each feedback message, including what they notice about each example of feedback, and how they might respond to each example of feedback | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing how they might react to the type of feedback, discussing how they might react to the tone of feedback, describing what they notice about each example of feedback, or describing how they might respond to each example of feedback | Does not attempt criterion | 18 |
| A Growth Mindset | Explains which feedback inspires a growth mindset and why | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining which feedback from the scenario inspires a growth mindset or explaining why that feedback inspires a growth mindset | Does not attempt criterion | 18 |
| A Fixed Mindset | Explains which feedback might reinforce a fixed mindset and why | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include explaining which feedback from the scenario might reinforce a fixed mindset or explaining why that feedback reinforces a fixed mindset | Does not attempt criterion | 18 |
| Practical Strategy | Develops a practical strategy for maintaining a growth mindset when engaging with feedback | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include developing a practical strategy for maintaining a growth mindset when engaging with feedback | Does not attempt criterion | 18 |
| Received Feedback | Reflects on a time they received feedback, including what made the feedback effective or ineffective | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include reflecting on a time they received feedback or what made the feedback effective or ineffective | Does not attempt criterion | 18 |
| Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
| Total: | 100% |
ModuleFourActivityGuidelinesandRubric.html.zip
Module Four Activity Guidelines and Rubric.html
IDS 104 Module Four Activity Guidelines and Rubric
Overview
Life is filled with transitions—new academic programs, changing jobs, or shifting personal responsibilities. Whether you’re managing a move, starting a new semester, or adjusting to a new job, learning to adapt your goals thoughtfully will help you navigate life’s twists with greater confidence and clarity. During these periods of change, setting rigid goals can sometimes create pressure and disappointment. This assignment invites you to explore an alternative: flexible goal setting. You will map out a set of adaptable goals that evolve with your experiences and discuss how you can support yourself through change using thoughtful, reflective strategies.
Directions
In this activity, you will create a Flexible Goal Map based on a real-life change using the template provided in the What to Submit section. You’ll outline at least two flexible goals relevant to your change and respond to reflection prompts that guide how you will adjust your goals over time. This process will help you develop skills in self-awareness, growth mindset, and adaptability—skills critical for personal, academic, and professional success.
Specifically, you must address the following rubric criteria:
- Identify a personal, academic, or professional change you’ve experienced or are currently facing.
- As a reminder, this change will be the foundation for your flexible goals.
- Outline at least two goals that support the change you have identified. Consider the following as you draft your goals:
- Can this goal change based on new information or experiences?
- Does this goal encourage trying or improving rather than achieving a specific result?
- Is it written using process-focused, growth-oriented language?
- Will I revisit this goal and potentially revise it?
- Does it reflect something real that I am experiencing?
- Describe what makes each goal flexible. Consider the following:
- What tools or habits can help you remain open-minded?
- Discuss one example of an obstacle that might require you to be flexible. Include the following:
- What obstacles can you predict might impact you achieving your goal?
- How would you adjust your goal based on the situation you described?
- Reflect on how you might monitor progress on your goals. Include the following:
- What signs might tell you it might be time to pivot your goal?
- What signs might tell you that you have accomplished the goal?
What to Submit
Using the Module Four Activity Template, create a flexible goal map and submit it for grading.
Module Four Activity Rubric
| Criteria | Meets Expectations (100%) | Partially Meets Expectations (75%) | Does Not Meet Expectations (0%) | Value |
|---|---|---|---|---|
| Change | Identifies a personal, academic, or professional change they’ve experienced or are currently facing | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include identifying a personal, academic, or professional change that is appropriate to be the foundation of the flexible goals | Does not attempt criterion | 18 |
| Goals | Outlines at least two goals that support the change identified | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include outlining goals that specifically support the change identified | Does not attempt criterion | 18 |
| What Makes Each Goal Flexible | Describes what makes each goal flexible | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include describing what makes each goal outlined flexible | Does not attempt criterion | 18 |
| Obstacle | Discusses one example of an obstacle that might require them to be flexible, including predicting obstacles that might impact achieving the goal, and explaining how to adjust the goal based on the situation described | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include discussing an example of an obstacle that might require flexibility, predicting obstacles that might impact achieving the goal, or might impact achieving the goal, and explaining how to adjust the goal based on the situation described | Does not attempt criterion | 18 |
| Monitor Progress | Reflects on how they might monitor progress without being rigid, including signs it might be time to pivot their goal and signs that they have accomplished the goal | Shows progress toward meeting expectations, but with errors or omissions; areas for improvement may include reflecting on how they might monitor their progress without being rigid, identifying signs that indicate it might be time to pivot the goal, or identifying signs that indicate that the goal has been accomplished | Does not attempt criterion | 18 |
| Clear Communication | Consistently and effectively communicates in an organized way to a specific audience | Shows progress toward meeting expectations, but communication is inconsistent or ineffective in a way that negatively impacts understanding | Shows no evidence of consistent, effective, or organized communication | 10 |
| Total: | 100% |
Course Documents/IDS 104 Module Four Activity Template.docx
IDS 104 Module Four Activity Template
Please reference the Module Four Activity Guidelines and Rubric as you complete this template.
[ Note: To complete this template, replace the bracketed text with your own content. Remove this note before you submit your paper.]
1. Identify a personal, academic, or professional change you’ve experienced or are currently facing.
A. As a reminder, this change will be the foundation for your flexible goals.
[Insert text here]
2. Outline at least two goals that support the change you have identified. Consider the following as you draft your goals:
A. Can this goal change based on new information or experiences?
B. Does this goal encourage trying or improving rather than achieving a specific result?
C. Is it written using process-focused, growth-oriented language?
D. Will I revisit this goal and potentially revise it?
E. Does it reflect something real that I am experiencing?
[Insert text here]
3. Describe what makes each goal flexible. Consider the following:
A. What tools or habits can help you remain open-minded?
[Insert text here]
4. Discuss one example of an obstacle that might require you to be flexible. Include the following:
A. What obstacles can you predict might impact you achieving your goal?
B. How would you adjust your goal based on the situation you described?
[Insert text here]
5. Reflect on how you might monitor progress on your goals. Include the following:
A. What signs might tell you it might be time to pivot your goal?
B. What signs might tell you that you have accomplished the goal?
[Insert text here]
image1.png
image2.svg
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