Appendix

Chapter 1: Introduction to the ICE Model

Figure 1. The ICE Model

Three gears whose motion influences the others. Each gear represents one phase of the ICE model: Ideas, Connections, or Extensions. The Ideas phase of learning includes understanding the fundamentals, facts, discrete skills, or steps in a process. It includes vocabulary, definitions, information, and discrete concepts. The Connections phase of learning includes the ability to articulate relationships, relate new learning to what is already known, and combine two or more discrete skills. At the Extensions phase of learning, individuals extrapolate learning to novel situations, they postulate or anticipate outcomes, and they understand the implications of new learning. At this phase, individuals can hypothesize.

Figure 2. Terminology often used at the Ideas phase of learning

Speech bubbles: recite, name, label, memorize, repeat, calculate. Additional terms used include assemble, cite, compile, define, describe, duplicate, follow, identify, imitate, list, locate, mimic, operate, participate, recall, recognize, replicate, report, reproduce, state, tolerate, trace.

Figure 3. Terminology often used at the Connections phase of learning

Speech bubbles: adapt, infer, differentiate, reframe, compare, solve. Access the Appendix for a full list of terms. Additional terms include adjust, apply, blend, calibrate, categorize, classify, code, collate, combine, compute, convert, coordinate, diagram, discriminate, distinguish, estimate, illustrate, integrate, match, modify, organize, paraphrase, rank, relate, translate, test.

Figure 4. Terminology often used at the Extensions stage of learning

Speech bubbles: analyze, rationalize, create, design, defend, predict. Access the Appendix for a full list of terms. Additional terms include anticipate, appraise, compose, critique, evaluate, extrapolate, hypothesize, interpret, invent, judge, justify, propose, project.

Chapter 1 Image References:

Based on the ICE taxonomy described in:

Fostaty Young, S. & Wilson, R.J. (2000). Assessment and Learning: The ICE approach. Winnipeg, MA: Portage and Main Press.

Fostaty Young, S. (2005). Teaching, learning and assessment in higher education: Using ICE to improve student learning. Proceedings of the Improving Student Learning Symposium, London, UK, 13, 105-115.

Chapter 5: How to Think Like a Geoscientist: Using ICE to Support Critical and Creative Inquiry

Figure 1. Part A of the Rubric

Part A of the rubric used for the Study Site Assignment (SSA). The rubric is comprised of 4 columns. The first column lists the focus of this rubric: the description of the study site. Each subsequent column describes this task when considering Ideas, Connections, and Extensions.

Ideas:

• Accurately locate and describes the chosen study site
• Compiles the illustrations and associated text
• Assembles a list of reasons for the chosen site

Connections:

• Synthesizes text and illustrations to highlight relationships
• Integrates a variety of dimensions and scales

Extensions:

• Proposes a compelling rationale and justification for choosing their site
• Uses spatial thinking to communicate the significate between identified relationships

Figure 2. Part B of the Rubric

Part B of the rubric used for the Study Site Assignment (SSA). The rubric is comprised of 4 columns. The first column lists the focus of this rubric: Composition, Structure, and Processes. Each subsequent column describes this task when considering Ideas, Connections, and Extensions.

Ideas:

• Accurately describe and effectively communicates the type of rock at the chosen study site.
• Identify and label the correct location in the classification scheme and rock cycle.
• Sources are cited according to APA style

Connections:

• Synthesize text and visuals to articulate relationships.
• Applies systems thinking to illustrate the context of the chosen rock to the rock cycle

Extensions:

• Justifies, thorough writing, the classification of the rock type.
• Creates a unique adaptation of the rock cycle that provides context for the chosen rock.
• Systems thinking is used to defend the interconnected nature of the relationships within the Earth System

Figure 3. Part C of the Rubric

Part C of the rubric used for the Study Site Assignment (SSA). The rubric is comprised of 4 columns. The first column lists the focus of this rubric: Age of the Material. Each subsequent column describes this task when considering Ideas, Connections, and Extensions.

Ideas:

• Name and numerically describe the age of your rock.
• Accurately place the age of your rock in the geologic time scale.
• Sources are cited according to APA style

Connections:

• Synthesizes text and visuals to articulate relationships.
• Applies temporal thinking to illustrate the context of the chosen rock to the geologic timescale

Extensions:

• Justifies, through writing, the placement of your rock in the geologic timescale.
• Create a unique adaptation of the geologic timescale that provides context for your chosen rock.
• Temporal thinking is used to defend the interconnected relationships with Earth’s history

Chapter 6: Shine the Light: Using the ICE framework in Sociology Courses to see the “Big Picture”

Figure 1: Course Design Model and Constructive Alignment, adopted from Aligning learning outcomes, assessment, and teaching methods in Ellis, D. (2007). Teaching Excellence Academy workshop. University of Waterloo, Canada.

A triangle diagram. At the top, Intended Learning Outcomes. Lower left corner, Teaching and Learning Activities. Lower right corner, Formative and Summative Assessments. Double headed arrows depict Methods that connect each point with another. At the centre of the triangle it reads, Concepts (Content: Knowledge, Skills and Values).

Figure 2: ICE Rubric to Measure Communication and Critical Thinking Skills

A four-column rubric. The first column identifies the elements to be assessed in this assignment, which include communication skills and critical thinking skills. The following three columns are dedicated to describing these skills in relation to learning at the Ideas phase, the Connections phase, and the Extensions phase.

The instructor describes communication and critical thinking at the Ideas phase in the following ways. When a statement is proceeded by the letter “C” this indicates a measurement of communication skills. The letters “CT” indicate a measurement of critical thinking skills.

• Accurately identifies the purpose of the paper and/or the author’s argument and/or author’s research questions (C)
• Accurately identifies the paper’s theoretical perspective (C)
• Accurately identifies the paper’s methodological approach (C)
• Accurately identifies the paper’s findings/ conclusions (C)

The instructor describes communication and critical thinking at the Connections phase in the following ways.

• Draws attention to/analyze the relationship among articles on a similar topic (i.e., author’s arguments, theoretical perspective, methodology, findings, etc.)
  (C & CT)
• Draws attention to/analyze the relationship among articles between different weekly topics (i.e., author’s arguments, theoretical perspective, methodology, findings, etc.) (C & CT)
• Draws attention to connections between course articles and sociological concepts/perspectives/levels of analyses (C & CT)

The instructor describes communication and critical thinking at the Extensions phase in the following ways.

• Extrapolates relevant content from the paper(s) to other current events/situations (C)
• Extrapolates relevant content from the paper(s) to mainstream media representations of a similar topic or social problem (C & CT)
• Evaluates relevant content from the paper(s) to other course topics/social problems (C & CT)

Figure 3: A Sample of an Academic Reading Review Table

A six-column table with an empty row below for student input. The columns read as follows, left-to-right: Author/Citation; Purpose, Statement, and Research Questions; Background, Theory; Methodology, Methods; Results, Findings, Conclusion; Other e.g., Tensions, Debates, Limitations.

Figure 4: A Completed Sample of the Academic Reading Review Table

A six-column table. Each column has a heading as indicated in the Sample Academic Reading Review Table. Student information has been entered below the first five columns. This reads as follows:

Purpose, Statement, and Research Questions: The gendered organization of violence is part of a socially constructed set of values through which we recognize ourselves, and each other.

Background, Theory: Poststructuralism

Methodology, Methods: Literature review and media case analysis

Results, Findings, Conclusion: Violence is a set of ideas and strategies that get put into practice in society in contextual and value-specific ways, for example, in operationalizing gender. Our meanings about gender define and limit who and how we can be violent.

Figure 4 Citation

Author/Citation: Naugler, Diane, 2017. Making Violence Remarkable: Reconsiderations of Everyday Gender Violences, Chapter 2 Mapping Geographies of Violence. Eds. Kitchin Dahringer, H.A. & Brittain, J.J. Fernwood Publishing, Halifax

Figure 5: Critical Media Assignment Description

A table with two headings and two columns outlines the assignment details and grade breakdown.

The first column lists the assignment details under the heading Critical Media and Topic Analysis, with a prompt for students to work in a group of 4 or 5 students:

• Pick a topic/week and find and agree on one relevant media source/event (within the last 5 years) related to the topic
• Identify ICE between the academic media literature and your media example in your written and oral analysis/presentation
• Oral group presentation of your collaborative analyses in class (within 20 mins) with a PowerPoint presentation and intentional teaching and learning activities to increase class participation, engagement & learning

The second column lists how students will earn their grade under the heading Grade Breakdown:

• 5% individual grade for outline submitted one week prior to presentation
• 10%individual grade for written analysis submitted one week after group presentation
• 10% group grade for knowledge mobilization presentation

Figure 6: Example of an Extension in the ICE Model Exploring Messages Across Different Forms of Media

A slide with regular body text and text in the center of the slide in a speech bubble. The first sentence on the slide reads, Theorizes the relationship between gender and violence (there is one!).

Then there are three examples of information derived from various sources of media. From a scholarly journal, “There is need to explicitly address the less than full overlap of the violence that is variously ‘domestic’, ‘gender-based’, and ‘against women’. This includes consideration of violence that is gendered but not domestic.” (Walby, Towers & Francis, 2014, 188).

From an episode of Full Frontal with Samantha Bee, ““Over the past few months, we have all discovered who is behind workplace harassment and it’s literally thousands of men.”

From a book, “…role violence (sexual harassment) plays in the production of normative gender”
(Naugler, 2017, 29).

Chapter 8: Patient Mentorship in Occupational Therapy Education: The Influence of ICE on Student Learning

Figure 3: OT 825 Journal Review Assessment Rubric

A rubric assessing the journal entry by Peter Harris, 2013.

The rubric has 4 columns and 5 rows. The top row is comprised of 4 headers: Reflection Components, followed by Ideas, Connections, Extensions.

The first column, Reflection Components, lists the following areas of assessment: Objective Level, Reactive Level, Interpretive Level, Decisional Level, and Written Journal.

The follow ratings can be selected when assessing Ideas.

Objective Level—Ideas: Describes basic information of the situation/experience (e.g., visit with a mentor; tutorial discussion themes). Use of one sensory descriptor. (e.g., describing in detail what the student observed in the setting in which the visit took place).

Reactive Level—Ideas: Identifies a feeling/emotion or reaction related to the experience/situation.

Interpretive Level—Ideas: Discusses the meaning and significance of the experience. Demonstrates understanding of the meaning of one’s own experiences.

Decisional Level—Ideas: Discusses future implications for personal awareness and interactions.

Written Journal—Ideas: Names of mentors & students, as well as identifying data, have been omitted to ensure confidentiality

The follow ratings can be selected when assessing Connections. The teacher made two selections from this area of the rubric when assessing the sample journal entry. Each has been identified.

Objective Level—Connections: Provides a thorough description of the situation, using at least two sensory descriptors. Inclusion of events outside of the immediate course content—i.e., Campus accessibility, transportations system. Describes the context of the situation or experience.

Reactive Level—Connections: Describes previous memories or experiences that influence this reaction.

Interpretive Level—Connections: Teacher Selected Rating. Discusses the meaning and significance of the experience and relates this to previous experiences. Demonstrates understanding of the experiences of one’s mentor, student partner and colleagues in 825.

Decisional Level—Connections: Discusses future implications for personal interactions and professional practice.

Written Journal—Connections: Teacher Selected Rating. Takes needs of the reader into account in the presentation of the information (i.e., bolding, subtitles, spacing). Material is clearly written and presented with professional terminology where appropriate.

The follow ratings can be selected when assessing Extensions. The teacher made three selections from this area of the rubric when assessing the sample journal entry. Each has been identified.

Objective Level—Extensions: Teacher selected rating. Describes the situation in detail, including multiple sensory descriptors. Situation/experience is described in relation to past experiences.  Discusses both the personal and the macro-level environment (i.e., socio-political).

Reactive Level—Extensions: Teacher Selected Rating. Discusses personal reaction and relates this to the broader social environment.

Interpretive Level—Extensions: Discusses the meaning and significance of the experience in relation to the broader social environment. Demonstrates understanding of the complexity of issues at multiple levels.

Decisional Level—Extensions: Teacher Selected Rating. Discusses future implications for personal interactions, professional practice, and health care provision. Discusses implications at a policy and socio-political level.

Written Journal—Extensions: Vocabulary selected articulates ideas and understanding of the profession. Overall appearance and content demonstrate attention to detail and an effort to produce a document that is personally and professionally relevant.

Chapter 9: Using the ICE Framework in a 2nd Year Research Methods Class

Figure 1. Using the ICE framework in a Social Science Rubric

A 3-column rubric structured on the ICE framework, for use in a Social Science course.

The first column identifies the 3 components of the ICE framework—Ideas, Connections, and Extensions. The middle column identifies tasks which are connected to Ideas, Connections, Extensions. The last column includes marks assigned to each task, for a total of 25 marks.

Ideas: 8 out of 25 marks

• Teach us about the method

Connections: 6 out of 25 marks

• Compare to another study that uses a similar method

Extensions: 3 out of 25 marks

• Imagine a study in which you would use this method to answer a research question of your own choosing.

The following two tasks are also evaluated: 4 out of 25 marks each

• Presentation quality
• Group participation