Garrison's stages (+ deep, - surface)
| G1+ | G2+ | G3+ | G4+ | G5+ | G1- | G2- | G3- | G4- | G5- | Indicator |
|---|
| 0.5 | | | 0.5 | | | | | | | R+ relevant statements |
| | | | | 0.5 | | | 0.5 | | R- irrelevant statements, diversions |
| 0.5 | | | 0.5 | | | | | | I+ Important points/issues |
| | | | | | 0.5 | | | 0.5 | I- unimportant, trivial points/issues |
| 1 | | | | | | | | | NP+ new problem related information |
| | | | | | 1 | | | | NP- repeating what has been said |
| | 1 | | | | | | | | NI+ New ideas for discussion |
| | | | | | | 1 | | | NI- False or trivial leads |
| | 1 | | | | | | | | NS+ new solutions to problems |
| | | | | | | 1 | | | NS- Accepting first offered solution |
| | 1 | | | | | | | | NQ+ Welcoming new ideas |
| | | | | | | 1 | | | NQ- Squashing, putting down new ideas |
| | 1 | | | | | | | | NL+ Student (learner) brings new things in |
| | | | | | | 1 | | | NL- dragged in by tutor |
| 1 | | | | | | | | | AC+ Clear unambiguous statements |
| | | | | | 1 | | | | AC- Confused statements |
| 1 | | | | | | | | | A+ Discuss ambiguities to clear them up |
| | | | | | 1 | | | | A- Continue to ignore ambiguities |
| 1 | | | | | | | | | OE+ Drawing on personal experience |
| 1 | | | | | | | | | OC+ Refer to course material |
| 1 | | | | | | | | | OM+ Use relevant outside material |
| | | | 1 | | | | | | OK+ Evidence of using previous knowledge |
| | | | 1 | | | | | | OP+ course related problems brought in |
| 0.5 | | | 0.5 | | | | | | OQ+ Welcoming outside knowledge |
| | | | | | 0.5 | | | 0.5 | OQ- Squashing attempts to bring in outside knowledge |
| | | | | | 0.5 | | | 0.5 | O- Sticking to prejudice or assumptions |
| | 1 | | | | | | | | L+ linking facts, ideas and notions |
| | 1 | | | | | | | | L+ Generating new data from information collected |
| | | | | | | 1 | | | L- Repeating information without making inferences or offering an interpretation |
| | | | | | | 1 | | | L- Stating that one shares the ideas or opinions stated, without taking these further or adding any personal comments |
| | 1 | | | | | | | | JP+ Providing proof or examples |
| | | | | | | 1 | | | JP- Irrelevant or obscuring questions or examples |
| | | 1 | | | | | | | JS+ Justifying solutions or judgements |
| | | 1 | | | | | | | JS+ Setting out advantages and disadvantages of situation or solution |
| | | | | | | | 1 | | JS- Offering judgements or solutions without explanations or justification |
| | | | | | | | 1 | | JS- Offering several solutions without suggesting which is the most appropriate |
| | | 1 | | | | | | | C+ Critical assessment/evaluation of own or others contributions |
| | | | | | | | 1 | | C- Uncritical acceptance or unreasoned rejection |
| | | 1 | | | | | | | CT+ Tutor prompts for critical evaluation |
| | | | | | | | 1 | | CT- Tutor uncritically accepts |
| | | | 1 | | | | | | P+ relate possible solutions to familiar situations |
| | | | 1 | | | | | | P+ discuss practical utility of new ideas |
| | | | | | | | | 1 | P- discuss in a vacuum |
| | | | | | | | | 1 | P- suggest impractical solutions |
| 0.5 | | 0.5 | | | | | | | | W+ Widen discussion |
| | | | | 0.5 | | 0.5 | | | W- Narrow discussion. |