0.50 USBE Credit
No great invention or innovation happens after one perfect attempt. Super Creatives use intentional iteration as part of their process to create world class work. This microcredential is earned by educators who incorporate iteration into their own work and have their learners incorporate it into their process.


To earn this 0.5 USBE credit microcredential you will submit two evidence items from the list below to demonstrate your effective and consistent use of iterative processes in both your instruction and your personal practices. You will also complete a short written or video reflective analysis. Click Earn This Microcredential to learn more!


You will be charged $25 by the badge provider. You'll be charged at the point you submit your badge for final review.


The iterative process is not the typical one or two draft drill trying to aim at the perceived end-product envisioned by the instructor. With the iterative process, the process and reflection of learning is more important than aiming at a successful outcome. It is trying out a set of ideas and stress testing the tolerance of the ideas to understand where the flaws and opportunities are.


Iteration: Iteration is the repetition of a process in order to generate a (possibly unbounded) sequence of outcomes. This sequence will approach some end point or value. Each repetition is a single iteration and the outcome of each iteration is then the starting point of the next iteration. The iteration can be based on an arbitrary timeframe or set of execution tasks. In practical terms, many projects have over a dozen iterations with several major restarts.


Ms. Z, a middle school language arts teacher assigns a project to her class to write an editorial for a local news blog about an issue facing their community. First, she organizes learners in teams of five and has them brainstorm potential issues they would like to write about. In the first iteration, they come up with a paragraph description about a couple of top candidate issues they are thinking about and how they might approach making the case. They present these ideas to the class and the class asks them inquiry questions and “I wonder” questions. Based on feedback, they decide which issue they would like to pursue and what research and preparation is needed to build expertise to strengthen their case. During this process, the team discovers that their original idea is not as strong as they thought and have to make a decision to either switch topics or instead of presenting the perfect argument of a solution, make the presentation more about the complexity and nuance of the issue and what things should be tried in the future. Additional iterations on the draft and presentations happen each week for 8 weeks - with inquiry questions and “I wonder” questions from peers, teachers and community members that then inform the next iteration. After an arbitrary 8 weeks, the team is evaluated on the presentation of what they uncovered in the process and the degree of clarity of what their conclusions were and what would need to be solved in future iterations.


Video: Submit a 5-10 minute video of your instruction in which the importance of iteration is taught AND learners are given the opportunity for multiple iterations of a product. Include a video or written commentary giving a clear description about what was being worked on, how many iterations occurred and what learnings happened with each iteration. Be sure to follow your district/charter guidelines for student privacy.

Student Work: Submit multiple major iterations of learner work OR your own work. For learner work OR your own work, provide a few paragraphs describing what was being worked on, how many iterations occurred and what learning happened with each iteration. Be sure to follow your district/charter guidelines for student privacy.

Lesson Plan: Submit a lesson plan of your own design that you have used for instruction. This lesson plan should demonstrate how iteration is built into learner work AND where the outcomes are not bounded with a specific instructor-driven idea. There should be enough time and space for an appropriate number of iterations (>6) with presentation of learning and inquiry looped in. Show how work is evaluated that is based more on demonstration of learning versus having a perfect pre-defined bounded outcome.

Candidate's Choice: Submit another type of evidence demonstrating your effective and consistent use of iterative processes during instruction.

Candidates are required to make 2 evidence submission(s).

Review Criteria

Criterion 1: Must build at least 6 iterations with enough time and space along with time for presentation of learning and inquiry at the end of each iteration.

Criterion 2: Work is evaluated on demonstration of what was learned and not by specific instructor-bounded outcome.

Criterion 3: Participants can identify specific learning after each iteration. This includes what was learned and new things that came up that will need more research and learning.


  1. Describe how you have incorporated Iteration into your lesson plans and how it has affected your personal learning process.

  2. What you can do more of, less of or differently to better support and encourage what you do for your learners?

  3. In what ways have your learners grown from using Iteration in their processes?

Review Criteria

Criterion 1: Authenticity – did you actually do it, what have you learned and what are you going to do next?

Criterion 2: Specific next steps for further implementation that will impact more of your practice – what are you going to do more of and less of?

Criterion 3: Clarity and focus of impact on learners, where it made a difference and where there are still challenges in the process for the next iteration of implementation.


A Creative Person’s Success Manual
Free. Inspiring quick read with practical tools. Every creative should read this. Written by Oscar nominated filmmaker, Pen Densham.

Game Thinking: Innovate smarter & drive deep engagement with design techniques from hit games 2nd Edition
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Named by Fortune as one of the top 10 influential women in games, Amy Jo Kim is a social game designer, community architect, and startup coach. Her design credits include Rock Band, The Sims, eBay, Netflix, Covet Fashion,, Ultima Online, Happify and Pley. She pioneered the idea of applying game design to digital services, and is known for her book, Community Building on the Web (Peachpit, 2000). She holds a PhD in Behavioral Neuroscience from the University of Washington and a BA in Experimental Psychology. Amy Jo is passionate about helping entrepreneurs innovate faster and smarter; she teaches Game Thinking at Stanford University and is an adjunct professor of Game Design at the USC School of Cinematic Arts.

Go All Creative EDU Special Edition Season 1
Ted Fujimoto, education innovator and school designer, and Leigh Faith, film and television actress and content producer, created the series, Go All Creative EDU, for educators to specifically help bring the protocols and practices used by the world’s top Super Creatives that most would not normally have access to into their professional development, team meetings, classrooms and homes. Season 1 covers the main themes that arose from these conversations: Iteration to create the best solutions, leveraging curiosity to rewire the brain, using mindfulness and managing your environment to optimize your mental and physical well-being, using calibration to achieve excellence and forming relationships that become foundational to success. Featured Super Creatives include: Pen Densham - Oscar nominated filmmaker (i.e., Robin Hood: Prince of Thieves, Backdraft) Tricky Stewart - Grammy award-winning music producer and songwriter (i.e., Beyoncé/Single Ladies, Rihanna/Umbrella) Jeremy Soule - BAFTA award-winning music composer (i.e., Star Wars: Knights of the Old Republic, Harry Potter, Skyrim) Dani Deahl - DJ, producer, journalist, TEDX speaker And many more…

Riding the Alligator: Strategies for a Career in Screenplay Writing and Not getting Eaten
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A bestseller that is the first artist-friendly screenwriting guide to success by an Oscar nominated Hollywood insider whose productions have grossed more than a billion dollars. Riding the Alligator is different from other screenwriting books in that it takes a non-dogmatic approach to finding your own personal creative process, and shares Pen’s best kept secrets for selling your creations and yourself. Pen is your own, warm, funny, personal mentor as you read this book. Actress Robin Wright says: “It is like getting a UC screenwriting course for under $30!!!”. Pen draws from his own extremely simple breakthrough techniques, shares his inspiring philosophy of finding a personal well of creativity from your inner voice, to overcoming the many challenges in a unique business, managing stress, the real secrets to selling your work, finding the right agent and being true to one's nature to create a lasting and passion filled career. The book is hailed by Hollywood luminaries like Ron Howard, Paul Haggis, Jeff Bridges, Morgan Freeman, as well as heads of major motion picture studios and academics from top film schools including USC, UCLA, NYU and AFI.



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