Should our school change its uniform policy?
Which evidence supports your claim? What would someone who disagrees point out?
THE MARK OF THINKING PLATFORM
Real learning tasks. Thoughtful AI support.
From a first question to reading, writing and a project outcome, then reflecting on how you thought. Explore the complete The Mark of Thinking learning space.
01
Exploration & interests
Connect interests discovered through reading, writing, courses and projects with the disciplines beneath them in a growing, two-layer interest tree.
CURIOSITY
02
Chinese & English reading
Graded reading and interactive tasks shaped around the text and learner’s level. Read in Chinese or English, with dedicated English explanations, sentence analysis and close reading.
READING
03
Chinese & English writing
From a question and outline to paragraphs and revision, AI offers guidance and feedback. Students write, choose evidence and address counterarguments.
WRITING
04
Project-based learning
Observe the real world, investigate a problem, design a response or build your own website. Students direct, review and improve work created with AI.
PROJECTS
05
Curriculum & courses
Seven curriculum areas: AI ethics, AI use, source evaluation, historical evidence, multimedia reading, data literacy and self-exploration.
COURSES
06
Process assessment
Use learning interactions and tool records to describe depth of thinking and autonomy, giving students and educators evidence to discuss.
LEARNING INSIGHTS
SEE THE PRODUCT AT WORK
See how students use it.
Watch product recordings of course participation, work with AI and reflection on the learning process.
Interactive courses +
AI-guided learning +
Process assessment +
LEARNING, IN ACTION
See thinking move forward.
Students bring a real question. Imprint offers prompts and tools to help them develop their own judgment.
THE STUDENT’S QUESTION
Does a greener Earth mean a more sustainable Earth?
The student makes a judgment. The process is recorded.
THINKING TOOL
CRAAP
Source evaluation
Source
Original research
Claim
Change in vegetation cover
Scope of evidence
Insufficient to judge sustainability alone
Sample learning record
THE STUDENT’S QUESTION
How do you respond to evidence against your claim?
The student makes a judgment. The process is recorded.
THINKING TOOL
ARGUMENT
Concession & counterargument
Initial claim
One indicator shows overall improvement
Counterevidence
Different indicators can move differently
Revision
Qualify the conclusion and address the counterexample
Sample learning record
THE STUDENT’S QUESTION
How could a school make reuse easier?
The student makes a judgment. The process is recorded.
THINKING TOOL
PROJECT
Problem framing
Observe
Investigate difficulties with real exchanges
Student-led
Interviews, decisions and review
AI support
Organize findings and help create
Sample learning record
Make AI’s contribution visible. Make student thinking visible.
Explore process assessmentLITERACIES FOR LIFE WITH AI
Understand AI. Read the world. Make your own judgments.
From AI use and ethics to media, data and argument. Concrete questions and interactive activities give students methods to use across subjects.
FROM THE COURSE COLLECTION
Use AI with better judgment
Write a prompt, examine the response and check the original sources.
Explore the course
FROM THE COURSE COLLECTION
Examine the ethics of AI
Discuss training data, copyright, labour and energy—and who bears the costs.
Explore the course
FROM THE COURSE COLLECTION
Investigate what you see online
Practice checking the source and context of AI-generated media.
Explore the course
FROM THE COURSE COLLECTION
Question the numbers
Check axes, denominators and comparisons before accepting a chart’s conclusion.
Explore the courseREAD & WRITE · 中文 + ENGLISH
Two languages. Room for your own voice.
Bring a Chinese or English text. Examine the author’s claims and evidence, develop an argument, consider other perspectives and revise with feedback. Students write their own work.
学校是否应该调整校服规定？
哪些证据支持你的观点？持不同意见的人可能提出什么问题？
OBSERVE. DESIGN. MAKE.
Notice a real problem. Make something that responds.
A project can become an investigation, a design proposal or a student’s own website. AI helps with planning and production; students direct, review and improve the work.
● ● ●STUDENT WEBSITE · ILLUSTRATION
OUR SCHOOL / OUR IDEASA little less waste.
A little less waste.
A lot more possibility.
A student project about everyday choices on campus.
Explore our observations ↗Observe the world around you
For example, document waste on campus and collect observations and survey findings.
Design a response. Build your own website.
Choose an audience, content and page design. Work with AI to create and review the result.
Gather feedback. Improve the work.
Invite others to try it, record problems and explain your revisions.
Illustrative teaching scenario and website, not an actual student submission.
THE MARK OF THINKING / RESEARCH STUDIO
Ready to stay with a bigger question?
A dedicated workspace for inquiry-based research and writing. Connect question development, project management, research reading, writing and reflection throughout a sustained investigation.
For projects that call for sustained reading, evidence gathering and argument development.
THE NEXT CHAPTER OF LEARNING
Bring AI into learning. Keep students thinking.
Start with a reading, a piece of writing or a project. See how the Mark of Thinking can support your teaching.