Di Tran University · College of Humanization · Grade 2
Complete a role, keep simple evidence, communicate progress, and improve a shared project.
Learn with dignity. Build with proof. Advance with purpose.
This course turns learning into useful evidence through five repeatable moves: Learn → Practice → Prove → Use → Advance. Work at an appropriate pace, disclose meaningful help, correct mistakes, and explain the result in your own words.
Complete course resources
Open each section in order. The learner workbook is open first so learning can begin immediately.
Course blueprint — The learning promise, sequence, outputs, and course boundaries.
Course 11 Grade 2 — Teams, Tasks, and Proof
Version: 1.0 public self-study edition — October 13, 2026 Status: Free public, supervised, age-context-dependent, noncredit curriculum; not approved for enrollment, school credit, diploma, credential, licensure, placement, or funding claims.
Promise and boundary
I can complete a role, keep simple evidence, communicate progress, and improve a shared project. Learners work with fictional, public, or minimum-necessary information under adult supervision. This course does not authorize live accounts, public contact, protected records, real-person profiling or decisions, purchases, applications, financial advice, regulated work, or unsupervised interviews.
Humanization is the parent doctrine. Evidence describes a task in a stated context, never a child’s worth, intelligence, identity, family, disability, or future. Ask before sharing, protect people and information, use accessible routes, disclose adult/AI assistance, and pause when authority or safety is unclear.
Portfolio and rhythm
The learner produces a strengths-and-responsibility card, repeated-problem observation, fact/guess/question sort, task-and-time board, tool-care card, version-one artifact, checklist proof, feedback/repair note, fairness/accessibility/digital-kindness plan, resource/tradeoff model, independent demonstration, and team-improvement capstone. Each unit follows Learn → Practice → Prove → Use → Advance.
Twelve-unit sequence
Unit 1 — Strengths, Interests, and Responsibilities
Learn: Interest, practiced strength, responsibility, support, and human worth differ. Practice: Sort fictional statements into “I enjoy,” “I practice,” “I need support,” and “I am responsible for.” Prove: Make a safe learner card using chosen, non-sensitive details and one responsibility. Use: Explain how a strength can help a team without ranking people. Advance: Choose one small practice action and checkpoint.
Unit 2 — Observe a Repeated Problem
Learn: Observation, repeated pattern, need, effect, and guess differ. Practice: Notice a fictional classroom or home-process pattern without naming a person. Prove: Record what happened, when it happened in the scenario, who is affected generally, and what remains unknown. Use: Ask a respectful clarifying question instead of blaming. Advance: Select a safe observation or public-source route.
Unit 3 — Fact, Guess, and Question
Learn: A fact is supported in the exercise; a guess needs checking; a question opens learning. Practice: Sort fictional statements and explain the reason. Prove: Create a dated fact/guess/question record with source or “needs checking.” Use: Correct an overconfident statement in plain language. Advance: Identify the smallest verification step.
Unit 4 — Task List and Time Order
Learn: Task, owner, order, time estimate, dependency, and stop rule. Practice: Put four fictional tasks in a workable order. Prove: Make a team task board with role, sequence, checkpoint, support, and stop condition. Use: Revise the order after a fictional change. Advance: Name the next owner and date or session.
Unit 5 — Select and Care for Tools
Learn: Tool fit, permission, safe handling, care, access alternative, and return. Practice: Choose between a person, paper, classroom material, or no-account tool for a fictional task. Prove: Complete a tool-fit and care card with an offline/access route. Use: Demonstrate safe setup, use, shutdown, and return in simulation. Advance: Record one tool check or safe stop.
Unit 6 — Create Version One
Learn: Version, requirement, material, audience, instruction, and limit. Practice: Sketch or sequence a low-risk shared solution. Prove: Make version one with roles, authorship/support disclosure, intended use, and a limit. Use: Show the artifact without claiming it solves more than tested. Advance: Select one evidence-based revision.
Unit 7 — Use a Checklist as Proof
Learn: A checklist records observable criteria; it does not measure human worth. Practice: Turn three fictional requirements into checkable steps. Prove: Use a dated checklist to compare expected and actual results. Use: Mark not-yet items and explain the correction. Advance: Retest or safely stop with an owner.
Unit 8 — Helpful Feedback and Shared Repair
Learn: Specific feedback, listening, disagreement, repair, and handoff. Practice: Role-play giving one kind, useful observation and receiving one. Prove: Create a feedback/repair note with issue, speaker, owner, date, and next action. Use: Change the artifact or plan based on evidence, not pressure. Advance: Set the next team checkpoint.
Unit 9 — Fairness, Accessibility, and Digital Kindness
Learn: Fair access may require different routes; privacy and kindness apply online and offline. Practice: Choose proceed, ask, pause, escalate, or stop for fictional access/privacy scenarios. Prove: Make a fairness/accessibility/digital-kindness plan with an alternate way to participate. Use: Explain why a private or accessible route protects agency. Advance: Identify the adult owner for an unresolved barrier.
Unit 10 — Resources, Tradeoffs, and Simple Budgets
Learn: Resource, time, cost, tradeoff, estimate, reuse, and unknown differ. Practice: Compare fictional materials and time without using personal finances. Prove: Make a simple resource/tradeoff model with assumptions and no purchase action. Use: Rewrite a promise as a supported, limited statement. Advance: Name the source or adult decision needed for a missing term.
Unit 11 — Demonstrate in My Own Words
Learn: Demonstration, evidence, explanation, assistance disclosure, and transfer. Practice: Rehearse showing one task while an adult asks “how do you know?” Prove: Demonstrate a role, checklist result, correction, and next step in own words or an approved accessible equivalent. Use: Apply the method to a new low-risk scenario. Advance: Record one gap and a short practice plan.
Unit 12 — Team Improvement Project
Learn: A team improvement needs consent/authority, access, continuity, correction, and a next owner. Practice: Audit the full evidence packet for missing proof or unsafe claims. Prove: Complete one role in a fictional, public, or approved low-risk team solution and document the improvement. Use: Defend a proceed, revise, or stop choice. Advance: Create a 30-day practice plan with support, risk, owner, and alternate route.
Completion rule
Completion requires twelve evidence items or approved accessible equivalents, supervised facilitator review, correction, disclosed assistance, independent explanation or transfer, and all noncompensable gates. Safe wording: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.”
Learner workbook — The complete twelve-part Learn → Practice → Prove → Use → Advance workbook.
Course 11 Grade 2 — Learner Workbook
Free public noncredit self-study edition — Version 0.1 — October 13, 2026 Not approved for enrollment, school credit, diploma credit, certification, licensure, placement, or funding claims.
Start here
Use fictional, public, or low-risk examples with adult supervision. Do not enter private family, health, identity, immigration, financial, child, school-record, or account information. Evidence describes a task, not your worth. Ask before sharing, pause when unsure, and disclose adult or AI assistance.
Portfolio index
| Evidence | Date/version | Support/assistance | Correction | Next step/owner |
|---|---|---|---|---|
| Strengths/responsibilities card | ||||
| Repeated-problem observation | ||||
| Fact/guess/question record | ||||
| Task/time board | ||||
| Tool-fit/care card | ||||
| Version-one artifact | ||||
| Checklist proof | ||||
| Feedback/repair note | ||||
| Fairness/accessibility/kindness plan | ||||
| Resource/tradeoff model | ||||
| Independent demonstration | ||||
| Team improvement/30-day plan |
Unit pages
Unit 1 — Strengths, Interests, and Responsibilities
Learn: Interest, strength, responsibility, support, and worth differ. Practice: Fictional sort: ___________________________________________ Prove: Safe learner card/responsibility: __________________________ Use: Team contribution without ranking: ___________________________ Advance: Small action/checkpoint: ___________________________________
Unit 2 — Observe a Repeated Problem
Learn: Observation, pattern, need, effect, and guess differ. Practice: Safe pattern noticed: _____________________________________ Prove: Observation/unknowns record: ______________________________ Use: Respectful question: _________________________________________ Advance: Safe source/observation route: ______________________________
Unit 3 — Fact, Guess, and Question
Learn: Facts need support; guesses need checking; questions open learning. Practice: Statement sort/reason: ____________________________________ Prove: Dated fact/guess/question record: __________________________ Use: Overconfident statement corrected: ___________________________ Advance: Smallest verification step: _______________________________
Unit 4 — Task List and Time Order
Learn: Task, owner, order, time, dependency, and stop rule matter. Practice: Ordered tasks: _____________________________________________ Prove: Team board/roles/checkpoint: ______________________________ Use: Plan after a change: _________________________________________ Advance: Next owner/date: ___________________________________________
Unit 5 — Select and Care for Tools
Learn: Fit, permission, safety, care, access, and return matter. Practice: Safe tool choice: __________________________________________ Prove: Tool-fit/care card: ________________________________________ Use: Setup/use/shutdown/return: __________________________________ Advance: Tool check or safe stop: ___________________________________
Unit 6 — Create Version One
Learn: Version, requirement, material, audience, instruction, and limit. Practice: Sketch/sequence: __________________________________________ Prove: Version one/roles/disclosure: _____________________________ Use: Tested claim only: ___________________________________________ Advance: Evidence-based revision: __________________________________
Unit 7 — Use a Checklist as Proof
Learn: Checklists record tasks, not human worth. Practice: Three checkable steps: ____________________________________ Prove: Dated checklist/result: ___________________________________ Use: Not-yet item/correction: ____________________________________ Advance: Retest or safe stop/owner: ________________________________
Unit 8 — Helpful Feedback and Shared Repair
Learn: Feedback, listening, disagreement, repair, and handoff matter. Practice: Helpful observation: ______________________________________ Prove: Feedback/repair note: _____________________________________ Use: Evidence-based change: ______________________________________ Advance: Team checkpoint: __________________________________________
Unit 9 — Fairness, Accessibility, and Digital Kindness
Learn: Fair access may need different routes; privacy and kindness matter. Practice: Proceed/ask/pause/escalate/stop: __________________________ Prove: Access/kindness plan: _____________________________________ Use: Agency-protecting choice: ___________________________________ Advance: Adult owner for barrier: __________________________________
Unit 10 — Resources, Tradeoffs, and Simple Budgets
Learn: Resource, time, cost, tradeoff, estimate, reuse, and unknown differ. Practice: Fictional comparison: _____________________________________ Prove: Resource/tradeoff model: __________________________________ Use: Limited claim: ______________________________________________ Advance: Source/adult decision needed: ______________________________
Unit 11 — Demonstrate in My Own Words
Learn: Demonstration, evidence, assistance, and transfer matter. Practice: “How do you know?” rehearsal: _____________________________ Prove: Role/checklist/correction demonstration: ___________________ Use: New low-risk scenario: ______________________________________ Advance: Gap/practice plan: ________________________________________
Unit 12 — Team Improvement Project
Learn: Team improvement needs authority, access, correction, continuity, and an owner. Practice: Evidence/safety audit: ____________________________________ Prove: Role and team solution record: _____________________________ Use: Proceed/revise/stop choice: _________________________________ Advance: 30-day plan/support/risk/alternate: _______________________
Closeout
Assistance disclosure: __________________. Correction: ________________. Next step/date/owner: __________________. This is noncredit learning evidence, not school credit, a diploma, license, credential, admission, placement, or guarantee.
Facilitator guide — Guidance for a parent, educator, coach, mentor, or facilitator.
Course 11 Grade 2 — Facilitator Guide
Status and role
Free public edition for supervised, age-appropriate teamwork and evidence practice. Do not decide school credit, diploma, credential, license, admission, employment, funding, financial eligibility, or a learner’s future. Use fictional, public, or minimum-necessary data only.
Preflight
Confirm exact age/context, family/learner notice, supervision, language/access supports, offline/no-account alternatives, tool restrictions, human owners for safeguarding/privacy/accessibility/incidents, and release class. Prohibit protected records, live accounts, real-person profiling/decisions, public contact, unsupervised interviews, purchases, applications, regulated work, and financial advice.
Unit map
| Unit | Model | Watch for | Evidence/handoff |
|---|---|---|---|
| 1 | Strength/responsibility sort | worth or identity ranking | learner card/action |
| 2 | Pattern observation | blame or private detail | observation/unknowns |
| 3 | Fact/guess/question sort | guesses stated as facts | dated record |
| 4 | Task-board sequencing | impossible timing or missing owner | board/stop |
| 5 | Tool-fit/care demo | unsafe tool or account pressure | care card/alternative |
| 6 | Version-one build | copied work or scope creep | v1/disclosure |
| 7 | Checklist test | checklist used to score children | result/correction |
| 8 | Feedback role-play | shame, exclusion, or missing repair | note/owner/date |
| 9 | Access/privacy scenarios | forced disclosure or inaccessible route | alternate plan |
| 10 | Resource comparison | purchase pressure or financial advice | assumptions |
| 11 | Own-words demonstration | hidden adult/AI help | defense/transfer |
| 12 | Team improvement | public claim or missing continuity | packet/30-day plan |
Assessment and accessibility
Use the task-level 0–4 scale: not yet shown; direct help; limited help; independently here; transfers and helps. Never score intelligence, dignity, character, accent, disability, family, immigration, trauma, or future potential. Offer oral, written, visual, demonstrated, translated, captioned, large-print, keyboard, extra-time, offline, and assistive-technology routes when they preserve the target. Require correction and retest.
Pause and escalate for unsafe work, missing authority/consent, protected data, inaccessible evidence without an alternative, discrimination/harassment, false claims, undisclosed material assistance, real-person profiling/decision, public contact, account creation, purchase pressure, live regulated activity, or unsafe tool failure.
Closeout
Confirm twelve evidence items or accessible equivalents, source/date/limits, correction, assistance disclosure, independent explanation, noncompensable gates, next owner/date/source, alternate route, and human escalation. Safe wording: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.”
Capstone and evidence rubric — The final project, evidence packet, and transparent scoring guide.
Course 11 Grade 2 — Team Improvement Capstone Rubric
Brief
In a supervised fictional, public-data, or low-risk simulation, the learner completes one team role, records a problem and evidence, uses a checklist, receives and applies feedback, protects privacy and access, documents assistance, and explains a proceed/revise/stop decision. No protected records, live accounts, real-person profiling, public contact, purchases, financial advice, regulated work, or unsupported outcomes.
Evidence packet
- strengths/responsibilities card; 2. repeated-problem observation; 3. fact/guess/question record; 4. task/time board; 5. tool-fit/care card; 6. version-one artifact; 7. checklist proof; 8. feedback/repair note; 9. fairness/accessibility/digital-kindness plan; 10. resource/tradeoff model; 11. independent demonstration; 12. team improvement and 30-day plan.
Rubric
| Dimension | 0 Not shown | 1 Direct help | 2 Limited help | 3 Independent here | 4 Transfers and helps |
|---|---|---|---|---|---|
| Role and responsibility | absent or unsafe | follows rescue | completes parts | completes role and names limit | adapts role to new case |
| Observation and evidence | blame or unsupported claim | sorts after prompt | records some limits | separates observation/guess and dates proof | spots new uncertainty |
| Task order and tools | no usable sequence | follows model with help | meets some steps | uses safe board and tool route | revises after change |
| Version and checklist | no usable artifact | copies model | partial criteria | makes v1 and checks evidence | predicts a new defect |
| Feedback and repair | refuses or shames | repairs after prompt | records some feedback | listens, corrects, and hands off | supports another repair |
| Fairness/access/privacy | unsafe or excludes | stops after prompt | follows plan with help | uses alternate route and minimum data | predicts a new barrier |
| Resource/value claims | pressure or promise | repeats model | labels assumptions | states tradeoffs and limits | corrects a new claim |
| Demonstration/transfer | cannot explain | explains after prompts | explains core task | own-words defense and transfer | teaches a new case |
Holds
False claim; human-worth judgment; missing consent/authority; unsafe or regulated activity; unnecessary protected data; inaccessible evidence without alternative; discrimination/harassment; undisclosed material assistance/copied authorship; real-person profiling/decision; financial advice; public contact/posting; account or purchase action; or refusal to pause, correct, escalate, or retire.
Safe wording: “The learner completed the noncredit DTU course and demonstrated the listed tasks at the documented support level.”