Logic Model Basics for Beginners: Inquiry Project Board From Inputs to Impact

Learning & Education

Logic Model Basics for Beginners: Inquiry Project Board From Inputs to Impact

This beginner-friendly logic-model template helps student research teams, student council or club groups, and their teacher pick a goal and follow it through to action and results. Across four pages you decide the change you want, map the inputs-to-impact chain, narrow activities to three with a check plan, then run and log them while revisiting the chain. The task board has four columns — Not started, In progress, Logging & review, and Reviewed — with four parent tasks matching the four pages, each split into three subtasks. A logic model links inputs, activities, outputs, outcomes, and impact in one chain, and working backward from impact makes it easier to write. Teams and teachers co-edit with limited sharing and can present the board as a PNG or public link; always check with your teacher before interviewing anyone or running a survey.

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logic model inquiry learning research project student council project design
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① Start Here (the issue, who it's for... ③ Current situation ④ Goal state ⑤ Out of scope this time ⑥ The Logic-Model Table Built From th... ⑧ Place Activity Candidates From ⑥'s ... Likely x hard to sustain Likely x easy to sustain Unlikely x hard to sustain Unlikely x easy to sustain ⑨ How-to-Check Table (impact takes ti... ⑩ Assumptions ⑪ Outside conditions you can't change ⑫ Check with your teacher before inte... ⑬ Activity 1 chosen in ⑧ ⑭ Activity 2 chosen in ⑧ ⑮ Activity 3 chosen in ⑧ ⑯ Activity Log (write it after each a... ⑰ Revisit the Chain (run this every t... Logic Model Proje... How to use (all 4... Target change &am... Decisions & s... Problems & ou... How-to & insi... 1/4 Decide the change... Ctrl+F / ⌘F : 2/4... → 2/4 2/4 Map the chain of ... ↙ 3/4 The issue you're tacklinge.g. Trash isn't sorted properly in the school bins Who it's fore.g. The whole school Timeframee.g. Six months How to use this boardWrite pages 1 through 4 in order, replacing each note's "e.g." example.Logic model = a diagram linking what you use (inputs) to activities, outputs, outcomes (short- and mid-term), and impact (the long-term g… ② Open Up ①'s Iss... ①'s issue Cause e.g. Bins don't show how to sort Who's involved e.g. the eco committee, the city's cleaning center Resources you can use e.g. bulletin board, lunchtime announcements Who's affected e.g. The custodian who collects trash Existing efforts e.g. once-a-year sorting reminder Still unknown e.g. which classes make the most mistakes e.g. Plastic bottles end up in the burnable-trash bin e.g. Bins overflow after lunch break Write what you saw or counted Write events, not people e.g. Students sort trash without hesitating e.g. Less time spent re-sorting at collection Write it as "can ..." or "... drops" Mark the one change you're aiming for with a circle e.g. The neighborhood trash collection point e.g. Buying new trash bins Write what's out of reach given your time and team size Note what to carry over to next year In our case Who / to whom, ro... Inputs e.g. 5 student council members, weekly lunch break, poster paper e.g. Prepared by the student council, from April Activities e.g. Explain sorting rules to each class e.g. Student council to the whole school, in May Outputs e.g. 10 classes explained, 12 posters put up e.g. Counted by the student council, end of May Short-term outcome e.g. More students learn how to sort trash e.g. Whole school, around June Mid-term outcome e.g. Fewer sorting mistakes e.g. Whole school, around August Impact e.g. A trash-reducing habit takes root at school e.g. Whole school, from next year ⑦ Read the Six-St... Inputs e.g. Read ⑥'s inputs row aloud (this is the starting point) Activities e.g. If we have 5 people and a lunch break, we can explain it to each class Outputs e.g. If we explain it, we can produce 10 classes' worth of explanations and 12 posters Short-term outcome e.g. If we have the explanations and posters, more people learn how to sort Mid-term outcome e.g. If more people know, sorting mistakes drop Impact e.g. If mistakes keep dropping, a trash-reducing habit takes root 3/4 Pick activities, ... → 4/4 4/4 Carry out chosen ... 縦軸: How likely to... e.g. Standing by the bins every morning to remind people. Consider cutting the frequency or scope so it's sustainable. Pick your three from here. e.g. Explain to each class, put sorting diagrams on bins. Not chosen this time. e.g. A school-wide trash pickup event every month. A backup if you're short a third. e.g. Announce sorting rules at lunch. What to check How (count, ask, ... When Outputs e.g. Number of classes explained, posters put up e.g. Count e.g. Each time you act Short-term outcome e.g. Number of students who can explain the sorting rules e.g. Ask 10 people at lunch e.g. One month later Mid-term outcome e.g. Number of plastic bottles in the burnable-trash bin e.g. Count by checking the bins on a set day e.g. Three months later Impact e.g. Whether sorting is still happening e.g. Watch and see (also ask your teacher or the custodian) e.g. End of the period e.g. Hearing the explanation means people remember how to sort e.g. Each class gives you five minutes If this turns out wrong, fix board ⑥'s table e.g. The city changes its sorting rules e.g. Some weeks have no lunch break due to events If this happens, log it on board ⑯'s table e.g. Who you'll ask and the exact questions e.g. Where answers are kept and who can see them Follow school rules, and check with your teacher first What: e.g. Explain sorting rules to one class in 5 minutes at lunch When: e.g. This month Inputs used: e.g. Posters and sample trash Output to count: e.g. Number of classes explained What: e.g. Put sorting diagrams on the bins When: e.g. Next Monday Inputs used: e.g. Poster paper, 5 student council members Output to count: e.g. Number of bins with diagrams What: e.g. Announce sorting rules at lunch in 1 minute When: e.g. Every Friday Inputs used: e.g. Talk with the broadcast committee, a script Output to count: e.g. Number of announcements made Activity done Output count What you noticed Round 1 e.g. Explained sorting to 3 classes e.g. 3 classes e.g. Showing sample trash drew more questions Round 2 e.g. Put sorting diagrams on the bins e.g. 8 bins e.g. The diagrams are too small to see from afar Round 3 e.g. Announced sorting rules at lunch e.g. 1 announcement e.g. Got 2 questions after the announcement Round 4 e.g. Explained to the remaining 7 classes e.g. 7 classes (10 total) e.g. As ⑨ planned, asked 10 people and 7 could explain it Log the activityWrite this round's activity and count on board ⑯, then move the card to "Logging & review".When: e.g. The afternoon of the activityWho: ____ Compare with ⑨Compare against board ⑨'s numbers and check whether you see a change.When: e.g. Once a monthWho: ____ Fix the table & chainFix the parts of board ⑥'s table and board ⑦'s chain that didn't connect.When: e.g. Right after comparingWho: ____ Decide the next activityDecide your next activity from the fixed chain, then move the card to "Reviewed".When: e.g. Within the week you reviewWho: ____ → 2/4 Map the chain of ... ↙ 3/4 Pick activities, ... → 4/4 Carry out chosen ...
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Task board contents

Not started 16 items

Decide Your Change
Map the Chain
Narrow the Work
Run the Activities
Note Issue & Time
Map It Out
Pick One Change
Start From Impact
Fill Inputs-Outputs
Read the Chain
Pick 3 Activities
Set How to Check
Note Assumptions
Run Activity 1
Run Activity 2
Run Activity 3

In progress 0 items

Logging & review 0 items

Reviewed 0 items

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