	Understanding social and ethical norms of behavior	7 (3)	“We were able to create a learning and support group, and after discussion consultation among the group members, it was decided that the piece that I suggested was the most suitable for what we had learned. This made me very happy.” “In addition, the very fact that this task was first individual, with the ideas discussed afterwards as a group, provided an opportunity for success. I believe that the format of sitting as a group and raising a number of ideas allows room for discussion and reflection on each of the ideas, and for arriving at a comprehensive conclusion about which educational creation is most worthwhile or suitable for us to create as a group.”
	Recognizing family, school and community support	3 (1)	“Before I chose which piece to do, my teammates and I consulted among ourselves and each suggested a different idea. When I chose this piece and discussed it in the group, it gave us more ideas for different creations based on this subject (the stages of success). It was very easy to explain what is in the work.” “We needed to be creative, and this required more work and investment in others. I enjoyed working with them during our time together.”
Relationship Skills (RS)	Building relationships with diverse individuals and groups	3 (1)	“I chose a puzzle with different and varied parts, representing every one of us, with the whole picture as a goal. All parts must be assembled in order to create the whole, to accept our diversity, to cooperate, to work as a team, to support each other and to empower each other. None of the pieces can be found outside the puzzle or outside the whole picture. The purpose of the work is ‘all for one and one for all.”
	Working cooperatively	3 (1)	“… Although each of us had a final framework and a clearly defined goal, we helped each other find the way there. The group dynamics and personal mobilization of the group members were noteworthy.”
	Communicating clearly	16 (6)	“Consultation with the group was fruitful and interesting; Each of us helped the other focus, contributed to everyone’s strengths and personality structure.”
	Resolving conflicts	4 (2)	“I felt that the other students in my group were also in control of this task, understood this mission, and offered brilliant ideas. It was very difficult for us to choose which idea to pursue.”
	Seeking help	7 (3)	“I noticed that we needed the group’s consultation, support and cooperation. Consultation with the group was fruitful and interesting. The group dynamic and individual contributions of each team member were remarkable and we enjoyed it.”
Responsible Decision Making (RDM)	Considering the well-being of self and others	10 (4)	“I hope that I will be able to express all of what we have learned by using this software. I can create interest as well as a valuable and important educational dimension for the viewer through this unique work.”
	Recognizing one’s responsibility to behave ethically	1 (0)	“This symbolizes the natural, inborn need of man for society as opposed to loneliness. It is based on the biblical source in Genesis 2:188. The symbol is presented in a light, simple way that is accessible to students, accompanied by an explanation of the overall idea. My goal was that when the students see the symbol and the explanation presented, they will understand the idea and the need for creating one, unified human society for all of us.”
	Basing decisions on safety, social and ethical considerations	17 (7)	“When I look at contemporary reality, I see that we live in an environment saturated with products. As educators for the future, it is important that we acquire many varied tools for creating new products that are relevant to our lives and the lives of our students, and that we reflect on the implications of these products independently, critically and in depth.”
	Evaluating realistic consequences of various actions	2 (1)	“Of course, the use of technology allows us to prepare for the future and understand the uses of all kinds of important technological inventions.”
	Making constructive safe choices for self, relatives, and schools	2 (1)	“I think that it can help students change their way of thinking for the better and not give up. The work will show students that success can come from many processes. It starts with a low level and requires investment and time. In the end, you see high achievements and that it was worth all the effort.”