Indicator

Initiating

Becoming

Achieving

Leading

1.  Affiliation/Belonging

Ma(2003)

High level of student interaction, small groups collaborating to research or create

Personally buy in to continuing or expanding the learning project.

Evidence:

2. Choice

Landfond & Purdy (1999)

Students have a choice in methods, specific interest within the assigned topic, or VAK type of inquiry or delivery

Students have a variety of choices in methods, specific interest within the assigned topic, and KAK type of inquiry or delivery

Evidence:

3.  Affirmation

Outside people affirm worth of creations

Outside people visibly familiar with the ‘rubric’ appropriate for the creation or activity affirm worth

Evidence:

4. Authenticity

Clear relevance to standards and to real life.  Authentic Intellectual Work

Evidence:

5. Novelty

Demonstrably has students into something new, unique and intriguing

Evidence:

6. Meaningful

Personally meaningful and relevant. Engagement derives meaning from the focus statement or deepening questions in the unit.

Able to relate meaning to the ‘greater good’ of class, school , community and etc.

Evidence:

7. Challenge

Miller & Meece (1999)

Appropriate level of difficulty; multiple levels addressing difficulty and learning styles

Willing to attempt difficult material; willing to achieve less than 100% success to learn something new

Evidence:

8.  Enjoyment

Kelm & Connell (2004)

Erwin (2006)

Students demonstrate enthusiasm and passion for learning, stay with activity and demonstrate FLOW

Communicate passion for learning to others.

Evidence:

9.  Interest

Hunter & Csikszentmihalyi (2003)

Connections with prior knowledge

Connections with prior knowledge and interests

Relates to more than one subject and/or interest

Evidence: