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Self-Motivation
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Making learning joyful
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- I can recognize when a past learning experience brings me joy.
Project-specific:- I can recognize a past learning experience that brought me joy and name a simple sign that showed I was engaged or motivated.
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- I can recognize when a learning experience is bringing me joy.
Project-specific:- I can recognize when a learning experience is bringing me joy by pointing to actions, feelings, or choices that show I want to keep learning.
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- I identify when a learning experience brings me joy and explain why it is bringing me joy.
Project-specific:- I can identify when a learning experience brings me joy and explain why it feels meaningful, using evidence from my participation, reflections, or work.
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- I recreate the conditions that have led to me experiencing learning as an activity that brings me joy.
Project-specific:- I can recreate the conditions that help me experience learning as joyful by choosing strategies, roles, goals, and supports that keep me engaged, connected, and motivated over time.
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Pursuing Goals
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Planning for postsecondary
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- I understand the steps to start a plan for postsecondary goals.
Project-specific:- I can identify steps for a postsecondary plan by naming personal interests, strengths, and a possible future path that connects to them, with support from research, reflection, or discussion.
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- I can navigate the steps toward implementing a plan for postsecondary goals by considering personal strengths and challenges.
Project-specific:- I can explain the steps I need to take toward a postsecondary goal by comparing my strengths and challenges, choosing a realistic next step, and using feedback to adjust my plan.
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- I implement a plan for postsecondary goals by building on personal strengths and addressing challenges.
Project-specific:- I can carry out a postsecondary plan by using my strengths to complete goals, addressing challenges with strategies or support, and revising my plan based on evidence from my progress and reflections.
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- I skillfully build on personal strengths and personal challenges to create a postsecondary plan that accounts for potential obstacles.
Project-specific:- I can create and refine a strong postsecondary plan that builds on my strengths, responds to challenges and possible obstacles, and uses research, feedback, and self-reflection to explain why my choices are realistic and meaningful.
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Self-Motivation
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Making learning relevant
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- I am aware of the influence that personal interests have on my learning.
Project-specific:- I can notice when a topic, class task, or group role connects to my interests, strengths, or future goals, and I can name at least one way that connection helps me stay engaged.
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- I can connect my personal interests or personal context to making choices in my learning.
Project-specific:- I can connect my personal interests, experiences, or goals to choices I make in my learning, such as selecting a research question, role, or example that makes the work meaningful to me.
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- I intentionally find personal relevance in my work by aligning it with my interests or goals.
Project-specific:- I can intentionally choose learning tasks, topics, or strategies that align with my interests or goals, and I can explain how those choices help me stay motivated and make my work more relevant.
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- I intentionally find personal relevance in my work by aligning it to interests or goals and reflecting on progress towards mastery in order to build curiosity for a given topic.
Project-specific:- I can intentionally connect my interests and goals to my learning, use reflection to track my progress toward mastering the task, and adjust my approach to deepen my curiosity and engagement with the topic.
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