Indicators of Engaged Learning
Taken from the NCRTEC Learning With Technology Profile Tool at
VISION OF LEARNING
Responsibility for learning. Students take charge and are self-regulated
learners. They define learning goals and problems that are meaningful to
them and understand how specific activities relate to these goals. Students
are also involved in setting and using standards of excellence to evaluate
whether they have achieved their goals.
Strategic. Students continually develop and refine learning and
problem solving strategies. They apply and transfer knowledge to solve
Energized by Learning. Engaged learners derive excitement and pleasure
from learning and are intrinsically motivated.
Collaborative. Students have and value the skills to work with others.
They understand that learning is social, and they understand that many
problems/issues have multiple points of view.
Authentic. Tasks bear a close relationship to real world problems
in the home and workplaces of today and tomorrow. They build on life experiences,
require in-depth work, benefit from frequent collaboration, and are of
relevance and interest to learner(s).
Challenging. Tasks are complex and typically involve sustained amounts
of time. Students must stretch their thinking and social skills in order
to be successful.
Multidisciplinary. Disciplines are wholly integrated in order to
solve problems or address issues.
Performance-Based. Assessments are meaningful, challenging experiences
that involve presenting students with an authentic task, project, or investigation,
and then observing, interviewing and/or examining their artifacts and presentations
to assess what they actually know and can do.
Generative. Students and their teachers create the assessment criteria
and/or tools so that they are meaningful and generate knowledge.
Seamless and Ongoing. Instruction and assessment are integrated;
assessment of the process and products occurs throughout the instruction.
Interactive.The course of instruction responds to student needs
and interests, and students can make key decisions regarding their learning.
Generative. Students are encouraged to construct and produce knowledge
in meaningful and deep ways. They solve problems, conduct meaningful inquiry,
engage in reflection, and build a repertoire of effective strategies.
Collaborative. The school is conceptualized and designed as a learning
community where students learn to work collaboratively.
Knowledge Building. Learning is made public so that the learner
can get input from diverse perspectives and build on that knowledge.
Empathetic. Diversity and multiple perspectives are valued and utilized
to build on the strengths of all students
Flexible. Groups are formed and reformed according to the purpose
of instruction. Groups are formed based on common needs and interests,
usually for short periods of time.
Equitable. Groups are organized so that over time students have
opportunities to learn from all other students.
Heterogeneous. Groups include males and females and a mix of cultures,
learning styles, abilities, socioeconomic status, and ages in order to
capitalize on the range of background knowledge and differing perspectives.
Facilitator. Teachers create opportunities for students to work
collaboratively to solve problems, do authentic tasks, and share knowledge
Guide. Teachers help students to construct their own meaning by
modeling, mediating, and coaching. They constantly adjust the level of
information and support according to students' needs.
Co-Learner/Co-Investigator.Teachers learn along with students, and
students may serve as teachers.
Created by Jim Andris, October 9, 1999.
Explorer. Students discover concepts and connections and apply skills
by interacting with the physical world, materials, technology, and other
people. Often students are encouraged to jump into an open-ended activity
in order to stimulate their curiosity, become familiar with the instructional
materials, and formulate early understandings of the task.
Cognitive Apprentice. Students observe, apply, and refine through
practice the thinking processes used by practitioners in specific content
areas. They receive ongoing feedback on many aspects of a complex problem
Teacher. In order to teach others, students must integrate and holistically
represent what they have learned.
Producer. Students generate knowledge and products for themselves
and the community which synthesize and integrate knowledge and skills.