Engaging

Attention

• Onboarding - Provide a process for incrementally introducing a student to the "rules" of how a course works

• Fun and play - Create an enjoyable environment for learning

• Urgency - Create a feeling that something needs to be done now

• Curiosity - Create some mystery and provide opportunities for student discovery

• Variety - Provide several types of activities and experiences to present content

Agentic Thinking

• Give people opportunity to consider information more deeply and act according to it

• Salient information - Give students useful, important information to engage with and consider

• Feedback - Help students adjust their thinking by providing helpful information about their performance they can use to consider new approaches to future situations

• Introspection and articulation - Prompt students to consider the content in the context of their own experiences and thinking and provide opportunities to express what they discover in complete sentences

• Situated cognition and experiential learning - Provide authentic experiences situated in as close to the actual environments as possible through projects and simulations

Learning Self-regulation

• Assessing

  • Perceive task - Understand what is expected

  • Evaluate task - Identify the specific requirements

  • Evaluate self - Consider your own abilities

• Performing

  • Identify Standards - Determine how your learning will be evaluated

  • Set Goals - Establish what your final results should look like

  • Plan - Define when you will do what

  • Act - Time on task, Quality work, Meet deadlines, Thoughtful consideration

• Evaluating

  • Monitor self - Consider your own cognitive and emotional response

  • Evaluate performance - Compare your results with the task's standards

  • Evaluate reactions - Consider how your teacher or grader responded to your work

• Adapt - Use what you learned in the Evaluating phase to improve in the next cycle