Learner Driven

Learners deliberately self assess, set ambitious goals, create plans to achieve those goals, and progress along their learning pathway in ways that allow them to be appropriately challenged and meet their objectives.


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Plan, set goals, organize, self-monitor, and self-evaluate

Evidence of Learner Behaviors

  • Discuss and/or update their Personalized Learning Plan (PLP) or a study plan that includes how they will accomplish their learning goals (i.e. how much time per day they will commit to it, plans to study and pinpoint knowledge gaps, and testing themselves to see if they know the content)

Questions to Ask Learners

  • How do you set academic or learning goals and a plan for how to achieve them?

  • What are some ways or strategies you use to check your learning and progress in goals?

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Exhibit a growth mindset

Evidence of Learner Behaviors

  • After attaining mastery on a task or learning target, learner attributes the outcome to the successful deployment of strategies and hard work, not luck or natural ability.

Questions to Ask Learners

  • When you earn a Level 3 on a task or learning target, how do you feel?

  • What strategies did you use to earn it?

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Display extraordinary effort and persistence during learning

Evidence of Learner Behaviors

  • Articulate that when they need more learning or support, they voluntarily seek support (i.e. small group lesson, stay after school for support, etc)

Questions to Ask Learners

  • When you know you need more help with a learning goal or task, what do you do?


Learners are motivated by having agency. Learner readiness and connection to content can impact achievement. They should be encouraged to pursue learning opportunities in the order that works best for them and spend as much or as little time with learning opportunities as needed to master concepts or competencies.


Learners achieve success when given autonomy over their learning. When learning facilitators ensure learner tasks are matched with learning preferences and learner readiness, learners are poised for greater achievement.

Educator Actions

Learning facilitators empower learners to be self-directed in planning and executing a unique learning path that enables them to master learning objectives.

CSTPs: 1.6, 3.1, 4.5

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Both the Personalized Learning Plan (PLP) and the co-creation of Standard Operating Procedures (SOPs) leverage learner voice and input in the learning process. Involving learners in the co-construction and maintenance of both learner-driven tools ensures they become advocates for their own learning.


  • Design activities and resources so learners can move fluidly between tasks without educator direction or support, including extension activities (P)

  • Present learners with meaningful and appropriate choices regarding the order, challenge, and content (when applicable) of learning activities (P)

  • Provide opportunities for learners to reflect on their progress, set appropriate goals, make plans to meet those goals, and build skills to meet these plans (P)

  • Set and monitor goals with learners to move through learning activities with appropriate challenges and realistic time frames (F)

  • Establish routines, procedures, and resources (such as task cards) so that learners can drive their learning, know what to do when they need feedback, and can assess when to complete a task or engage in collaborative support (P)

  • Co-create individualized learning plans with learners based on their strengths and weaknesses and using these plans to guide selection of learning topics, strategies, activities, and supports (P/F)

P = planned F = facilitated spontaneously