Evidence of Learner Behaviors

• Move their seating or change their learning method during self-directed work to avoid distractions

• Redirect their peer group during group work if they are off task or disrupting other groups

Questions to Ask Learners

• How do you manage your own focus and behavior during your individual work?

• How about during group work?

Evidence of Learner Behaviors

• Offer support to a classmate when they seem upset or in need of help

• Demonstrate awareness of an issue that the learning facilitator needs to address related to the Code of Cooperation

Questions to Ask Learners

• If you saw a classmate upset or in need of help, what would you do?

• Why does this matter?

• If you saw something in your learning environment that was affecting how you and your classmates felt, what would you do?

Evidence of Learner Behaviors

• Describe how they are stuck on a learning topic or task and what they plan to do to improve at it

• Offer their thinking on their own growth via protocols and processes (i.e. PLP) and how they have exceeded their own expectations

Questions to Ask Learners

• When you get stuck or find learning difficult, how do you feel about it?

• In that situation, what do you do?

• How have you succeeded in an area of learning that surprised you?

• Why do you think that is?

Evidence of Learner Behaviors

• Demonstrative inclusive language with peers during academic and social situations

• Describe how they feel connected to their learning facilitator

Questions to Ask Learners

• How do you include your classmates when you are working during class or out at recess (or other social setting)?

• Why is that important?

• What are some ways you are connected to your learning facilitator?