Struggles to actively seek answers to questions or attempt to find information. Struggles seek out peers or ask teacher for guidance or support.
Asks teachers or other students for answers but does not use online tools, like Google and YouTube, to attempt to answer questions or find information.
Attempts to use online tools, like Google and YouTube, to seek answers and find information. Asks teachers and peers for help after attempting these tools.
Successfully knows how to use online tools and resources, like Google and YouTube, to proactively seek answers and find information.
Struggles to use class time wisely. Often wasting time distracted or distracting others.
Requires frequent redirection to get back on task.
Use of class time is inconsistent, but tries to stay on task.
Requires some redirection and is open to suggestions for time management.
Uses class time wisely. Tasks are usually completed on time.
Does not usually require redirecting in the classroom.
Uses time wisely to ensure all tasks are complete on time.
Able to efficiently make use of free time by editing work or helping others.
SEEKS CHALLENGES AND
BUILDING KNOWLEDGE FROM FAILURE
Rarely takes on challenges and risks to pursue learning.
Uncomfortable with setbacks, avoids risks, and struggles to use moments of failure to reflect, regroup, and move forward.
With encouragement, sometimes takes on challenges and risks to pursue learning.
Uncomfortable with setbacks, but is playing with small risks. In moments of setbacks, open to opportunities of reflection, but struggles to do it independently.
Seeks challenges and takes risks to pursue learning.
Understands how setbacks is part of the learning process. Is hesitant to take risks when outcome is unclear, but is able to reflect on the process.
Strategically and independently seeks challenges and takes risks to pursue learning
Actively reflects on all steps of their learning process and has clear outlines and procedures on how to improve next time.
Stays focused for part of the
activity/discussion, team meeting, or independent time, but often cannot resist distraction or does not notice when or why a loss of focus happens.
Struggles with maintaining active listening in partners, groups or full class discussions.
Mostly stays focused on activity/discussion, team meeting, or independent time and knows when and why disengagement or distraction happens.
Able to with maintaining active listening in partners, groups or full class discussions sometimes, but needs some redirection.
Actively participates in the activity/discussion, team meeting, or independent time and has strategies for staying focused and resisting most distraction.
Actively maintains active listening in partners, groups or full class discussions.
Actively participates and takes initiative on the activity/discussion, team meeting, or independent time and has personal strategies for staying focused.
Efficiently maintains active listening in partners, groups or full class discussions and helps set examples for peers in smaller groups and pairs.