Design Project

CEP 802, FALL 2014

Melissa Hadley

ABSTRACT
This is a Design Project for the kindergartener that I currently
babysit to address motivational issues. This Project focuses
on a specific intervention, targeting intrinsic motivation.

Motivational Case Summary Denise

Though I am not working actively in a classroom, I have taught
in a kindergarten classroom for 3 years. I have seen several motivation
issues in the past and have come up with plans to aide my students.
Currently, I babysit a 5-year-old girl named Denise who is struggling
with combative behaviors both with me and in school.
Denise is often found to be disinterested in her work. She
appears unwilling to try tasks because she doesnt want to do them.
This is not because of a lack of skill or understanding. Denise actually
achieves highly in her class at school and seems to be able to
participate quite well when she puts forth the effort in learning
activities with me. At times, she is even defiant. She purposely ignores
or refuses directives.
Additionally, Denise seems to desire control in a situation. For
example, she may ask for chocolate chip pancakes. Though given
several other options for food, she will insist that she wants chocolate
chip pancakes. After the food is prepared for her, she says she doesnt
want it anymore. This is just one example of how she seems to want to
gain some feeling of control over her surroundings.
Knowing Denise personally and through discussions with her
mother and teacher, I have found that Denise is currently undergoing
many changes at home. She finds things like school to be a waste of

time, perhaps because she doesnt have a lot of control over her
current family changes.
In my time babysitting her, Denise is often unwilling to
participate in activities that are not things that she wants to do. For
example, I have asked Denise to work on a puzzle with me. She says
no, and that she would rather watch a movie. If I ask her to work on
matching games with me, she asks why she has to do something like
that when she could be watching television. When I ask her to do
something that is necessary, such as picking up toys shes used, eating
meals I prepare, or go to sleep when it is time for bed or a nap, she
refuses. She says I dont want to. If she doesnt refuse, she will try to
bargain. She will say that she will go to bed if she can have what she
wants for dinner. I also notice she seems unaffected by the threat of
having her mother called.
Its possible, though more information is needed to be certain,
that Denise requires activities that present challenge, have a clear
objective, and have an end result that Denise attaches some meaning
to. My prediction is that if she understands why she is doing something
and how she will benefit from it, she will be more willing to comply and
even step up to the challenge.
My goal is to use my time babysitting Denise to engage in
project-based learning that is centered around a topic of her choosing.
I am confident that I can set up my home to accommodate positive

changes in these behaviors. In order to adapt my practices and her

environment, I must first look at the ways in which preconditions for
motivation and the TARGET model are being utilized currently (preintervention).
Preconditions for Motivation
Supportive environment: I currently work with Denise alone, so
she does have quite a bit of support even if the tasks arent ideal for
her. Id like to work with Denise at my home using project-based
learning, which should create a more supportive environment for her.
In this environment, she will be able to ask why she has to do
something. This isnt possible in a classroom with several other
students. This is a precondition that is currently met because it is
naturally responsive to her temperament and needs (both physical and
emotional). I dont have other kids to worry about, so shes always in
an environment that is nurturing, safe, and supportive.
Appropriate challenge: Working with her over the summer, I have
noticed that Denises capabilities are above the standard of
kindergarten. If she is not presented with an activity that is cognitively
demanding for her, she calls it baby stuff and shows little to no
fidelity to the task. Currently, it is evident that Denise is not being
challenged appropriately by the tasks I am giving her. I plan to give
Denise a project based on a topic of her interest, which will utilize
kindergarten and first grade standards of learning.

Continuous monitoring: Because I work with Denise

independently in a babysitting setting, I am able to quickly identify the
inadequacies of her day. It is because of continuous monitoring that I
have been able to notice patterns in her refusals to complete tasks and
overall behavior. Working with her independently will allow me to
monitor her much more efficiently than a traditional classroom setting.
I will be able to facilitate and observe, while also assessing progress in
the one-on-one setting. It will also allow me plenty of opportunities to
adapt activities as I see her responses to them.
Individual and Collaborative Goals: Right now, Denise is unaware
that I have goals for her to cease the refusals and bargaining strategies
she is using. She just knows shes getting into trouble. I intend to meet
with her to see what her goals are for her behavior and set goals with
her regarding her learning and behavior in my home. Currently she
doesnt have any goals for herself and she doesnt seem to understand
that I have goals for her. This is definitely a precondition that will need
to be modified in this endeavor.
Meaningful objectives: Currently, this seems to be lacking for
Denise. She doesnt attach meaning to what shes doing and finds it
beneath her. For intervention I choose, I will be sure to organize
activities based on something that holds meaning for Denise. This will
provide meaningful objectives for her in this regard. Im hoping that
this sense of responsibility and ownership extends to tasks in her life

that she must do and cannot be adapted (i.e., going to bed on time,
picking up toys, etc.)
Teacher expectation: My expectations for Denise are reasonable.
Im asking her to do things that demonstrate personal responsibility
and ownership. I believe that what is lacking is communication of my
expectations. She seems to respond well to my praises and tends to
show satisfaction when shes done something well. Part of the issue, in
my opinion, is that shes unaware of how important some of the tasks
shes refusing to do are to me, therefore, they dont seem important to
her either.
Responsive instruction: I believe that my instruction with Denise
is currently responsive. I am noticing her behaviors and creating an
intervention for them. Because I am an experienced kindergarten
teacher, I will be able to provide responsive and appropriate instruction
to Denise. It will also be incredibly beneficial that we are working oneon-one. Activities and lessons can be adapted even while they are
being done to scaffold Denise.
Current TARGET Model:
(T)ask: Right now, Denise is unchallenged with tasks that I give
her. She finds them boring and doesnt see the proximal benefits to
them. The task that I am choosing for Denise will be based on her
interest and project-based. We will use kindergarten and first grade
learning standards to create activities within the project. I plan to

make the task multidimensional, allowing for several different skill

sets to be utilized while working toward a relevant, meaningful
outcome for Denise. In order to select the project, I will meet with
Denise to determine a topic of interest more specifically, a problem
or question in her world that she identifies with and thinks she could
begin to build a solution or answer to. For example, if she wants to
know why she has to eat meals that I prepare for her, we could
investigate the food groups, visit doctors or nutritionists and journal
our findings, make up recipes for healthy meals using ingredients she
might like, etc.
(A)uthority: Currently, I hold the bulk of the authority. I have been
choosing tasks for her and shes had little responsibility or ownership.
Because of the behaviors of exhibiting control (demanding chocolate
chip pancakes and then not eating them), its clear that some feeling
of authority is vital to Denises fidelity to tasks. I plan on being a
facilitator in this project, however Denise will set her pace, choose the
topic of interest and make choices of responsibility and ownership
during the project. She must do the objectives that I have set in place,
but she can choose how to do them. This is where our goals that we
set in the preconditions will hopefully converge. As the project
progresses, I plan to allow more and more control to be handed over to
her until I am merely a coach or resource to refer to.

(R)ecognition: Right now I give Denise praise when she does

things well, which she responds well to. Even if the task is something
very simple, such as putting something away for me, she shows great
appreciation for being recognized. Though I dont want this to be her
sole source of motivation, I do think I could be more expansive in my
recognition. Instead of just recognizing her effort, I can recognize that
she completed a necessary task even though it was something she
wanted to do and how that showed great determination and
responsibility. I need to be able to highlight her perseverance and
diligence to tasks that have challenges, or simply seem unsatisfying to
her. I think having a project will allow me more opportunities to
recognize her positively beyond just comments on her behavior.
(G)rouping: This component offers a disadvantage and an
advantage at the same time. She is only working with me, which
means it may be more difficult for her to translate our work into terms
of real life. This is a connection that I will need to help her make. Our
lack of other students also makes it more difficult in terms of allowing
her to work collaboratively with others. However, because our goals
and objectives focus mainly on her own behaviors, it may help us out
that she doesnt have any other students to conflict with her own
thinking.
(E)valuation: Though I have been able to continuously monitor
and modify my tactics with Denise, true evaluation hasnt been

occurring. I have recognized patterns, but I havent been analyzing or

making changes based on data Ive collected. Working individually with
Denise will allow me to continuously evaluate, assess and adapt my
activities and plans for Denise.
(T)ime: This component of the TARGET framework is what I feel
to be my biggest advantage. There is no deadline. Normally, in the
school setting, objectives must be met by the end of the year. Because
I am working one-on-one with her, this can extend into my entire time
babysitting her.
Conclusion of Case Summary
Through observation and personal connection, I believe that
Denise is motivated by challenge and clear, meaningful objectives. Its
quite possible that she is refusing to engage in certain activities and
behaviors simply because these components, in her mind, are not
present. I have seen Denise engaged in activities where these
components are present. She is focused, driven, and very compliant.
My hypothesis is that she refuses to engage when she sees no value,
and that giving her more project-based, meaningful, cognitively
demanding tasks will lessen her defiant behaviors and refusals to work.
Collecting Data to Determine Intervention Strategy
I begin my selection of an intervention for Denise by first
meeting with her to discuss the source of her motivational issues. I

designed a questionnaire adapted from Stipek. The results are shown

in the table below.
WhenIsayNotodoingatask..
Always
Thetasksoundsboring.
IdontknowwhyIhavetodoit.
Thetaskistoohard.
Idratherdosomethingelse.
IdontunderstandwhatImsupposedtodo.
ImafraidIllfeeldumb.

Sometime
s

Never

X
X
X
X
x
X

WhenIenjoydoingatask..
Always
Igeteverythingdone.
Thingsareeasy.
IminterestedinwhatImdoing.
Thetaskisfun.
Idothetaskwell,evenifitsnoteasy.
ThetaskissomethingIneedtoknow.

Sometime
s
X

Never

X
X
X
X
X

Whatisyourfavoritepartofyourtimewithmebabysittingyou?Why?
IlikewatchingCinderellaandeatingchocolatechippancakesbecauseIthinktheyrefun.
Ialsolikedonetimewhenwemademodelairplanesandtriedtoseewhichkindflied
further.
Whatisyourleastfavoritepartofyourtimewithmebabysittingyou?Why?
Idontlikewhenyoumakemedobabystuff.Likethematchinggames.Itstooeasyand
itsdumb.
ProposedInterventionMethod
Therearetwomainissuesthatneedtobeaddressedinmydesign:Denises
intrinsicmotivationtocompletenecessarytasks,andthelackofengaging,challenging
tasks.Inordertoaddresstheseissues,Iwillutilizeanintrinsicmotivationalapproach,

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whiledrawinguponVygotskystheoryofsocioculturallearning.Toexpand,Vygotsky's
theoriesstressthefundamentalroleofsocialinteractioninthedevelopmentofcognition,
ashebelievedstronglythatcommunityplaysacentralroleintheprocessof"making
meaning."(Vygotsky,SimplyPsychology).Vygotskyalsoproposesamethodcalled
scaffolding,whichentailsgivingstudentstasksthatareslightlymoredifficultthanthey
areabletodoalone,thusrelyingoninteraction.Inshort,IwillbetargetingbothDenises
perceptionoftaskvalueaswellasthesocialrelevanceofthetasksIgivetoher.Itismy
theorythatgivingDenisetasksthatarelocalizedtoherenvironment,challengingand
meaningfultoherwillincreasehermotivationtocompletethem.Wewillbeusing
projectbasedactivitiesthatarebasedinsocialconstructivism(anideafoundedby
Vygotsky),relyingheavilyonDenisesinherentinterests.Brophyexplainsprojectbased
learningas,acomprehensiveapproachthatincorporatesseveralprincipalsfor
capitalizingonstudentsintrinsicmotivation.Itcallsforengagingstudentsinprojects:
relativelylongterm,provlemfocusedandmeaningfulunitsofinstructionthatintegrate
conceptsfromanumberoffieldsofstudy(Brophy,115).
Goals

1.TogetDenisetofindvalueincompletingtasks.
2.ToprovideDenisewithtasksthatshewillfind
engagingandchallenging.

InterventionStrategy

1.Utilizetheintrinsicmotivationalstrategyto
addressherperceptionoftaskvalue.
2.Createchallengingandengagingprojectbased
tasksbasedonDeniseszoneofproximal
development.

IndicatorsofSuccess

1.Adecreaseinthefrequencyofredirection(less
coachingneededforDenisetostayontask)

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2.Adecreaseinrefusaltoengageinatask
3.Anincreaseincompletionoftasks
4.Anincreaseofworkproducedthroughproject
basedlearning

Rationale
ThereareseveralreasonsthatIthinktheintrinsicmotivationalapproachwouldbe
idealforDenise.First,inmydatacollection,Ihavedeterminedthatshedoesntengagein
workavoidanceoutoflowselfefficacy.Sheknowsshecandochallengingtasksandshe
knowsthat,wheninterested,shecanremainengagedinatask.Therefore,thecognitive
approachdoesntseemappropriate.Idontneedtoshiftherideasofherability.Second,
herbehaviorsseemtostemoutofalackofdesiretoengageinatask,whichpointstoher
intrinsicmotivationandherperceptionoftaskvalue.Finally,Deniseseemstobedriven
byinterest,whichimpliesarelianceonrelevance.Therefore,IdeterminethatIneedto
addressbothherperceptionoftaskvalueandthetaskvalueitself.Iwillbelookingatnot
onlyhermotivation,butalsomycontentandpedagogy.Thiswillcenteraroundthebasic
goalforintrinsicmotivationdepictedbyStipek.Shestates,Thebasicgoalistocreatean
instructionalprogramwhichcapitalizesonstudentsintrinsicdesiretolearn,focusestheir
attentiononunderstandingandmastery,andfostersacademicvalues(Stipek,174).Im
utilizingVygotskysapproachestolearningbecauseitallowsmetoconnectDeniseto
herculturalenvironmentandgivehertasksthatareaboveherlevel,thoughwithinher
ability.
AddressingIntrinsicMotivationwithProjectBasedLearning

12

WhileusingStipeksguidestoevaluatingtasks,evaluationandcontrol

(Appendices11AC),IamchoosingtoutilizeamethodcalledLayeredCurriculumfor
Denise.LayeredCurriculumprovidesamenuofactivitiesorprojects,basedonatopic
ofstudy.Themenuconsistsofaplethoraoflearningactivitiesthatthestudentmaydo.
Therearethreelayersofactivities:Cbeingthemostbasicdemonstrationsof
understanding,Bbeingslightlyhigher(studentswilluseunderstandinggleanedfrom
activitiesinlayerC),andAactingastheopportunityforstudentstothinkcriticallyon
thetopicofstudy.Amoredetaileddescriptioncanbefoundat:http://www.ascd.org/ascd
express/vol3/324colding.aspx

Evaluation of Layered Curriculum (Based on Stipek, 259-261)

Evaluating Tasks

Multidimensional (layers
allow for variety in both
challenge and focus)
Complex (layers allow
opportunities for more
complicated activities with
more room for elements of
surprise)
Active participation (Denise
is the driving force,
choosing her activities,
when to do them, how
much time she will need,
etc.)
Be personally meaningful
(She will pick the topic of
study)
Allow Collaboration (Some
activities in layered
curriculum must be teacher
facilitated. I will create
some activities that she will
work with me)

Pedagogy (Using
Vygotskys
principals)
- Tasks are relevant
to Denises social
setting and her
personal life.
- Tasks call for
interaction with her
environment as well
as peers and adults.
- Tasks are within
her level but still
require social
collaboration.
- Tasks require
collaboration and
are scaffolded
For Vygotsky, the
most effective
learning happens
when the new skills
and concepts being
taught are just on
the edge of
emergencein
the Zone of
Proximal
Development

13

Evaluating
Evaluation

Evaluating Control

Based on effort not

performance (Layered
curriculum is on-going and
focuses on process over
product)
Clear criteria (The menu
acts as a type of rubric)
Denise chooses the
activities she wants to do,
as long as she chooses a
certain amount of A, B and
C activities.
Denise manages her time
and resources.

(Tools of the Mind,

2014)
- Layered
curriculum calls for
Denise to evaluate
herself as well as
her surroundings.
She must think
critically about her
personal
environment.
- Layered
curriculum creates
a more team-based
approach to
learning. She must
swap with me and
be student as well
as facilitator.

IwasabletoexperimentwithlayeredcurriculumwhileworkingwithDenise
duringunit5ofCEP802.Inoticedaheightenedsenseofinterestandfidelitytotasksin
Denise,aswellasaverydistinctdecreaseindefiant,orevenofftask,behaviors.Thisis
mychosenintervention.Interventionstatement:Iwilluselayeredcurriculumasa
projectbasedlearningstrategytoincreaseDenisesintrinsicmotivationincompleting
requiredtasks.AsampleofthefirstlayeredcurriculumlessonIwillusetoinitiatethis
interventionisshowninAppendixA.
MeasuringSuccess
ThoughIamtargetingDenisesmotivationtocompletetasks,Imustassessthe
successrateusingsomethingmeasurableandobservable.Thoughthisisnotabehavioral
approach,manyofDenisesbehaviorswilllikelyindicatewhethersheismotivatedto
completethetasksIgiveher.Thisisjustifiedbythefactthatherbehaviorsarecurrently
indicatingthatsheisdisinterested.IwillkeepdocumentationofDenisesbehaviorswhile
implementinglayeredcurriculumusingAppendixB.Iwillalsousetherubrictoalign
14

withtheactivitiestoassesshercompletionofthetasks(AppendixC).Inordertodeema
layeredcurriculumapproachsuccessful,Iwillhavetoseethefollowingbehaviors:a
decreaseinrefusalstodoatask,adecreaseofredirectionrequired(havingtoremind
Denisetostayontask,havingtoturnDenisesfocusawayfromdistractionsandbackon
tothetask),anincreaseinworkproducedbyDenise,andanincreaseintimeused
productively.
TARGETModel:HowLayeredCurriculumAddressestheDeficits
(T)ask: Layered Curriculum allows for multi-dimensional tasks to
be completed at Denises pace, with her as the active participant and
me as a facilitator. The tasks all vary from low to high cognitive
demand and utilize skills from numerous content areas.
(A)uthority: Layered curriculum shifts the authority from me to a
more collaborative effort between myself and Denise. It allows her to
act as her own leader, while having me as a coach and model. There
will be activities that require my assistance, while there will also be
activities she can do on her own. She has choice in which activities she
chooses.
(R)ecognition: Because layered curriculum has several activities,
there are more opportunities for me to recognize Denise for completing
a task. Because I will be needed to help her with certain activities, I
can even give recognition mid-tasks with statements such as Wow,
this part of the activity was really tough but you did it! This will ideally

15

provide Denise with feedback throughout the activities instead of just

upon completion.
(G)rouping: Layered curriculum allows for both independent and
collaborative activities. I think this will be useful to Denise because she
not only can choose which activities she wants to engage with me in,
but also when she wants to do those particular activities.
(E)valuation: Layered curriculum allows for continuous
monitoring. It is an on-going approach to learning that produces
several examples and demonstrations of understanding. I will be able
to evaluate Denise much more frequently and thoroughly.
(T)ime: Denise will be in control of her time. I will be sure that
she is given the amount of time she needs for the tasks she chooses
for the day.
How Layered Curriculum Will Look For Denise
The following are appendices as explained earlier in my design.
The first is a lesson utilizing layered curriculum based on a topic of
Denises interest. The second is a method of documenting whether or
not layered curriculum is yielding the results Id like to see throughout
this intervention. The third is a rubric to align with the lesson I am
giving Denise. These appendices will provide a specific example of how
I plan on implementing my intervention to enhance Denises intrinsic
motivation.

16

APPENDIX A: Layered Curriculum Lesson Plan

The Lesson:
Denise has covered the topic of the environment in school and talks
about it frequently to me. I chose to make that the center of these
activities. In this lesson, we will discuss the environment. We will
explore what our environment is, what makes up our environment and
the role that we play in our environment.
Objectives:
Denise should be able to..
- Discuss components that make up her environment
- Participate in activities that demonstrate knowledge of
environmental concerns
- Be able to reflect through writing in complete sentences and
using pictures to demonstrate understanding of environmental
concepts
- Effectively manage time and resources to complete tasks
- Show basic addition skills by adding up points
Standards:
- ELACCKW1 Text Types and Purposes: Use a combination of
drawing, dictating, and writing to compose opinion pieces in
which they tell a reader the topic or the name of the book they
are writing about and state an opinion or preference about the
topic or book (e.g., My favorite book is . . .).
- MCCK.MD.1 Describe measurable attributes of objects, such as
length or weight. Describe several measurable attributes of a
single object.
- SKCS1. Students will be aware of the importance of curiosity,
honesty, openness, and skepticism in science and will exhibit
these traits in their own efforts to understand how the world
works.
- SSKCG1Thestudentwilldemonstrateanunderstandingofgoodcitizenship.
Introduction:
1. MakeaconceptmapwithDenisetoaddressherpreexistingknowledgeofthe
environment.
2. PresentDenisewiththeLayeredCurriculumMenu,completewithactivitiesand
explainthatshemaychooseheractivitieswiththefollowingcontingencies:
a. Shemustcompleteaminimumof50pointsbytheendoftheproject
b. Shemayrepeatanactivity

17

c. ShemuststartwithLayer1,thenworkherwayup.
Assessment:
1. Rubricofactivities(AppendixC)
2. Documentationofbehaviors(AppendixB)

18

Environment Activity Menu

Level A 5pts

Level A 5pts

Level A 5pts

Level A 5pts

Look up the word

environment online.
Draw a picture of
the environment near
where you live and
label the things you
find in it.

Read Charlie and

Lola: We are Very
Good Recylcers by
Lauren Child. Write
down 3 reasons we
should recycle and
how you can recycle
at home.

Think of 5 questions
youd like to ask an
expert about the
environment. Think
of someone who may
know the answers
and ask him or her.

Make a picture
collage using pictures
from the internet or
from magazines of
ways that we can
make our
environment a better
place to live.

Level B 10 pts

Level B 10 pts

Plant a seed in potting soil. Think and

research what it will take to keep the seed
healthy and strong. Measure it to see how
much it grows each day and take care of it.
Journal your findings every day with pictures
and words.

Take pictures with Ms. Melissas iPhone of

areas in our neighborhood that look like they
could be dangerous to our environment. Print
the pictures and put them on poster-board.
Decorate your poster, then talk to 3
different adults (you can choose mom, dad,
Ms. Melissa, your teacher) about why these
areas are harmful to the environment and
how we can help them.

Level C 15 pts

Level C 15 pts

With Ms. Melissas help, create a blog. On

your blog, you will post what you know about
the environment. You will also take pictures
of ways that your family protects the
environment and include what you think your
family needs to change to protect the
environment even more. You will need to make
this on-going, meaning that you will have to
show pictures of your family making these
changes over a few weeks of time. You will
have to decide what your blog should look
like, who should see it and what it should say
to communicate the importance of our
environment.

Invite 2 friends from school or your

neighborhood to meet at Ms. Melissas house.
With your friends, come up with an idea of
somewhere that we can volunteer our time to
help our environment. Some ideas could
include volunteering to pick up trash around
our neighborhood, volunteering to help out at
a recycling center, or an idea you come up
with. We will go volunteer at the location of
your choosing. You will need to take pictures,
print them out and make a scrapbook of what
we did and how you felt about it.

19

APPENDIXB:AssessmentofBehaviortoMeasureMotivation
BelowisatableIwillusetomonitorDenisesbehaviors.Thoughthisisnotabehavioral
approach,Ibelieveherbehaviorswillgiveagoodindicationofwhetherornotsheis
intrinsicallymotivated.Thecolumntothefarleftdetailsbehaviorsthatarerather
commonwithDenisethatIhavedepictedasthesourceofintervention.Thecolumnsto
therightdifferentiatebetweenactivitiesthatareassociatedwiththeinterventionofusing
layeredcurriculumandactivitiesthatarenot.Denisesdaywillvarybetweenbothkinds
ofactivities.Iwillmaketallymarkstoindicatehowmanytimesthebehaviorsoccurred
duringbothactivities.Iwilldooneofthesetablesdailyastheinterventionproceeds.
Indicatorofsuccess:Iftheinterventionissuccessful,Denisewillshowadecreaseinthe
firstthreebehaviorslistedwhileengagedinalayeredcurriculumactivity,andan
increaseinthelasttwobehaviors.Thetallymarksforthefirstthreebehaviorsshouldbe
lessintheleftcolumnthantherightcolumn,andthelasttwobehaviorsshouldbemore
intheleftcolumnthantherightcolumn.
Behavior

Layered Curriculum
Activity

Other Activity

Refusaltoengageinan
activity.

Needingtobecoachedor
remindedtostayontask.

Showingsignsofdisinterest
(complaining,sighing,
sayingIdontwanttodo
this)

Completingatask.

Showingsignsofinterest
(demonstratinginitiative,
usingtimeproductively,

20

goingaboveandbeyondthe
activity)

21

APPENDIX C: Rubric of Layered Curriculum Activites

No points
Some points
Level A

Activities

All points

The activities arent

even attempted.

Denise attempted
the activities, but
they were
incomplete.

Denise completed
her chosen activities
exactly as they were
detailed on the
menu.

Level B
Activities

No points

Some points

All points

The activities are

either not attempted
or incomplete.

The activities are

complete, but
Denises thoughts
are not clear. She
didnt take much
time to care for her
plant and document
and/or her poster
showed a minimal
amount of pictures
with little reflective
thought.

The activities are

completed and show
a great deal of
reflective thought.
Communication skills
are present when
either writing or
vocalizing opinions.
It is evident that
time and effort have
been invested.

Level C
Activities

No points

Some points

All points

The activities are

either not attempted
or incomplete.

Denise chooses an
activity, but needs
constant assistance
and shows little to no
initiative to take
authority. She
doesnt show much
ownership in the
ideas presented and
needs frequent
prompts to instigate
critical thought.

Denise chooses the

activity and takes
most of the
authority. She
dictates how she
wants the project
done and needs
assistance only for
things outside of her
zone of proximal
development.

22

References:
Brophy,J.,&Wentzel,K.(2014).MotivatingStudentstoLearn(4thed.).NewYork:
Routlege.
Membership.(n.d.).RetrievedNovember25,2014,from
http://www.ascd.org/ascdexpress/vol3/324colding.aspx
Stipek,D.(1998).MotivationtoLearn:IntegratingTheoryandPractice(4thed.).
Boston:PearsonEducationCompany.
Vygotsky|SimplyPsychology.(n.d.).RetrievedNovember25,2014,from
http://www.simplypsychology.org/vygotsky.html
VygotskianApproachToolsoftheMind.(n.d.).RetrievedNovember28,2014,from
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