From The Eco-STEM Wiki

Vibrancy: Activity and Level of Engagement 

Vibrancy refers to the classroom dynamics and the level of student engagement.

Associated Principles Observable Behavior
V1: Communicates passion for the discipline V1.1: Shares current developments in the discipline

V1.2: Projects genuine enthusiasm about the discipline

V1.3: Provides opportunities for students to share their interests, knowledge, and ideas related to the field

V2: Uses active learning to engage students V2.1: Addresses student questions and comments

V2.2: Provides group tasks that promoted knowledge construction in community and higher-level thinking

V2.3: Synthesizes group work at conclusion of collaborative activity

V2.4: Develops student learning through active participation in lesson activities

V3: Promotes healthy and productive dynamics between students V3.1: Encourages students to answer each other’s questions

V3.2: Encourages groups to ensure that all students have an opportunity to speak and are listened to  

V3.3: Enforces respectful behavior and kindness between students

V3.4 Facilitates effective group work through assignment of roles and group selection

V3.5: Intervenes as necessary to hold class to pre-agreed-upon community norms

V4: Stimulates a high level of student engagement V4.1: Provides varied opportunities for students to apply newly learned content

V4.2: Adopts strategies and activities that captivate disengaged students

V4.3: Gives students recurring opportunities to engage with other students in small groups or as a whole class

V5: Promotes the growth of motivated and deep learners V5.1: Uses class activities and assignments that held relevance to students’ lived experiences and their communities

V5.2: Promotes critical thinking through comprehensive exploration of assumptions and socio-cultural context in models and paradigms before accepting or formulating an opinion or conclusion

V5.3: Askes students to generate their own explanations and justify their thinking

V5.4: Promotes students’ reflection on their own learning or performance