1. Task Features (Robert Marzano and Robyn Thompson)
1.1. Importance
1.1.1. Assessment
1.1.2. Gatekeeper for later learning
1.1.3. Broad applications
1.1.4. Immediate usefulness in life
1.1.5. Historical significance
1.1.6. Specifically valuable applications
1.2. Enjoyment
1.2.1. Task mode
1.2.1.1. Collaboration
1.2.1.2. Gamification
1.2.1.3. Negotiated product
1.2.1.4. Multimedia
1.2.1.5. Competition
1.2.2. Extrinsic reward
1.2.2.1. Music
1.2.2.2. Preferred task
1.2.2.3. Token/star
1.2.2.4. Assist others
1.2.2.5. Game/quiz
1.2.3. Intrinsic reward
1.3. Personal goals
1.3.1. Connect to student pathways
1.4. Cost involved
1.5. Clarity
1.6. Student capacity to succeed
2. Recognise Existing Currencies
3. Student Currencies (William Sedlacek via Robyn Thompson)
3.1. Positive self concept
3.1.1. Encourage persistence or change of tack
3.1.1.1. Reflect on past success
3.2. Realistic self appraisal
3.2.1. Learning goal check
3.2.1.1. Learning goal tracking and feedback
3.3. Favours long term goals
3.3.1. Reminder of goals
3.3.1.1. Break down into short term
3.4. Accesses support resources
3.4.1. Refer to resources
3.4.1.1. Introduce to Khan Academy or Mathletics or similar
3.5. Strong support person
3.5.1. Performance plan with parent/carer
3.5.1.1. Refer to year co, GO, chaplain, nurse, mentor
3.6. Leadership experience
3.6.1. Organise learning teams
3.6.1.1. Model and trial collaborative strategies
3.7. Community involvement
3.7.1. Connect to student existing involvement
3.7.1.1. Build unit around community issue/group
3.8. Field knowledge
3.8.1. Connect to prior knowledge
3.8.1.1. Revise pre-requisite knowledge