Target framework and "fashion-ing."

This is a big reach. I'd like to use the Ames Target model (1990,) studied in depth and drawn from Dr. Oka's CEP 802. I want to build connections to Dr. Wong's "Ideas as Fashion" in the classroom. The Ames model explores six factors in the classroom that can be managed by teachers to guide students towards "learning for mastery goals," rather than performance goals. It's really a guide to using adaptive approaches to motivate students in our classrooms.
As I think carefully about the NDCE, I thoroughly enjoy Dr. Wong's premise that traditional educational psychology or motivational theory, like that of the Ames model, only partially "illuminate" compelling experience. It's not the full deal. However, I thought it would be fun to attempt to take a widely used traditional framework to see it match up to "If ideas were fashion, how might we teach?" framework. In particular, I'll use the WNTW program format, our week 11 discussion and educational representation as connectors.

T-A-R-G-E-T
Task, Authority, Recognition, Grouping, Evaluation, Time.

(T) Task
Ames: select tasks so as to provide an optimal level of challenge and to emphasize activities that students find interesting and intrinsically engaging.
Wong: select "fashion" so as to provide an optimal level of willingness (to try it on) and to visually express something unique about yourself. Focus on connecting you to your valuable story, interests, experiences. What's holding you back?

(A) Authority
Ames: share authority with students by providing them choice and input on learning activities.
Wong: Trying on the idea, and feeling safe enough in the classroom to do so, yields "a greater appreciation for it," and a certain comfort level with the teacher's expertise of what really "works" for them. Both teacher and student honor a shared understand that experience and day-to-day use will ultimately be the judge.

(R) Recognition
Ames: recognize all students who make progress and show improvement, not just the highest achievers.
Wong: recognition is inherent in fashioning through the nature of adding character, coolness, chic, a "new you," seeing your potential, etc...

(G) Grouping
Ames: group in ways that promote cooperative learning and minimize interpersonal competition and social comparison.
Wong: Increase variety of pieces that work well together but don't clash and compete for the eye's attention. Group pieces based on "interest" like pattern, texture, color. Work towards mutually agreeable fashion-ing.

(E) Evaluation
Ames: focus on individualized assessment of progress rather than comparisons of individuals or groups.
Wong: The Reveal, a private evaluation on how a person has "evolved" and their new "outlook" on fashion. (Wong & Henriksen, p. 15.)

(T) Time
Ames: use time in creative ways that ease the constraints of rigid scheduling and allow for more use of valuable learning activities that are hard to fit into shorter class periods
Wong: Allow this "trying on" process time- it's an internal and external shift in perspective (p. 16.) Doors will open, but it's a work in progress, set at an individual's unique pace.