The First Peoples Principles are not based on one ... A... · Web viewWhen children walk into our classrooms they bring their competencies with them! Development of core competencies

Linda O’Reilly Education Consultant 2017

Creating a Culture of Reflective Thinking: Core Competencies in Action

When children walk into our classrooms they bring their competencies with them! Development of core competencies begins within families, before students enter school. The core competencies are about how students go about ‘doing’ the job of learning. For example, how students communicate, work with others, and deal with conflict. When it comes to helping students develop core competencies, the teacher’s role is more like a coach – stretching and strengthening the core competency growth of their students.

Reflection and self-assessment are thoughtful activities that encourage children to develop core their competency learning. When children are engaged in reflection, they are encouraged to go beyond just telling what they have learned. When children are engaged in self-assessment, they are encouraged to be more aware of what they have learned and what they can do to build on the learning experience.

What Is Reflective Thinking?

Reflective thinking is a part of the critical thinking process and refers specifically to the processes of analyzing and making judgments about what has happened (Dewey (1933). Learners are aware of and control their learning by actively participating in reflective thinking – assessing what they know, what they need to know, and how they bridge that gap – during learning situations.

Reflective thinking helps student develop higher-order thinking skills by prompting learners to (a) relate new knowledge to prior understanding, (b) think in both abstract and conceptual terms, (c) apply specific strategies in novel tasks, and d) understand their own thinking and learning strategies.

How Can Teachers Explicitly Incorporate Reflective Thinking Into the School Day?

1. Write unit plans to explicitly include reflective thinking opportunities.2. Structure lesson plans to support reflective thinking.

© Permission to copy for classroom use only. Images (excluding competency icons) retrieved from Goggle Images with consideration of Fair Use.Credits: I would like to thank my colleagues whose help with editing, suggestions, as well as examples of self-assessment statements and questions were invaluable.

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3. Provide lesson components that prompt inquiry and curiosity. 4. Provide resources and hand-on activities to prompt exploration. 5. Provide reflective thinking activities that prompt students to think about what they have done, what they learned, and what they still

need to do.6. Provide reflection logs writing/drawing activities to prompt students to think about what they know, what they learned, and what they

need to know as they progress through their learning day.

Building Classroom Culture

Create curiosity. When students learn new concepts or subject matter, they often experience a sense of uncertainty until they can make sense of the new information. Curiosity can motivate them to engage in the reflective process. What do you wonder about?

Make it continual. Build into the day structured opportunities for students to reflect and self-assess learning. In addition to these set times, reflection can and should happen whenever students are actively engaged in learning. The ultimate goal is to get students into the habit of reflecting on and constructing meaning from their learning experiences.

Internal Voice: The internal voice of reflection is self-knowledge, "what and how of my thinking".External Voice: Students hear an external voice of reflection in others' comments, suggestions, assessments, evaluations, and feedback.

Organize small-group reflections in which students share their thoughts. Begin with a question such as: "What competencies/skills did you depend on today?"

Encourage your students to connect their learning to their reflections. The ability of students to self-assess their competency growth depends on their ability to:

‘See’ competency abilities and dispositions in action. Recognize competencies as they are ‘doing’ learning.

Level One: The student during learning- Students provide their thoughts and ideas on "how" they're learning, which informs "how" we're teaching.- What did you learn about yourself as you worked on this inquiry? Have you changed any ideas you used to have on this subject?


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Level Two: The student after learning- Guides the student to "analyze" what they learned and "why" it was important to learn.- One thing I would like to improve upon is __.

The following questions can be used to guide students to broaden their thinking about their competency growth and self-assessment. These questions can also be used in AB Partner Interviews.

Learning: What do you know a lot about?Skills: What do you know how to do well? How do you think this activity helped you grow your competencies? Strengths: What have you noticed that you do well? Why did you choose these qualities or competencies?Stretches: What have you noticed that you need to work on?

- I want to become better at __.- These are my actions __.- The way that I can do this is __.

Encourage your students to talk about their reflections the next day. Reflective ‘talking and listening’ also builds the Habits of Mind related to empathy, flexibility, and persistence.

Model the reflective process. During class discussions, model the reflective process by asking the kinds of questions that relate to the kinds of questions that you will ask of your students. Explicitly point out how you support a claim with evidence.

Encourage your students to develop multiple perspectives. Being exposed to different perspectives through discussions with classmates, about matters of importance is critical to the reflective thinking process. Having students work on collaborative projects can facilitate this; they learn to listen to others and consider different approaches to solving problems.

Core Competencies and First People Principles of Learning (FPPL)


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https://firstpeoplesprinciplesoflearning.wordpress.com/#FPPL


The First Peoples Principles are not based on one particular nation's beliefs, but are generalized Aboriginal worldviews. FPPL are a collection of nine principles that help teachers to incorporate First Peoples ways of learning into lessons and unit plans. The Core Competencies are interwoven into the First Principles of Learning.

Click HERE for a bibliography for connecting Aboriginal Titles to the Core Competencies.

Student Self-assessment and the Core Competencies

Self-assessment allows students to develop the ability to describe themselves in relation to their competency learning. It engages students in reflection and enables students to understand the outcomes of their learning. In taking ownership of their learning, students should be able to describe how they are developing their core competencies, with the help of their teacher where necessary. Always keep in mind, students need to be living and doing the core competencies so when they are asked to assess their competencies, they can!

Make the core competencies ‘visible’ by introducing them to the competency posters and icons. Create kid-friendly ‘doing’ definitions for each core competency. Post the competency definitions so you can refer to them and

emphasize their importance with students. Create a competency word wall to display competency language for students to reflect upon as they engage with the core

competencies. Students need to talk about their competency learning. Language and core competencies grow together and nurture each other’s development.

Weave kid-friendly competency language as much as possible into all lessons, conversations, discussions and self-assessment activities. Create opportunities for ongoing reflection and self-assessment of core competencies.

Steps to Student Self-assessment

1. Address students’ perceptions of self-assessment including wishful thinking, over inflation, and under inflation.

2. Teach critical thinking skills required for student self-assessment.

3. Provide students with many opportunities to practise different aspects of the self-assessment process.


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http://www.strongnations.com/#HERE


4. Develop metacognitive skills. Metacognitive skills are important organizers of the tasks that students perform (e.g. planning, setting goals, adjusting what they are doing to improve the quality of their work).

5. Encourage students to assess their own progress by asking themselves key questions about where they are in their learning

- Where am I now? - Where am I trying to go? - What do I need to do to get there? - How will I know I have accomplished what I set out to do?

Click HERE to access formative assessment strategies.

Click HERE to access formative assessment strategies.

Reflective Thinking and Self-assessment in Action

What matters most in the teaching of the Core Competencies − Thinking, reflecting, self-assessment, talking and meaningful activities? “Creating a Culture of Reflective Thinking: Core Competencies in Action” suggests ways for teachers to use the competency ‘I Statements’ to help students internalize key aspects of competency learning. It also offers strategies to make reflection and self-assessment ‘visible’ for their students.

Click HERE for a bibliography on the Core Competencies from SD 71~Comox Valley. Thank you Carol Walters and Joan Pierce. Click HERE for a bibliography on the Core Competencies from SD 36~Surrey. Thank you Lynne Powell

Suggestions for Successful Implementation of Reflective Logs

Provide students with a reflective log notebook. They don’t need anything fancy-and let them decorate the cover. Reflective logs are notebooks that students use when drawing and writing about their own thoughts. This encourages the development of metacognitive skills by helping students sort what they know from what they don't know.


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https://docs.google.com/document/d/1HdmVYBuXxAjGt8N9WnwJ7liRzWlJKP6jVAsTlWZXjvE/edit#HERE

http://www5.sd71.bc.ca/literacy/wp-content/uploads/2016/03/Compentency-Books-for-Feb-2016-PD-day.pdf#HERE

http://www.assessmentforlearning.edu.au/#HERE

http://www.rcsthinkfromthemiddle.com/formative-assessments-strategies.html#HERE


Explain to students what a reflective log is, what kinds of entries (pictures and words) they will develop, and the key role it will play for them to ‘think about their learning’.

Allot time for student to reflect on and self-assess their learning, if possible right after a task has been completed. It works well if students provide examples and evidence in their reflections.

Provide feedback based both on the students’ reflections and on his/her own observations of their performance in their reflective log.


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A Suggested 3-Step Process for Student Self-assessment

Share Connect Reflect and Self-assess Ask students to tell you about a piece of

e.g. work, video, activity (competency illustration) they are proud of.

Have students to work with one of the ‘I statements’.

Ask students to share what they have learned to do.

Connect the learning to competency growth. What connections can you make? I noticed that you __. This is an important (communication, thinking, etc.,) skill.

Invite students to talk about their strengths by encouraging them to use ‘I can’ statements. What attributes/dispositions did you develop?

Engage students in self-assessment. Growing My Competencies activity

(Inspired by a Critical Thinking activity from SD 67 Judith King [email protected])

(Grade 2) Give students three cards with three self-assessment statements:

- This is where I am now__.- This is where I am I trying to go__.- This is what I need to do to get there__. Engage students conversations based on

the above assessment statements. Encourage students to use ‘I can statements’.

Set a Goal: I want to…. by… so I will…


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Student Goal Setting

Students should write their goals down during the self-assessment process, and be reminded of them regularly. The establishment of goals and having students track their progress toward these goals makes the learning process more transparent. To accomplish this with your students begin by asking a few basic questions:

What new competency skill will you work on? What attributes/dispositions would you like to develop? Set a Goal: I want to__ by__ so I will__.

Be Creative with the Core Competencies and Self-assessment!

Post Cards: Have students write postcards to themselves to share their competency strengths and stretches. Postcards can be collected to show competency growth over time.

Beat the Clock: Have students list three ‘I can statements’ with evidence in three- five minutes. Read It, List It: Read a page from a story or news clip. Have students create a list of the competencies for each character or person in the

story or news clip. Yes I Can Do That! Have students work in AB partners. Student (A) asks questions of their (B) partner about the ‘I can statement’ or

competency illustration that they have chosen to share. Have students switch roles. If I Can Learn It, I Can Create It: Have students build or create something to show what they have learned (e.g., diorama, concept map,

college, ABC books). Doodle It: Have students draw (doodle) what they ‘can do’, instead of writing it. I Can Splash: Write or post ‘I can statements’ on the board. Students respond to an ‘I can statement’ at the same time. A bit noisy but a

lot of fun! Growing My Competences: Have student respond to self-assessment categories by indicating where they are in their learning on the

competency indicator. Twitter Board: Have students summarize the competencies they used in a lesson or activity within a short sentence. Photos: Show two or three photos that represent a competency process. Have students write captions for each photo. Explain Everything: Have students create short videos where they share their competency strengths and reasons why they think they

are showing growth. Click HERE for more information for MAC Devices. Click HERE for more information for Windows Devices. © Permission to copy for classroom use only. Images (excluding competency icons) retrieved from Goggle Images with consideration of Fair Use.Credits: I would like to thank my colleagues whose help with editing, suggestions, as well as examples of self-assessment statements and questions were invaluable.

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https://www.microsoft.com/en-ca/store/p/explain-everything/9nblggh5gcw8#HERE

https://itunes.apple.com/ca/app/explain-everything-classic/id431493086?mt=8#HERE


Bank of Reflective Prompts for Grades 3-7 Students

The reflective thinking activities collated in this document strives to address all of the core competency facets and their descriptors as they relate to the reflection process. They can be used across the curriculum range. The aim of this collection is to provide students and teachers with ways to collect over time, evidence of core competency growth.

Learning It was easy to ___. I am good at ___ because ___. What did you learn that was new to you? What insights did this new knowledge give to you? Did it help you see something in a new light? Did it help you understand something that you didn’t understand before? How do you think this might be? What is something you are most proud of? What is something you would do differently next time? What two things show growth? (Show a beginning understanding to a deeper understanding.) What is something that was tough at first, but then you got it? Show evidence of that progression.

Reaction What happened in school today that made you feel proud? Do you think everyone else felt that way? How did you feel about what was done? Did it affect you emotionally and if so how? What did you find easy to do or understand and why? What did you find difficult or challenging to do or understand and why?

Action Is there any action that you will take as a result of what was done?


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Do you need to plug further gaps in your learning? What do you want to investigate further?

Core Competency Reflective Log Entries

CommunicationNovice and Developing I Can Statements in Kid-friendly Language

Communication is when students exchange information, experiences and ideas to help them learn. Students express their thoughts, feelings ideas and opinions. Students need to use digital media to communicate.

Connect & Engage With Others Acquire, Interpret, & Present Information

Collaborate to Plan, Carry Out, & Review Constructions &

Activities

Explain/Recount & Reflect On Experiences & Accomplishments

Evidence of Learning: Students engage in informal and structured conversations where they listen, contribute, develop understanding and relationships, learn to consider diverse perspectives, and build consensus.

Evidence of Learning: Students inquire into topics that interest them, and topics related to their school studies. They present for many purposes and audiences; their work often features media and technology.

Evidence of Learning: Students work together to accomplish goals, either face to face, or through digital media.

Evidence of Learning: Students tell about their experiences—especially their learning experiences—and reflect and share what they learned.

Communication Facets/Log Entries Reflect on your competency growth. What competencies/skills did you depend on?

Connect and Engage with Others (to share and develop ideas)

I ask and respond to simple, direct questions I am an active listener; I support and encourage the person speaking I recognize that there are different points-of-view and I can disagree respectfully


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Reflect on your competency learning today:

What was important about what you did? What do you need to improve as you learn to become an active listener? Show evidence that you work respectfully with others. Show evidence that you recognize different perspectives.

Acquire, Interpret, and Present Information (includes inquiries)

I can understand and share information about a topic that is important to me I present information clearly and in an organized way I can present information and ideas to an audience I may not know


You are about to apply for your dream job. The interviewer says, “I see you’ve studied ____. What were the most important things you learned in that study?” How would you respond?

Inquiry Process

What was interesting about your inquiry? What was difficult about your inquiry? How could you improve your inquiry skills? What skills have you developed in this inquiry? What learning experiences contributed to that

development

Collaborate to Plan, Carry Out, and Review Constructions and Activities

I can work with others to achieve a common goal; I do my share I can take on roles and responsibilities in a group I can summarize key ideas and identify the ways we agree (commonalities)


Where did you meet success, and who might benefit most from what you’ve learned along the way?


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What are your next steps? Which of those steps will come easiest? Most Difficult? How did you help the group today? How did you hinder the group today? What can you do tomorrow to help your classmates more? In what ways have you improved at this kind of task (insert task)? What do you think about what was said about ___? How would you agree or disagree with this?

Explain/Recount and Reflect on Experiences and Accomplishments

I give, receive, and act on feedback I can recount simple experiences and activities and tell something I learned I can represent my learning, and tell how it connects to my experiences and efforts


What have you learned? How does it connect to your experiences and efforts? What can you do to gain better understanding? What strategy have you used in learning this task? How effective is this strategy? How can you make this strategy more effective?

Critical ThinkingNovice and Developing I Can Statements in Kid-friendly Language

Critical Thinking is analyzing, drawing conclusions and making judgments about information. Metacognitive awareness is being aware of how you think and learn and is called ‘thinking about thinking’.

Question & InvestigateQuestion: “Huh?”

Analyze & CritiqueAnalyze: “Umm…”

Develop & DesignDevelop: “Ah ha!”

Evidence of Learning: Students learn to engage in an inquiry and investigation where

Evidence of Learning: Students learn to analyze and make judgments about a work, a

Evidence of Learning: Students apply critical thinking to create or transform products,


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they identify and explore questions or challenges related to key issues or problematic situations in their studies, their lives, their communities, and the media. They develop and refine questions; create and carry out plans; gather, interpret, and synthesize information and evidence; and draw reasoned conclusions.

position, a process, a performance, or another product or act. They consider purpose, focus on evidence, and use criteria (explicit or implicit) to draw conclusions and make defensible judgments or assessments. They consider a variety of perspectives.

methods, performances, and representations in response to problems, events, issues, and needs. They work with clear purpose and consider the potential users or audience of their work.

Critical Thinking Facets/Log Entries General Critical Thinking Questions


What worked? What do you need to improve? What should you do next? What’s your plan? I’m a critical thinker. This is my evidence. An ah-ha moment I had in ___was __. What examples can you find to ___? How would you show your understanding of ___? What approach would you use to ___? What might have happened if ___? What proof exists for ___? What are logical arguments for ___? What research evidence supports ___?

Analyze and Critique

I can show if I like something or not I can identify criteria that I can use to analyze evidence I can analyze evidence from different perspectives I can reflect on and evaluate my thinking, products, and actions I can analyze my own assumptions and beliefs and consider views that do not fit

with them

Questions to probe reason and evidence


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What would be an example? Why do you think that is true? Do you have any evidence for that? What are your reasons for saying that? What other information do you need? Could you explain your reasons to us? Are these reasons adequate? Why do you say that? What led you to that belief? What would change your mind? But, is that good

evidence for that belief? Is there a reason to doubt that evidence? What would you say to someone who said that ____? Can someone else give evidence to support that view? By what reasoning did you come to that conclusion?

Questions to probe perspective

You seem to be approaching this issue from___ perspective. Explain. Why have you chosen this rather than that perspective? How would other groups/types of people respond? Why? What would influence them? Can/did anyone see this in another way?

Questions to probe analyzing

What conclusions can you draw from? What would you infer from ___? What is the relationship between ___ and ___? Can you make a distinction between ___ and ___? What would someone who disagrees say? What is an alternative? What inference can you make from ___? How would you classify ___? How would you categorize ___? How might you show the differences and similarities? What patterns might lead you to an alternative answer?


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How many possibilities can you think of and why? Predict any number of results? How would people from different ethnic or racial groups view this ___?

Critical Thinking in Social Studies and Science

Why didn’t you consider a different route to the problem? How did you determine this to be true? Why does this answer ___ make sense to you? What’s the purpose for this experiment or argument? Would you elaborate on the purpose of this? What issues or problems do you see here? What evidence or data are given that help make this worthwhile? What are some of the complexities we should consider? What concepts help organize this data, these experiences? How can you justify this information? How can we verify or test that data? What details can you add to make this information feel more complete? Which set of data or information is most relevant or important?

Critical Thinking in English Language ArtsWhat issues or problems are raised?

What is the author trying to accomplish? What data, what experiences, what evidence are given? What concepts are used to organize this data, these experiences? How is the author thinking about the world? Is her thinking justified as far as we can see from our perspective? And how does she justify it from her perspective? How can we enter her perspective to appreciate what she has to say?

Question and Investigate:


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I can explore materials and actions I can ask open-ended questions and gather information I can consider more than one way to proceed an investigation I can evaluate the credibility of sources of information I can tell the difference between facts and interpretations, opinions, and

judgments


Why do you think this works? Does it always? Why? Why do you think this is true? Is it a fact or an interpretation? Show how you might prove that? Why assume this? How might you argue against this?

Develop and Design

I can experiment with different ways of doing things I can develop criteria for evaluating design options I can monitor my progress and adjust my actions to make sure I achieve what I

want I can make choices that will help me create my intended impact on an audience or

situation


What are the implications of ___? Why is ___ important? What is another way to look at ___? How can you make use of ___? How could ___ be put into practice? How would ___ be converted into an action plan? What are the most important/significant ideas or elements of ___? What parts of ____ would be similar to/different than ___?


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How can this idea be combined with ___ to create a more compete understanding of ___?

How can these different ideas be grouped together into a more general category? How can these separate ___ be reorganized or rearranged to produce a more

comprehensive understanding of the “big picture?”


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Creative ThinkingNovice and Developing I Can Statements in Kid-friendly Language

Creative Thinking is thinking in an original or unique way. It is about creating new ideas or concepts that matter to others.

Novelty & Value Generating Ideas Developing IdeasEvidence of Learning: Students get creative ideas that are both novel and have value. There are degrees of novelty—an idea may be new to that student or it may be new to their peers; it may be novel for their age group, or it may be novel to a larger community. It may be new in a particular context or absolutely new.

Evidence of Learning: Students may generate creative ideas as a result of free play, engagement with someone else’s ideas, a naturally occurring problem or constraints, or interest or passion. New ideas and inspirations can spontaneously arise from the unconscious mind, which is why students often report that their ideas just “pop” into their heads.

Evidence of Learning: After students get creative ideas, they evaluate them, decide which ones to develop, refine them, and work to realize them in some way. This process of developing ideas may require building the necessary skills, sustaining perseverance, and using failure productively over time. It may also require generating additional creative ideas to come up with solutions to problems along the way.

Creative Thinking Facets/Log EntriesReflect on your competency growth in pictures and words. What competencies/skills did you depend on?

Novelty and Value I get ideas when I play. My ideas are fun for me and make me happy I can get new ideas or build on other people’s ideas, to create new things

within the constraints of a form, a problem, or materials I generate new ideas as I pursue my interests I get ideas that are new to my peers I can develop a body of creative work over time in an area I’m interested in


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or passionate about


Show how you changed what you were doing so that you could work something out. What strategy did you use?

What might be a metaphor or analogy for ___? What could be invented to ___? What might happen if ___? How did your peers add to your thinking?

Generating Ideas

I get ideas when I use my senses to explore I build on others’ ideas and add new ideas of my own, or combine other

people’s ideas in new ways to create new things or solve straightforward problems

I deliberately learn a lot about something (e.g. by doing research, talking to others or practicing) so that I am able to generate new ideas or ideas just pop into my head

I have deliberate strategies for quieting my conscious mind (e.g. walking away for a while, doing something relaxing, being deliberately playful) so that I can be more creative

I have interests and passions that I pursue over time

Reflect on your competency learning today: Invite reflection on the senses: What did you see? Hear? Smell? Taste? Touch? What happened as a result of your work? Who will see a benefit? What was your role? What did you contribute? What was accomplished? What was the best/worst/most challenging thing that happened? How you handle things that do not go your way?


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Describe the people you met today. What were your interactions like? How did people respond to you? What are you passionate about?

Developing Ideas I make my ideas work or I change what I am doing I can usually make my ideas work within the constraints of a given form,

problem, and materials if I keep playing with them I build the skills I need to make my ideas work, and usually succeed, even if it

takes a few tries I use my experiences with various steps and attempts to direct my future

work.

Reflect on your competency learning today: What happened as a result of your work? Who will see a benefit from you idea? What was your role in developing the new idea? What did others in the group

contribute?

Positive Personal & Cultural IdentityNovice and Developing I Can Statements in Kid-friendly Language

Positive Personal and Cultural Identity is the awareness of the person you are including heritage and beliefs. It is about contributing to a healthy sense of self.

Relationship & Cultural Identity Personal Values & Choices Personal Strengths & AbilitiesEvidence of Learning: Students understand that their relationships and cultural contexts help to shape who they are. (“Culture” is meant in its broadest sense, including identifiers such as

Evidence of Learning: Students define what they value. They understand how what they value has been influenced by their life experiences. They identify ways in which what they value helps to

Evidence of Learning: Students acknowledge their strengths and abilities, and explicitly consider these as assets that can help them in all


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ethnicity, nationality, language, ability, sex/gender, age, geographic region, sexuality, and religion.) Students define themselves in terms of their relationship to others and their relationship to the world around them.

shape their choices in all contexts of their lives. aspects of their lives. Students understand that they are unique and are a part of larger communities. They explain how they are using their strengths and abilities in their families, their relationships, and their communities.

Positive Personal & Cultural Identity Facets/Log Entries Reflect on your competency growth in pictures and words. What

competencies/skills did you depend on?

Relationships and cultural identity

I can describe my family and community I am able to identify the different groups that I belong to I understand that my identity is made up of many interconnected aspects (such as

life experiences, family history, heritage, peer group) I understand that learning is continuous and my concept of self and identity will

continue to evolve

Reflect on your competency learning today: What you might you become in the future? Why is it important to understand ‘who you are’? What are the different groups that you belong to? How do they influence your life?

Personal Strengths and Abilities With some help, I can talk about my individual characteristics. I can explain what I like and dislike. I am able to explain what interests me.

Reflect on your competency learning today:© Permission to copy for classroom use only. Images (excluding competency icons) retrieved from Goggle Images with consideration of Fair Use.Credits: I would like to thank my colleagues whose help with editing, suggestions, as well as examples of self-assessment statements and questions were invaluable.

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What happened in school today that made you feel proud? Do you think everyone else felt that way?

What did you like or enjoy and why? What did you dislike and why? What did you find easy to do or understand and why? What did you find difficult or challenging to do or understand and why?

Personal Values and Choices: I can tell what is important to me I can explain what my values are and how they affect choices I make I can tell how some important aspects of my life have influenced my values I understand how my values shape my choices

Reflect on your competency learning today: What does ___say about a person’s values? What are the implications of ___? How would you explain why ___occurred? What is responsible for ___? How would ___affect or influence ___? Who determines what’s best for a family, community, and society?

Personal Strengths and Abilities

I can identify my individual characteristics I can describe/express my attributes, characteristics, and skills I can reflect on my strengths and identify my potential as a leaders in my

community

Reflect on your competency learning today: What are your strengths?


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What are your challenges?


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Linda O’Reilly Education Consultant Core Competency Continuum 2016

Personal Awareness & ResponsibilityNovice and Developing I Can Statements in Kid-friendly Language

Personal Awareness and Responsibility include skills to help students stay healthy like setting goals, regulating emotions, respecting themselves and others, and managing stress.

Self-determination Self-regulation Well-beingEvidence of Learning: Students who are personally aware and responsible have a sense of personal efficacy and growing confidence in a variety of situations. They value themselves, their ideas, and their accomplishments. They are able to express their needs and seek help when they need it, to find purpose and motivation and act on it, and to advocate for themselves.

Evidence of Learning: Students who are personally aware and responsible for their own choices and actions. They set goals, monitor progress, and understand and regulate their emotions. They are aware that learning involves patience and time. They are able to persevere in difficult situations, and to understand how their actions affect themselves and others.

Evidence of Learning: Students who are personally aware and responsible recognize how their decisions and actions affect their mental, physical, emotional, social, cognitive, and spiritual wellness, and take increasing responsibility for caring for themselves. They keep themselves healthy and physically active, manage stress, and express a sense of personal well-being. They make choices that contribute to their safety in their communities, including online interactions. They recognize the importance of happiness, and have strategies that help them find peace in challenging situations.

Personal Awareness And Responsibility Facets/Log Entries Reflect on your competency growth in pictures and words. What

competencies/skills did you depend on?

Self Determination

I can show a sense of accomplishment and joy I can celebrate my efforts and accomplishments I can advocate for myself and my ideas

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I can imagine and work toward change in myself and the world I take the initiative to inform myself about controversial issues


Do you give up on things? How long do you work on it before you decide you can’t do it? What strategies do you use when you’re stuck? Take a problem on a recent test (or the homework last night) that you couldn’t do and

list all the things you tried. If you could ask three questions about the problem (other than how do you solve it),

what would you ask? If you could ask three questions about a world problem (other than how do you solve it),

what would you ask? What resources (people, activities, or things) could assist you in reaching your small and

larger goals? What did the (controversial) experience make you think about? How did the experience change your thinking about [choose a topic or issue]? What did you learn from this experience?

Self-Regulation

I can sometimes recognize emotions I can use strategies that help me manage my feelings and emotions I can persevere with challenging tasks I can implement, monitor, and adjust a plan and assess the results I can take ownership of my goals, learning, and behaviour


How do you handle negative situations? When these situations occur, what do you typically say to myself?

What would be a statement that would encourage you? Who are your heroes? What are the character traits you admire in these people that

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make them your heroes? How will you personally know when you are on the right track toward your goals? How could you learn to begin again even after a day of small mistakes? What three strategies can your school or teacher adopt that would assist you in moving

toward my goals? What two or three challenges or obstacles prevent you from reaching small or big

goals?

Well-being

I can participate in activities that support my well-being, and tell/show how they help me

I can take some responsibility for my physical and emotional well-being I can make choices that benefit my well-being and keep me safe in my community,

including my online interactions I can use strategies to find peace in stressful times I can sustain a healthy and balanced lifestyle

Reflect on your competency learning today: What did the experience make you think about? How did the experience change your thinking about [choose a topic or issue]? What did you learn from this experience? What worked? What didn’t work? What thoughts (if any) does this experience give you about issues in your local

community? The nation? The world? How have your assumptions or stereotypes (about people, a community, the world, etc.)

been challenged by the experience? What did you learn about yourself from this experience? Is service always helpful or effective? Who determines what’s best for a community? In what ways has your understanding of service changed? How do you maintain a healthy life style?

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One thing I would like to improve upon is ___. What would you like to spend more time on in school? What might you want next year's teacher to know about you?

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Social ResponsibilityNovice and Developing I Can Statements in Kid-friendly Language

Social Responsibility is about a person’s ability to make a difference and contribute to family, community, society and the environment. Also, to be able to resolve problems peacefully and empathize with others creating healthy relationships.

Contributing to Community & Caring for the Environment

Solving Problems in Peaceful Ways

Valuing Diversity Building Relationships

Evidence of Learning: Students develop awareness and take responsibility for their social, physical, and natural environments by working independently and collaboratively for the benefit of others, communities, and the environment.

Evidence of Learning: Students identify and develop an appreciation of different perspectives on issues; they generate, use, and evaluate strategies to resolve problems.

Evidence of Learning: Students value diversity, defend human rights, advocate for others, and act with a sense of ethics in interactions, including online.

Evidence of Learning: Students develop and maintain diverse, positive peer and intergenerational relationships in a variety of contexts.

Social Responsibility Facets/Log Entries Reflect on your competency growth in pictures and words. What competencies/skills did you

depend on?

Contributing to community and caring for the environment

With some support, I can be part of a group I can participate in classroom and group activities to improve the classroom school, community, or natural world

I contribute to group activities that make my classroom, school, community, or natural world a better place

I can identify how my actions and the actions of others affect my community and the natural environment and can work to make positive change

I can analyze complex social or environmental issues from multiple perspectives. I can take

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thoughtful actions to influence positive, sustainable change

Reflect on your competency learning today: What is your ideal self? What does it mean to be your highest self? How would you go about solving a social or environment issue from multiple perspectives? Who determines what’s best for a community? How do you contribute to community?

Solving Problems in Peaceful Ways

I can solve some problems myself and can identify when to ask for help I can identify problems and compare potential problem-solving strategies I can clarify problems, consider alternatives, and evaluate strategies I can clarify problems or issues, generate multiple strategies, weigh consequences, compromise to

meet the needs of others, and evaluate actions

Reflect on your competency learning today: Invite students to share problem-solving strategies. Ask them to focus on how many different ways

they can effectively solve a (problem such as poverty, racism) by generating multiple strategies and considering alternatives.

What did the experience make you think about? How did the experience change your thinking about [choose a topic or issue]? What did you learn from this experience? Send yourself a letter of advice, reminding yourself of what you could do differently to defend

diversity and human rights. Record the steps you go through to show evidence that you have advocated for others.

What are some problems you see in the school that you believe the adults should be working to solve?

What are some of the solutions to those problems? What are some positive ways you could talk to adults about these problems and solutions?

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Valuing Diversity

With some direction, I can demonstrate respectful and inclusive behaviour I can explain when something is unfair I can advocate for others I take action to support diversity and defend human rights, and can identify how diversity is

beneficial for my community, including online

Reflect on your competency learning today: What did the experience make you think about? How did the experience change your thinking about [choose a topic or issue]? What did you learn from this experience? What worked? What didn’t work? What thoughts (if any) does this experience give you about issues in your local community? Country?

The world? How have your assumptions or stereotypes (about people, a community, the world, etc.) been

challenged by the experience? What did you learn about yourself from this experience? Is service always helpful or effective? Who determines what’s best for a community? In what ways has your understanding of service changed? Is there any action that you will take as a result of what was done? What do you value? What do you want to embody? Write a letter to yourself detailing what they learned from an experience. Send yourself a letter of advice, reminding yourself of what you could do differently to defend

diversity and human rights. Record the steps you go through to show evidence that you have advocated for others.

What are some problems you see in the school that you believe the adults should be working to

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solve? What are some of the solutions to those problems? What are some positive ways you could talk to adults about these problems and solutions?

Building Relationships

With some support, I can be part of a group I am kind to others, can work or play co-operatively, and can build relationships with people of my

choosing I can identify when others need support and provide it I am aware of how others may feel and take steps to help them feel included I build and sustain positive relationships with diverse people, including people from different

generations

Reflect on your competency learning today: Invite students to share problem-solving strategies. Ask them to focus on how many different ways

they can effectively solve a problem. What would you do, or will you do, differently next time? What are you interested in learning more about? How will this experience affect your future? How will you share this experience and your learning with others? What is God leading you to do with this experience? How might God be calling you to use your gifts in light of this experience? How does this experience challenge you to live as a Christian in the world? Why is it important for you to be involved in service? What are some ways you could share this learning with your parents or family? What could you do today to help you develop better relationships with your peers? Why is it important for students in a school to have positive relationships with each other? What are some ways in which the adults in the school could help you improve the relationships you

have with your classmates? What are some things your classmates do that help you learn?

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What are some things you do in the classroom that you worry might prevent others from learning? What are some things you do in the classroom that you believe can help other people learn?

Online Resources Sources Used ‘Creating a Culture of Reflective Thinking: Core Competencies in Action’

Click HERE to access the Core Competency Network Group.

Click HERE for a bibliography for connecting Aboriginal Titles to the Core Competencies.

Click HERE to access kid-friendly videos to introduce the Core Competencies.

Click HERE to access a video collection.

CLICK - HERE to access 50 Questions to Students Think About What They Think.

Click - HERE to access Critical and Creative Thinking Ideas.

Click - HERE to access 7 Tools to Promote Reflective Thinking

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http://blog.whooosreading.org/7-tools-to-promote-reflective-thinking/#HERE

http://ncca.ie/en/Curriculum_and_Assessment/Post-Primary_Education/Senior_Cycle/Critical-and-Creative-Thinking.pdf#HERE

http://www.teachthought.com/critical-thinking/questioning/metacognition-50-questions-help-students-think-think/#HERE

https://www.youtube.com/user/mykidslocker#HERE

http://dormickpark.sd34.bc.ca/node/12683

http://www.strongnations.com/#HERE

http://corecompetencies.weebly.com/#HERE


©Permission given to copy for classroom use only. Images (excluding competency images) retrieved from Goggle Images with consideration of Fair Use.Credits: I would like to thank my colleagues whose help with editing, suggestions, as well as examples of self-assessment statements and questions were invaluable.

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1. Give students the Growing My Competencies mat/category cards. 2. Have students choose one to three “I can statements” and share their competency learning with a peer or teacher. 3. Teacher may choose to make notes of parts of the conversation.4. Inspire by a Critical Thinking activity from SD 67 Judith King [email protected]

What new learning can we celebrate?

©Permission given to copy for classroom use only. Images (excluding competency images) retrieved from Goggle Images with consideration of Fair Use.Credits: I would like to thank my colleagues whose help with editing, suggestions, as well as examples of self-assessment statements and questions were invaluable.

I can

I can

I can

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©Permission given to copy for classroom use only. Images (excluding competency images) retrieved from Goggle Images with consideration of Fair Use.Credits: I would like to thank my colleagues whose help with editing, comments and suggestions, as well as examples of self-assessment statements and questions were invaluable.

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Documents

The First Peoples Principles are not based on one ... A... · Web viewWhen children walk into our classrooms they bring their competencies with them! Development of core competencies