How to plan, teach and assess essential skills

How to Teach and Assess the Essential

Skills all Learners Need© Dan Buckley – please share and reuse under creative commons

ensuring to link references to the author and/or to www.learningbyladders.com

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Introduction to

All learners should have frequent opportunities to practice the skills that will help them be successful throughout their life such as the ability to Self-manage, Engage, Create, Reflect, Enquire and collaborate in Teams. The first letter of all these spells SECRET. Our job as educators is to make sure learners recognise and share their SECRETs

This PPT provides an easy step by step way for teachers to build such opportunities into their lessons and then assess the progress made.

This PPT only covers levels 1-4 of each skill because higher levels require a greater degree of student self direction than is usually possible in a classroom setting. Resources to cover levels 5 and above as well as resources covering sub level 1, can be found at www.learningbyladders.com. These include links to ‘Challenge based learning’, ‘Problem based learning’ and ‘Project based learning’.

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How to use this resource Choose a lesson you are

due to teach soon

Check which SECRET skill fits it best using step 1

Create an ‘Assessment Rubric’ for your lesson or

use the suggested ones e.g.

Record assessments in this SECRET skill

for each student e.g.

Students should have regular opportunities to practice their essential SECRET skills.

The easiest way is to just get started today!

1. Choose an activity you are due to teach

2. Level Check your planned activity. Is it suitable?

3. Choose a rubric for assessment

4. Record the assessment for each student then start again

Use a ‘LEVEL CHECK’ to check the level of challenge of your planned lesson e.g

For SECRET skills higher than level 4 click here

For a more detailed version splitting each SECRET skill into its four component parts click here

Start here

Step one: Choose which SECRET skillSECRET Skill What kind of activity are you planning?

Self ManagerClick here if you want students to practice Self Management skills AND/OR work on difficult tasks with challenging deadlines.

Engaged ParticipatorClick here if you want students to practice Engagement skills AND/OR get involved in an issue or campaign

Creative ThinkerClick here if you want students to practice Creativity AND/OR create their own resources, stories or solutions to problems

Reflective LearnerClick here if you want your students to practice Reflective Learning AND/OR present to their peers and invite feedback to help them plan improvements

EnquirerClick here if you want your students to practice Enquiry AND/OR conduct research in which they consider both sides of an argument

Team workerClick here if you want your students to practice Collaboration AND/OR work in self directed teams to provide an outcome

Back to flow diagram

Level Check: Check the level of Self Management

challenge in your planned lesson

S E C R E TSelf Management

SECRET Skills – “Share your SECRETs, don’t keep them to yourself” ©Dan Buckley 2004 please use and reuse these slides but link to www.learningbyladders.com

Next time you teach your class something you know they will find difficult…Use this key to modify your lesson so that it is suitable as a self management skills challenge

Q – Is the challenge difficult enough for students to need to try a few ideas before one is likely to work?If No then stop here, your activity is level 0 so is not really suitable. If YES then carry on to the next question

Q – Will the challenge require so much effort and organisation that most will feel proud and relieved to finally achieve it?If No then stop here, your activity is level 1. If YES then carry on to the next question

Q – Will it involve coping with lots of smaller challenges such as how to organise their time, and deal with set backs?If No then stop here, your activity is level 2. If YES then carry on to the next question

Q – Will pupils be given clear deadlines and an expected outcome for the challenge? Will the project be set over two sessions so that students have to create their own mid term deadlines and do preparation in between the two sessions? If No then stop here, your activity is level 3. If YES then it is definitely suitable as a level 4 challenge but may actually be level 5 or higher. Click here if you want to check it against higher levels.

Continue to the Assessment Rubric Go back to main menu

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Example Assessment Rubric for levels 1-4

S E C R E TSelf Management


4Award level 4 to people if the project was spread over two sessions or more and they…• added in extra deadlines to keep the team on track. • Were positive, driven and active right up to the deadline• Did additional preparation between the two sessions so you could all start quickly• Dealt with problems and emotions in the team calmly and effectively

3 Award a level 3 to people in your team who helped to organise your team so you hit the final deadline. They were the ones who kept going when others got angry, frustrated or gave up.

2 Award a level 2 to anyone who ‘bounced back’ whenever there was a problem and helped others who were getting stressed. Even though your team failed to complete the challenge.

1 Award a level 1 to everyone in your team who was positive and kept you all on task?

Peer Assessment Grid for assessing Self Management Skills up to level 4

Look at much more detailed rubrics Go back to Main Menu See an example of a Basic recording chart


Example Basic Recording Chart for SECRET skills

Self ManagerLevel 1 = Positive and

kept others on task2 = Bounced back

after every set back3 = Organised the whole team to hit the deadline

4 = Prepared between sessions and actively guided others helping them self organise

John HDan B

Sarah SEsme DFtiu F

Noah SJen Y

Writing summaries of each level into the recording sheet is a great way of both completing the table for each student and reviewing the results. Remember that all of 1 AND 2 must be true to tick box 2. This is because it is not possible to add all the detail to the final box.

Go back to main menu See another example of a recording chart Look at much more detailed rubrics

Level Check: Check the level of Engagement challenge in your planned lesson

S E C R E TEngaged Participation


Q – Will most pupils have the chance to debate a ‘right or wrong’ issue and come up with ideas for how they personally could get involved to improve things?If No then stop here, your activity is level 0. If YES then carry on to the next question

Q – Will pupils debate an issue, hear people’s views and come up with their own suggestions to make a difference ?If No then stop here, your activity is level 1. If YES then carry on to the next question

Q – Will pupils have the opportunity to consider an issue as a whole group (15+ people?) and work out what different skills people could bring to make a difference AND what different views they have e.g. about what is fair?If No then stop here, your activity is level 2. If YES then carry on to the next question

Q – Will the activity unlock positive passions: Will pupils who feel strongly about an issue be able to whip up support for a campaign or get the class actively involved in some way? E.g. taking charge of charity raising for a cause they believe in.If No then stop here, your activity is level 3. If YES then it is definitely suitable as a level 4 challenge but may actually be level 5 or higher. Click here if you want to check it against higher levels.



http://learningbyladders.wordpress.com/secret/effective-participator/


S E C R E TEngaged Participation


4 Award level 4 to people if they really do get people thinking and manage to stir up passions and enthusiasm for a project that goes on to actually make a difference, help people or raise money.

3Award a level 3 to people in your team who collect the views of everyone in the wider group (15 or more views) and then work out what skills they have in their team to pull together and make the biggest impact.

2 Award a level 2 to anyone who listens to other people’s views about an issue and comes up with suggestions for how they could have an impact through their own actions.

1 Award a level 1 to everyone in your team who can debate a right and wrong issue and come up with suggestions for how they could improve things




Engaged / Effective ParticipatorLevel 1 = Debated

right and wrong2 = listened to

other’s opinions 3 = Collects views to find a big

issue and suggests a plan 4 = Actually completes a project that works and engages others

John HDan B

Sarah SEsme DFtiu F

Noah SJen Y


Go back to main menu See another example of a recording chart

Level Check: Check the level of Creative challenge in your planned lesson

S E C R E TCreative Thinking


Q – Will all pupils be expected to present their final work in very different ways (and did they)?If No then stop here, your activity is level 0. If YES then carry on to the next question

Q – Are some pupils likely to be surprised or pleased (in a good way!) when they see what others in the group create?If No then stop here, your activity is level 1. If YES then carry on to the next question

Q – Will the classroom be safe to make mistakes in and safe to come up with strange or new ideas involving ‘lateral thinking’? Will people have the chance to criticise only in respectful and supportive ways?If No then stop here, your activity is level 2. If YES then carry on to the next question

Q – Will pupils explore other’s ideas or established ideas in depth and find new angles, new twists or produce something complementary or solve a problem in an original way?If No then stop here, your activity is level 3. If YES then it is definitely suitable as a level 4 challenge but may actually be level 5 or higher. Click here if you want to check it against higher levels.



http://learningbyladders.wordpress.com/secret/creative-thinker/


S E C R E TCreative Thinking


4 Award level 4 to people if people are able to build on the ideas of others to create something new and imaginative perhaps from a new angle or a new approach.

3 Award a level 3 to people in your team who felt safe to make a ‘strange’ suggestion and keep on contributing and listening to people’s opinions even if others didn’t get their ideas

2 Award a level 2 to anyone who comes up with an good idea or something that surprises you in a good way and is different to how others approached it.

1 Award a level 1 to everyone in your team who presents or adds to their work in a way that is different from everyone else.




Creative ThinkerLevel 1 = Their work

is different2 = Good idea or

different approach3 = Confident in their

suggestions and new ideas4 = Listens and builds on ideas

of others adding their ownJohn HDan B

Sarah SEsme DFtiu F

Noah SJen Y



Level Check: Check the level of Reflective challenge in your planned lesson

S E C R E TReflective Learning


Q – Will all pupils get the chance to set themselves a personal challenge, try it out for more than 10 minutes, share what they learned and ask others what they thought about it?If No then stop here, your activity is level 0. If YES then carry on to the next question

Q – Will pupils receive feedback to help them improve their work AND have the opportunity to try and use this feedback?If No then stop here, your activity is level 1. If YES then carry on to the next question

Q – Will all pupils get chances to reflect on own and other people’s work , sharing positive ideas for how they could improve?If No then stop here, your activity is level 2. If YES then carry on to the next question

Q – Will pupils have chances to talk openly of extra challenges they have set themselves to personally improve and openly receive recognition as well as feel confident to share mistakes and learn from them? If No then stop here, your activity is level 3. If YES then it is definitely suitable as a level 4 challenge but may actually be level 5 or higher. Click here if you want to check it against higher levels.



http://learningbyladders.wordpress.com/secret/reflective-learner/


S E C R E TReflective Learning


4Award level 4 to people if they set themselves challenges in areas that test their confidence and that they keep to for at number of lessons, responding to help and suggestions from others and giving advice to others to help them too.

3 Award a level 3 to people in your team who shared positive suggestions and ideas for how others could improve and then invited comments from others that they then usefully used themselves.

2 Award a level 2 to anyone who responds to feedback and makes actual improvements.

1 Award a level 1 to everyone in your team who manages to set themselves a personal challenge, keep to it for more than 10 minutes and then explain what they have improved.




Reflective LearnerLevel 1 = Sets

personal challenge

2 = Responds to feedback

3 = Accepts and gives constructive positive feedback

4 = Sets challenges out of comfort zone based on advice

John HDan B

Sarah SEsme D

Ftiu F

Noah S

Jen Y



Level Check: Check the level of Enquiry challenge in your planned lesson

S E C R E TEnquiry Skills


Q – Will Pupils have freedom to explore (e.g. a question, object or idea) in ways they want to and reach their own conclusions?If No then stop here, your activity is level 0. If YES then carry on to the next question

Q – Will most pupils be helped to think logically before starting their enquiry by listening to other people’s ideas?If No then stop here, your activity is level 1. If YES then carry on to the next question

Q – Will most pupils make up their own question to explore…. AND …. explore at least 2 different answers or 2 different views?If No then stop here, your activity is level 2. If YES then carry on to the next question

Q – Will pupils do research on a topic with differing opinions so they have the chance to demonstrate they can consider both sides fairly? If there is lots of information they can give reasons for only using some of it. Or if they decide to use the Scientific method they do so through fair tests, changing only one variable at a time.If No then stop here, your activity is level 3. If YES then it is definitely suitable as a level 4 challenge but may actually be level 5 or higher. Click here if you want to check it against higher levels.



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S E C R E TEnquiry Skills


4 Award level 4 to people who can deal with a question by looking at all of the evidence systematically and come up with well balanced, thought out and evidenced conclusions that make a clear case.

3Award a level 3 to people in your team who explores a question that has FOR and AGAINST arguments or different theories and ideas. They find information for both sides and come to conclusions about what they have found out.

2 Award a level 2 to anyone who thinks up a question to explore and then listens to other people, collects information and works out answers.

1 Award a level 1 to everyone in your team who thinks up a question to explore and then tries to answer it.




Enquiry SkillsLevel 1 = Explores

own question2 = Answers

using research3 = Conclusion after presents

for and against arguments4 = Balanced and systematically fair answer to complex question

John HDan B

Sarah SEsme DFtiu F

Noah SJen Y



Level Check: Check the level of Collaborative challenge in your planned lesson

S E C R E TTeam Work


Q – Will all pupils be working in teams for at least 5 minutes? If No then stop here, your activity is level 0. If YES then carry on to the next question

Q – Will all students in each team have their own role (e.g. Leader, Coach, Manager and Evaluator?) If No then stop here, your activity is level 1. If YES then carry on to the next question

Q – Will there be at least an hour so teams can decide on roles, work on the task then meet to discuss how it went at the end?If No then stop here, your activity is level 2. If YES then carry on to the next question

Q – Will pupils have a few hours to show they can work as a self directed team reliably to deliver a resource or a service designed to help others without needing reminding?If No then stop here, your activity is level 3. If YES then it is definitely suitable as a level 4 challenge but may actually be level 5 or higher. Click here if you want to check it against higher levels.



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S E C R E TTeam Work


4Award level 4 to people who were essential to the success of the team because they played their part well and reliably for a number of sessions without fail. For anyone in the team to be awarded level 4 the whole team must have met their target to provide a service or resource to other people reliably

3Award a level 3 to people in your team who can keep other people on task or help them improve. They check everyone is keeping up and playing their part as well as giving positive suggestions for how people could contribute better.

2 Award a level 2 to anyone who listens to their specific roles and carries their role out reliably. They never are in a position where they have nothing to do. If they finish their part they find some other way to help.

1 Award a level 1 to everyone in your team who works on the team project for the whole time and keeps focussed.




Team Working SkillsLevel 1 = Keeps

focussed2 = Carries out their role well

3 = Regulates the team so everyone always on task

4 = Whole team hits target, they were essential to success

John HDan B

Sarah SEsme DFtiu F

Noah SJen Y



Example Basic Record for SECRET skills Levels 1-4

Self Manager Engaged Creative Reflective Enquirer Team WorkerLevel 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4 1 2 3 4John HDan B

Sarah SEsme DFtiu F

Noah SJen Y

Mark G

One idea is to leave this chart open in the room, students write in a back slash when they have peer assessed a level. Teacher adds a forward slash if they agree or have assessed them. Only highest level is recorded. Each lesson activity just concentrates on one skill area.


Set a level 4 challenge for specific students to do independently

outside of their lessons in their own directed time – see an example here

Continuing beyond level 4

Start here

Check which SECRET skill fits it best using step 1

Create an ‘Assessment Rubric’ for your lesson or

use the suggested ones e.g.

Record assessments in this SECRET skill

for each student e.g.

Use a ‘LEVEL CHECK’ to check the level of challenge of your planned lesson e.g

Students at level 4

All students continue to practice

Choose a lesson you are due to teach soon

For students who successfully pass an individual level 4 challenge, set

a level 5 challenge

Continue up to level 9. Typically, level 6 challenges take 6 months

each to complete.

http://learningbyladders.wordpress.com/studentleadership/level-4-leadership-challenges/self-managing-leaders/

Looking at each skill in more depth

General Planning

Cognitive (Think deeper)

Strategic (Work it out)

Emotional (Feel it)

Social (Share it)

Self Manager Key Manage Risk Be Organised Go for it. Finish it Manage Emotions

Engaged Participator

Key Persuade Others Find Solutions Identify Issues Get Involved

Creative Thinker Key Imagine Make Links Take Creative Risks Question Assumptions

Reflective Learner Key Set Yourself Challenges Plan-Do-Review Invite Feedback Share Learning

Enquirer Key Explore a Question Evaluate Evidence Stay Objective Reach Conclusions

Team worker Key Take Responsibility Manage the team Build team strengths Evaluate the team

For examples of how to record student achievement see here: Example 1 , Example 2, Example 3, Example 4

Go back to main menu Each SECRET skill has emotional, social, strategic and cognitive elements. Click on a specific skill name for more detail. A full curriculum of opportunities would provide for all of these.

http://learningbyladders.wordpress.com/self-manager/






Looking at each skill in more depth

General Planning

Cognitive (Think deeper)

Strategic (Work it out)

Emotional (Feel it)

Social (Share it)

Self Manager Key Manage Risk Be Organised Go for it. Finish it Manage Emotions

Engaged Participator

Key Persuade Others Find Solutions Identify Issues Get Involved

Creative Thinker Key Imagine Make Links Take Creative Risks Question Assumptions

Reflective Learner Key Set Yourself Challenges Plan-Do-Review Invite Feedback Share Learning

Enquirer Key Explore a Question Evaluate Evidence Stay Objective Reach Conclusions

Team worker Key Take Responsibility Manage the team Build team strengths Evaluate the team

For examples of how to record student achievement see here: Example 1 , Example 2, Example 3, Example 4

Go back to main menu Each SECRET skill has emotional, social, strategic and cognitive elements. Click on a specific skill name for more detail. A full curriculum of opportunities would provide for all of these.

http://learningbyladders.wordpress.com/self-manager/






Be organisedS E C R E TSelf Management


4To be well prepared for this activity I had to do some preparation work and remember to bring it in with me. I got started on the activity straight away without needing reminding and I completed the task using what I brought with me to the lesson. (Example – remembering ingredients and preparing the recipe for a cooking project)

3I never forget any equipment I need for my lessons. I have pens, pencils, calculators etc. If people forget something they are very likely to ask me if they can borrow from me because I am known for being organised. If you are not sure what lessons we have tomorrow you would probably ask me.

2 I am never late and if you look at my work, it has headings underlined, dates present and if I do leave gaps to fill in afterwards then I remember to go back and fill them in.

1 If I have two things to do I can choose which one should be done first. (I can prioritise – For example I decide to write out a question before answering it or decide to write the date before starting my work)

Levels 5 and higher click here

http://learningbyladders.wordpress.com/secret/self-manager/be-organised/


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Manage riskS E C R E TSelf Management


4I volunteered for a new activity or one in which I was not confident. I thought about the risks, asked for advice from a reliable source I could trust, and then decided the risk was worth the achievement and decided to try even though I was nervous.If the advice is that something is too risky then I listen to that advice and don’t try even if I’m not nervous.

3If I am not sure or I am nervous I ask someone who is responsible for advice. I know that it is just advice and I still have to make my own decisions but I am willing to try things out if I have been reassured. I pass on the advice to others and will check if they are not sure.

2 I make an area safer before doing an activity. For example I can move things that we might bump into.

1 I have the courage to tell others to be careful if I think they are doing something unsafe or risky.


http://learningbyladders.wordpress.com/secret/self-manager/manage-risk/



Go for it, finish it!S E C R E TSelf Management


4I have stuck with a hard problem or project till it was solved which took at least two hours. At least once, I wasn’t enjoying it and so I had to steel myself up. I used methods like stopping for breaks, giving myself rewards and trying to think about how it would feel to finish.

3 I can describe something I have achieved that was difficult. Other people I was working with gave up and I wanted to give up as well but I carried on because I knew I would feel good in the end.

2 I have evidence of something that took me lots of attempts and lots of time and I am really proud that I finished it.

1 I can try again when something doesn’t work first time. E.g. building a tower from dominoes.


http://learningbyladders.wordpress.com/secret/self-manager/go-for-it-finish-it/



Manage emotionsS E C R E TSelf Management


4I congratulate myself when I have done something well. When something goes wrong I admit it to myself. I can think of times when I was down and I found ways to make myself positive again. I didn’t ignore the feelings that were making me feel down but found ways to make them less important.

3 I always stay in control. I can think of examples when someone was being unkind or angry and I managed to stay calm, polite and confident.

2 I can talk about my emotions to my friends and listen to when they talk about theirs.

1 I am positive and can focus on the activity well.


http://learningbyladders.wordpress.com/secret/self-manager/manage-emotions/



Get involvedS E C R E TEngaged Participation


4 Award a level 4 if the person not only engages with everyone in the class but enables others to do so as well. They deal really positively with people who may be critical, argumentative or unhelpful.

3 Award a level 3 if the person knows the opinion of everyone in the class regarding an issue, regularly tries to talk to people, knows their names and listens to their view points.

2 Award a level 2 if the person can name lots of extra clubs and activities they are regularly involved with.

1 Award level 1 if the person is always volunteering to help and enjoys helping others.


http://learningbyladders.wordpress.com/secret/effective-participator/get-involved/



Identify issuesS E C R E TEngaged Participation


4Award level 4 if the person can ask people around them about issues like global warming or cruelty to animals and find out what is the issue most people have feelings about. They can describe which issues matter most to the people around them and give examples.

3Award level 3 if the person is able to put themselves in someone else’s shoes and feel sad or angry about when they were treated unfairly. They control their emotion and either just listen or suggest ideas to help.

2 Award level 2 if the person has opinions they feel strongly about and have their own ideas for how to improve things. They may feel passionately or emotionally about some issues .

1 Award level 1 if the person has a good sense of what is right and wrong. Especially if they have thought about why some things are right and some are wrong.


http://learningbyladders.wordpress.com/secret/effective-participator/identify-issues/



Find solutionsS E C R E TEngaged Participation


4I have solved a problem that needed lots of different resources and people. For example if we were creating a poster display quickly we would need someone to agree the space, someone to find paper and materials, someone to decide content etc. This needs a quick plan and everyone needs clear jobs.

3 Award level 3 if the person solves a problem with someone else by breaking it into different tasks and then do their own parts so that together they get it done much faster.

2 Award level 2 if the person can solve problems without any help.

1 Award level 1 if the person comes up with good ideas


http://learningbyladders.wordpress.com/secret/effective-participator/find-solutions/



Persuade othersS E C R E TEngaged Participation


4 Award level 4 if the person can put together lists of reasons FOR and AGAINST when considering a difficult decision they have to make. They can explain their decision and how they thought about other opinions.

3 Award level 3 if the person can listen to other peoples reasons for making a choice, explain their own reasons and then come up with a decision that they have thought about both opinions.

2 Award level 2 if the person can convincingly explain why it is better to do thing than another when there is a difficult decision to be made.

1 Award level 1 if the person can give a reasons for actions they have taken.


http://learningbyladders.wordpress.com/secret/effective-participator/persuade-others/



ImagineS E C R E TCreative Thinking


4 Award level 4 if the person can be inspired by a story, art, dance etc. And build on these ideas to create something themselves that is inspired by the idea or the methods used.

3 Award level 3 if the person can use an analogy to explain how something works. They could also suggest things that have not been invented yet or new characters to explain how something COULD work.

2 Award level 2 if the person is able to tell a story using role-play or art or dance (any creative form) and can talk respectfully about other people’s stories .

1 Award level 1 if the person can give examples of art, songs or writing to help them explain how they are feeling.


http://learningbyladders.wordpress.com/secret/creative-thinker/imagine/



Make linksS E C R E TCreative Thinking


4Award level 4 if the person can link things together that don’t normally go together. They may use metaphors to say how one thing is like another or merge different objects or sounds in new ways based on things they have in common.

3Award level 3 if the person can play spot the odd one out. People can give them four objects and they find ways of linking them together with words. For example a spoon and a cupboard may both be made of wood and could both be found in the kitchen.

2 Award level 2 if the person can put things into groups and then find other ways of grouping them.

1 Award level 1 if the person can put things into groups based on what they have in common


http://learningbyladders.wordpress.com/secret/creative-thinker/make-links/



Question assumptionsS E C R E TCreative Thinking


4 Award level 4 if the person can question something that most people take for granted and suggest other ways of looking at things.

3 Award level 3 if the person can ask ‘why’ questions about past events and can suggest how the world may have been different if people in the past had made different choices.

2 Award level 2 if the person can think of something that they believe only their family does and most other families don’t do. They don’t assume the way that their family does it is better in any way.

1 Award level 1 if they ask a good question that is hard to answer.


http://learningbyladders.wordpress.com/secret/creative-thinker/question-assumptions/



Take creative risksS E C R E TCreative Thinking


4 Award level 4 if the person takes part in an exhibition of their work or a production or performance of their own work or ideas, sharing things that are new or they are nervous about or feel strongly about.

3 Award level 3 if the person takes a risk by presenting to an audience or acting our a performance. Basically it is something that has a risk of going wrong but they try it anyway.

2 Award level 2 if the person comes up with a surprising way to end a story or create a piece of work. Their ideas seem quite original.

1 Award level 1 if the person’s work in this task is different from everyone else’s


http://learningbyladders.wordpress.com/secret/creative-thinker/take-creative-risks/



Set yourself challengesS E C R E TReflective Learning


4 Award level 4 if the person identifies something they are currently not very good at and then challenges themselves to improve it and carries out this challenge.

3 Award level 3 if the person listens to how someone else would achieve a challenge and then tries this method themselves. For example they may try someone else’s method for revising.

2 Award level 2 if the person has set themselves a challenge and then carries it out.

1 Award level 1 if the person tries something they don’t normally do. They may try working in a different way for example


http://learningbyladders.wordpress.com/secret/reflective-learner/set-yourself-challenges/



Plan-do-reviewS E C R E TReflective Learning


4 Award level 4 if the person makes a plan to improve something or learn something and then sticks to their plan for a week or more, improving as they go. They evaluate how well they met their own challenge.

3 Award level 3 if the person does a good plan that sounds like it will work well and while they are carrying it out they make improvements as they go.

2 Award level 2 if the person plans what they will do, carries it out and then evaluates it afterwards to tell you how they could have done it better.

1 Award level 1 if the person chooses an activity and then sticks at it for at least 10 minutes.


http://learningbyladders.wordpress.com/secret/reflective-learner/plan-do-review/



Share learningS E C R E TReflective Learning


4 Award level 4 if the person can be honest about mistakes they have made and how they plan to put them right or improve them.

3 Award level 3 if the person is able to review the last few days and give examples of things they have learned, things they thought about afterwards and things they should have done to improve.

2 Award level 2 if the person can give examples of what they have learned and categorise them into most to least important OR most to least improvement etc.

1 Award level 1 if the person can give examples of things they have learned while doing the activity.


http://learningbyladders.wordpress.com/secret/reflective-learner/share-learning/



Invite feedbackS E C R E TReflective Learning


4Award level 4 if the person gets the balance right by being truthful about others work but in ways that are both helpful and positive. They ask for feedback from other people themselves and whatever they are told they respect the opinion and thank them without arguing with them or taking offence.

3 Award level 3 if the person is able to give helpful and useful comments to other people explaining how they could improve their work as well as seeking helpful comments from others.

2 Award level 2 if the person acts on comments from others and improves a piece of their work.

1 Award level 1 if the person asks for opinions about their work and listens to them.


http://learningbyladders.wordpress.com/secret/reflective-learner/invite-feedback/



Explore a questionS E C R E TEnquiry Skills


4 Award level 4 if the person’s project focusses on questions that nobody else in the class are exploring. They ask lots of questions such as ‘how’, ‘what’ and ‘why’ and write explanations in their own words.

3 Award level 3 if the person does a project based on a question they chose themselves. For example a project to explore why penguins can’t fly.

2 Award level 2 if the person chooses a question to explore or find out about and then shares, writes up or records what they found out.

1 Award level 1 if the person decides to find something out by themselves and then does.


http://learningbyladders.wordpress.com/secret/enquiry/explore-a-question/



Evaluate evidenceS E C R E TEnquiry Skills


4Award level 4 if the person selects evidence that helps them to answer their central question. They stay focussed on this question. They give good reasons why they included some pieces of evidence and rejected others

3 Award level 3 if the person can do some research for a project and then, after they have lots of pieces of information, just choose the pieces that are relevant and useful rejecting the rest.

2 Award level 2 if the person can win a game of 20 questions (a game in which one person thinks of a random object and the other person asks them up to 20 questions that can only be answered with ‘yes’ or ‘no’ .

1 Award level 1 if the person can consider a question and give good reasons why they think it is true or false.


http://learningbyladders.wordpress.com/secret/enquiry/evaluate-evidence/



Stay objectiveS E C R E TEnquiry Skills


4Award level 4 if when exploring a question in a project where there are at least two different opinions they spend the same time on each one. For example some people think we should eat meat and other people think we should not. At this level the person would be able to explore both views equally.

3 Award level 3 if the person can write or record two different views about the same issue. For example, play both parts in a pretend argument.

2 Award level 2 if the person can use their own ideas and other people’s ideas when they answer a question, solve a problem or a puzzle.

1 Award level 1 if the person can give examples of different people’s ideas and opinions about the same problem or question.


http://learningbyladders.wordpress.com/secret/enquiry/stay-objective/



Reach conclusionsS E C R E TEnquiry Skills


4 Award level 4 if the person finishes a project based on a question and has give clear answers to this question. If others read their project they would probably agree because the evidence is clearly set out.

3 Award level 3 if the person can summarise their project by pulling out the most important things they found out first as well as including some of the less important things.

2 Award level 2 if the person can hear or read different opinions and then at the end of the project /day make a decision on their own views by putting together good reasons.

1 Award level 1 if the person hears or reads about what different people believe and then decide what they believe themselves.


http://learningbyladders.wordpress.com/secret/enquiry/reach-conclusions/



Take responsibilityS E C R E TTeam Work


4Award level 4 if the person leads by example. They lead a team through a lengthy project that may last for more than 3 hours broken up into smaller sessions. They remember to do their part and they are willing to do different roles to help. They take responsibility for how the team works together and checking all the roles are covered

3 Award level 3 if the person pulls the team together and makes sure everyone has clear roles that are agreed. They would be described as ‘fair’ by the rest of the team.

2 Award level 2 if the person is able to lead the team without being dominant. For example they may share the different jobs that need doing or work out rules to a game.

1 Award level 1 if the person volunteers for jobs


http://learningbyladders.wordpress.com/secret/team-worker/take-responsibility/



Manage the teamS E C R E TTeam Work


4Award level 4 if the person is not only clear about what every member of the team should be doing but is also aware of the target they are all trying to achieve. They break this up so that each member of the team has their own targets for what they need to get done. They may have an action plan or lists with deadlines.

3 Award level 3 if the person is really clear about what every member of the team should be doing at any one time and helps people keep up and keep the whole team on track.

2 Award level 2 if the person checks on how well the team is doing and then positively helps those that are in danger of slowing the team down.

1 Award level 1 if the person is quick to help others in their team who need help


http://learningbyladders.wordpress.com/secret/team-worker/manage-the-team/



Evaluate the teamS E C R E TTeam Work


4Award level 4 if the person is able to create a report explaining what the team did well and what improvements could be made. They are most humble about their own contribution. If someone in the team does complain about them they listen, stay calm and positive, make lots of eye contact and see if they can agree with anything. People feel safe sharing their concerns with this person.

3Award level 3 if the person can praise each person by name for what they did to help the team but can also invite others to suggest improvements not by asking them but by setting an example by first being honest about how they could have improved.

2 Award level 2 if the person praises people when they have done something that helped the team. They praise things that most people would agree have been done well (not just praising anything randomly!).

1 Award level 1 if the person often lets the other people in the team know what they have done well.


http://learningbyladders.wordpress.com/secret/team-worker/evaluate-the-team/



Build team strengthsS E C R E TTeam Work


4Award level 4 if the person is able to defuse arguments in the team and between other teams. They stay calm and positive and try to explain two sides of any argument. If there are rules then they will work to make sure that people understand them and have the skills they need to follow them

3 Award level 3 if the person supports others in the team. They make sure that everyone’s voice is heard, make sure jobs are given out fairly and check people feel confident in what they are doing.

2 Award level 2 if the person cares about everyone in their team. They may be checking people are OK, cheering people up or checking people are happy and coping with their jobs.

1 Award level 1 if the person shows respect to everyone in their team


http://learningbyladders.wordpress.com/secret/team-worker/build-team-strengths/



Example of a recording chart for the SECRET skills

Level 4

Level 3

Level 2

Level 1

Manage Risk

Be Organised

Go for it. Finish it

Manage Emotions

Persuade Others

Find Solutions

Identify Issues

Get Involved

Imagine

Make Links

Take Creative Risks

Question Assumptions

Set Yourself Challenges

Plan-Do-Review

Invite Feedback

Share Learning

Explore a Question

Evaluate Evidence

Stay Objective

Reach Conclusions

Take Responsibility

Manage the team

Build team strengths

Evaluate the team

Self Manager Engaged Creative Reflective Enquirer Team Worker

Student name____________________________

Example 2

Level 1 Level 2 Level 3 Level 4

Self Manager

Manage Risk Be Organised

Go for it. Finish it Manage Emotions

Engaged Persuade Others

Find Solutions Identify Issues Get Involved

CreativeImagine

Make Links Take Creative Risks


ReflectiveSet Yourself Challenges

Plan-Do-Review Invite Feedback Share Learning

EnquirerExplore a Question Evaluate Evidence

Stay Objective Reach Conclusions

Team Worker

Take Responsibility Manage the team

Build team strengths Evaluate the team

A recording sheet for each student for the first four levels of the SECRET skill ladders

Example 3 recording chart for the SECRET skills

John HDan B

Sarah SEsme DFtiu F

Noah SJen Y

Mark G

Manage Risk

Be Organised

Go for it. Finish it

Manage Emotions

Persuade Others

Find Solutions

Identify Issues

Get Involved

Imagine

Make Links

Take Creative Risks


Set Yourself Challenges

Plan-Do-Review

Invite Feedback

Share Learning

Explore a Question

Evaluate Evidence

Stay Objective

Reach Conclusions

Take Responsibility

Manage the team

Build team strengths

Evaluate the team

Self Manager Engaged Creative Reflective Enquirer Team Worker

Used to show level 1 Used to show level 2 Used to show level 3 Used to show level 4

Education

How to plan, teach and assess essential skills