- Competencies don't seem to be at the heart of what we are doing in schools.
- Competencies are the core of the curriculum - the ends and the means - a focus for learning and they enable learning.. P12-13 Curriculum - that supports students to develop the key competencies.
- encourage and monitor the development of the competencies
- P38 curriculum clarify the conditions…..
- what is the success criteria for monitoring the development of the competencies?
- how do we monitor these competencies?
- how do we review and what changes to our approach do we need to make?
- Managing self - is not just about being organised - it is about participating and communicating, emotional well-being
- educational follies - we put everything in a box - when the 5 competencies came out, we put each one in its own box. (That's the way we've always done things around here)
- the competencies are not separate or stand alone - most often used in combination - p38
- what we do does not seem to relate to what the curriculum says about the competencies or the reporting relating to formative assessment and next steps.
- 1.thinking is the all pervasive competency - has to be and is threaded through all of the other competencies - cannot be separated.
- 2. Using language, symbols and text - what is it you think in? You think in language, symbols and texts, you cannot think with using them other than gut emotive reactions
- 3.managing self - if I don't - how will that affect participating and contributing and relationships - needs to go round
- 4. then participate and contribute and relate to others go into the middle.
- Attitudes of a life-long learner - COPE - these are the core of the attitudes within the competencies - could add more, but De Bono's idea - keep it simple is more important.
- Curiosity - the driving force of learning
- Open-mindedness - willing to review opinions, beliefs, thoughts and attitudes
- Persistence - pursues questions, goals, ideas and learning towards conclusion despite difficulties and obstructions
- Empathy - willingness and ability to consider needs, views beliefs and situation of others.
- Either are or are not being these (yes I do or no I don't do) - how frequently and for how long are the children showing the attitude - also in which context. E.g - will show them in science but not maths. - we are looking for that light switch to be on for longer and for more often. These would be used in each area if assessing separate areas - or whatever context we choose - maybe not necessarily maths/literacy because of national standards - could be though.
- 6 suggested cross competency skills
- ability to identify a problem or a need - basic to most complex identify, understand and use contextual vocabulary appropriately
- ability to create and use relevant questions to guide thinking,and gain information. Refers to the QuEsTioning Matrix
- ability to acquire, validate and use the needed information
- creating and critiquing information, argument, belief or theory - can children work kurt what they believe or create a theory or critique theories and beliefs of themselves and others?
- ability to make informed decisions with due consideration of possible options, consequences and the impact on others
- if we value added to our students how often they worked at the deeper levels of that skill, have we empowered them cross the competencies? as thinkers? learners, self - managers, participators, contributors? It is all about quality decision-making. Choice is a shallow word for decision….."you made a decision to do this…"
- 4 scale rubric example shared visually - not assessing competencies - monitoring the shifts in frequency and duration of the attitudes.
- https://docs.google.com/document/d/1XVO-SYkpTDfkL8gvygThEHNUnNGAH_ATCZ0aIGcfXpg/edit - this is the link to Trevor's Google Doc.
- emailed Trevor to receive some rubric samples that I will share at a later date. - Stage 4 is aspirational and most adults can't get there - but it should be what we are working towards - we don't get there all the time - but it can be done. Ensure the monitoring happens at least once a term - preferably 2. Celebrating the shared highs as they happen. The language of learning, thinking, relationships.
- Practically - children have an A3 learning map in an envelope - easily annotated - students have all six skills and rubric in front of them all the time - early on starting to introduce, then grow vocab all way through and students ultimately identifying the skills/attitudes themselves and sharing with the teacher.
A great session with lots of food for thought and questions to think about.
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