Supporting the Self-Assessment of Core Competencies

Transcription

1 Supporting the Self-Assessment of Core Competencies

2 Learning Intentions Understand the foundational principles of the Core Competencies.(Slides 3-7) Review how the Curricular and Core Competencies link. (Slides 8-10) Explore ways to use the language of the Core Competencies explicitly and intentionally. (Slides 11-16) Understand the importance of self-assessment. (Slides 17-20) Learn key scaffolds for self-assessing the Core Competencies. (Slides 21-32)

3 Foundations The Core Competencies are at the centre of the redesign of curriculum and assessment. Core competencies are sets of intellectual, personal, and social and emotional proficiencies that all students need to develop in order to engage in deep learning and life-long learning. (BC s New Curriculum)

4 Facets of the Core Competencies Communication Creative Thinking Critical Thinking Explain/recount and reflect Connect and engage with others Novelty and value Generating ideas Develop and design Analyze and critique Collaborate to plan, carry out, and review Acquire, interpret, and present information Developing ideas Question and investigate Personal strengths and abilities Relationships and cultural context Well-being Selfdetermination Building relationships Contributing to community and caring for the environment Personal value and choices Self-regulation Valuing diversity Solving problems in peaceful ways Positive Personal and Cultural Identity Personal Awareness and Responsibility Social Responsibility

5 Foundations: The Educated Citizen Core competencies are intended as the bridge between curricula and the educated citizen. They represent the development of the WHOLE child through learning experiences over time.

6 The Whole Child The Core Competencies are about the students personalization, inclusion, and diversity; about what students are becoming and how we can support them. The competencies come from students what they are doing, valuing, and exploring. (Sharon Jeroski)

7 Strength-Based THE COMPETENCIES ARE ALL ABOUT STRENGTHS. THEY ARE NOT THE INCOMPETENCIES!

8 By doing the Curricular Competencies students will be developing their Core Competencies!

9 Planning Learning Experiences Core Competencies are embedded within the Curricular Competencies Identify the Core Competencies connected to the curricular competencies and plan with them in mind.

10 [SCIENCE 9] Seek and analyze patterns, trends, and connections in data, including describing relationships between variables and identifying inconsistencies (Critical Thinking) [MATH 6]Communicate mathematical thinking in many ways (Critical and Creative Thinking, Communication) [SOCIAL STUDIES 8] Make reasoned ethical judgments about controversial actions in the past and present after considering the context and standards of right and wrong (Critical Thinking, Social Responsibility) [LANGUAGE ARTS 3] Create stories and other texts to deepen awareness of self, family, and community (Creative Thinking, Positive Personal and Cultural Identity, Personal Awareness and Responsibility) Code the Core Competencies (Communication, Thinking, Personal and Social) for each Curricular of every discipline you teach.

11 Be Explicit With Language Notice, name, and nurture the Core Competencies State how the learning experience promotes and develops Core Competencies

12 Teachers Journeys Here are some links to videos that show how teachers authentically incorporated the language and self-reflection of the Core Competencies in their classes. In essence it is their journey and their students journey. (Surrey primary teacher) (Langley Secondary teachers - good for middle/intermediate and secondary)

13 Connect Core Competencies to Learning Activities

14 Make the Core Competencies Explicit: Create Anchor Charts For example: What does thinking look like? What is good communication? How do we contribute to the classroom environment? What do you do when you want to generate lots of ideas? What strategies do we use when we are frustrated and angry? How do we collaborate effectively with others?

15 A class has unpacked an I can statement for the Communication Core Competency.

16 Anchor Chart: Thinking Students brainstormed what effective thinking looks and sounds like.

17 Importance of Self-Assessment Self-Assessment/Reflection Enables Students to: Gain the ability to assess their own strengths. Create realistic and achievable goals. Construct a clear plan to reach their goals. Provide examples and evidence of their learning. Have access to previous documentations of self-assessments to monitor their growth.

18 Self-Assess Throughout the Year Involve students throughout the year in self assessment opportunities help them better understand who they are, and the ways they are unique. Encourage students to talk about their attributes, skills and proficiencies in relation to the core competencies. Ask open-ended questions to prompt student reflection and gain the language in order to be meta cognitive. Provide greater opportunities for students to self-assess core competencies throughout the school year.

19 Find opportunities for students to self-assess in a variety of ways.

20 Reflecting on Learning Students reflected on their math learning journey from kindergarten to grade five.

21 Question to Prompt Reflection Generally, questions most effectively stimulate thinking (including reflective thinking) when they are: Engaging interesting to think about answer Authentic reflecting genuine curiosity about the student s thinking and ideas Open-ended no predetermined or limiting answer Accessible to students with a range of experiences and abilities Strength-based focused on what the student is able to do Flexible in Form of Response - open to responses in a variety of forms Used frequently, and integrated into a variety of activities

22 Scaffolds for Self-Assessing the Core Competencies Provide students with regular opportunities for self-reflection and goal setting. With practice, students learn to take greater responsibility for and ownership of their learning.

23 The Big Picture Teachers don t assess the Core Competencies, but rather develop them within their students. They are meant to be: Strength based Student owned Teacher supported Embedded across the curriculum Communicated throughout the school

24 Probing Questions for Self-Reflection of the Core Competencies Teachers can support students to clarify their self-reflection through open-ended questions. Every child is unique, so a variety of prompts is important.

25 Prompts Based on the Facets of the Core Competencies Can you describe some the ways you have collaborated with others in..? What strategies do you use when you want to generate lots of ideas? Talk about something you have designed in.. What do you see as your personal strengths? Can you talk about a time that you exercised some good choices that contributed to your well being How have you improved this year in building relationships with others? What goals have you met that you are proud of?

26 Students Reflect on Strengths with the I Can Statements CORE COMPETENCIES SOCIAL RESPONSIBILITY CRITICAL THINKING Analyze and Critique: I can s how 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 Question and Investigate: 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 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 CREATIVE THINKING 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 or passionate about 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 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 I can persevere over years if necessary to develop my ideas. I expect ambiguity, failure, and setbacks, and use them to advance my thinking SD#43 Tu Loan Trieu January 2016 PERSONAL AWARENESS AND RESPONSIBILITY 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 I can imagine and work toward change in myself and the world I take the initiative to inform myself about controversial issues 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 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 well0being 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 POSITIVE PERSONAL & CULTURAL IDENTITY Relationships and cultural contexts: 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 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 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 I understand I will continue to develop new abilities and strengths to help me meet new challenges 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 thoughtful actions to influence positive, sustainable change 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 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. 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 COMMUNICATION 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 Acquire, interpret, and present information (include 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 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) Explain/recount and reflect on experiences and accomplishments I give, receive, and act on feedback I can recount simple experiences and activites and tell something I learned I can represent my learning, and tell how it connects to my experiences and efforts

27 Sample Prompts for Student Reflection Tell about one of your learning goals. What are your strengths as a learner? How do you show that you were listening thoughtfully? What makes you want to get new ideas or try something new? How do you come up with ideas when you want to make something new at school or at home?

28 Documenting the Year-End Self- Ways to document self-assessment include: Assessment Advertisement/commercial Mind Map Body language Photo Essay Charts made from sorting Photographs Collages Poems Collections Questions Constructions Reference Letter or bio Dramatizations Spoken reflections Equations Stories Graphic Organizers Symbols Graphic Stories The story behind me Illustrations Videos Interviews (written or oral) Word cloud Lists

29 Possible Graphics Introduction to Core Competencies: Name: Teacher: Core Competency Self-Assessment Core Competency Evidence of my strengths I can improve on Communication o I can connect and engage with others (Example: I successfully presented information during my inquiry science project this fall.) (Example: I tend to take over group projects. My goal is to activity listen to others.) o I can acquire, interpret and present information o I can collaborate to plan, carry out and review activities o I can explain and reflect on my experiences Creative Thinking o I can generate new and valuable ideas o I can evaluate, develop and refine my ideas to make them a reality Critical Thinking o I can make judgements/conclusions based on reasoning o I can develop criteria for evaluating options o I can identify and explore questions and challenges Personal Identity o I appreciate how my identity is influenced by many aspects (family, friends, community, culture, experiences) o I can explain my values and how they affect my choices o I can identify my strengths, characteristics and skills Personal Awareness o I advocate for my ideas and celebrate my accomplishments o I take responsibility for my choices and actions o I set goals, monitor my progress, and regulate my emotions Social Responsibility o I create and maintain healthy relationships with my family, community, society and environment o I empathise with others, value diversity and solve problems in peaceful ways T C PS Name qcommunication Date: Artifacts, Samples, Examples: qthinking qpersonal and Social Self-Reflection: Communication Thinking Creative -Critical Personal Social I chose I chose I chose to show how I have been developing my to show how I have been developing my to show how I have been developing my communication skills. creative and critical thinking skills. personal awareness and social responsibility skills. It shows my communication because: It shows my thinking because: It shows my personal or social awareness because: I want you to notice I want you to notice I want you to notice Goals/Next Steps: One thing I would do differently next time is One thing I would do differently next time is One thing I would do differently next time is because because because Kelsey Keller -Kkeller@sd43.bc.ca

30 Provide Practice Opportunities

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32 Suggested Timeline April through May Notice, Name, and Nurture the Core Competencies Plan with them in mind Have students selfassessing June Students self-assess on one or more of the Core Competencies

33 Our job as teachers is not to prepare kids for something; our job is to help kids learn to prepare themselves for anything.