Beths Powerpoint
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The document discusses key competencies for students and outlines several important points: 1. It defines key competencies as generic skills needed by everyone across many contexts, while specific competencies are only needed in certain contexts. 2. The five key competencies are thinking, using language/symbols/texts, managing self, relating to others, and participating/contributing. 3. Developing key competencies requires pedagogical changes for teachers and opportunities for students to practice and transfer skills across different contexts with feedback. 4. Assessment of competencies is challenging but anecdotal evidence and student self-assessment against agreed criteria can provide useful information on developing competency levels.
Beths Powerpoint
- 1. Key Competencies Unlocking the future for our students
- 2. Key Changes (from the draft) * Treaty of Waitangi – more overt *Values - stronger focus on sustainablity *Te Reo/NZSL included as official languages (English as defacto official) * designing school curriculum rewritten *explicit statement about requirements * purpose & scope added *vision - connections to the land added * teaching as inquiry added to pedagogy
- 3. Definition of Terms Key competencies Are generic and needed by everyone across many life contexts to meet important challenges Specific competencies Are only needed in certain contexts. Cannot be used effectively without key competencies and vice versa
- 4. Key Competencies Knowledge, skills, attitudes and values cannot be separated Key competencies are interrelated and used together They are developed throughout life
- 5. Key Competencies The ways competencies are manifested will differ in different contexts Proficiency should be seen as the ability to combine and use competencies in increasingly complex contexts
- 6. 5 Key Competencies Thinking Understanding languages, symbols and texts Relating to others Managing self Participating and contributing
- 7. Process of learning new skills (Zimmerman & Kitsantas (1997) The learner is able to adapt the new skill to use it in new ways in response to new challenges The learner no longer has to rely directly on the model or the teacher because they have become proficient in the skill The learner tries the activity and receives feedback from the teacher as needed The skill is modeled so the learner gains a mental model Self-regulation Self-control Imitation Observation of the Teacher
- 8. Thinking
- 9. What opportunities do students have to actively practice thinking? How are they introduced to a variety of thinking patterns and skills? What opportunities do students have to transfer what they learn about thinking in one context into different contexts?
- 10. How well do teachers use and share a vocabulary of thinking words, to give students the language tools they need to think about their thinking? Do students receive specific feedback on their progress in learning to use these thinking tools and approaches?
- 11. Languages, Symbols and Texts
- 12. Working with the codes in which knowledge is expressed Systems for representing and communicating information, experiences and ideas Texts of all kinds: written, spoken and visual; informative and imaginative; mathematical, scientific and technological
- 14. Managing Self
- 15. Not just about organisational matters and self discipline Includes managing aspects of physical health Is about awareness of own strengths and weaknesses Using this self knowledge to approach living and learning tasks strategically
- 17. About interacting effectively with a diverse range of people Includes the ability to listen actively, recognise different points of view, negotiate and share ideas Know when it is appropriate to compete and when to cooperate
- 19. Is about learning that is authentic Participating actively in local, national and global communities Balancing rights, roles and responsibilities Responding appropriately as a group member
- 20. Key Learning The development of key competencies requires pedagogical change for teachers Students (and teachers) need to learn the language of the competencies to have shared meaning and understanding Teachers need to understand the way in which students develop increasing competency over time
- 21. Key Learning Key Competencies need to be developed in context and through the curriculum Key Competencies are taught and not caught Teachers need to provide many opportunities for the competencies to be developed in a wide range of contexts both in the classroom and in the wider context of the school
- 22. Key Learning about Assessment Co constructing success criteria with students of a competency within a given context attaches greater meaning and understanding. Students need opportunities to self assess themselves against agreed criteria Stories can be used to describe increasing level of competency in individual students or groups of students.
- 23. Key Learning about Assessment Assessment of the Key Competencies is hugely problematic and there is a real danger that schools might resort to some kind of inappropriate ‘tick box’ system Anecdotal evidence is subjective but useful. The interrelated nature of the Key Competencies makes it difficult to assess in isolation
- 24. Schools will need to… clarify what the competencies mean for their students show how well the students are currently showing them identify the conditions that will help or hinder development