kids, - piman.ca kids, … · web viewcore competencies are embedded within the curricular...

Linda O’Reilly Education Consultant February 2017

KIDS, CORE COMPETENCIES AND SELF-ASSESSMENT

SIX ‘DOING ENGINES’

One of the big ideas in BC’s redesigned curriculum is that students need to grow in their understanding of content, while at the same time develop proficiency in core competencies. Core competencies are embedded within the curricular competencies and include communication, creative and critical thinking, positive personal and cultural identity, personal awareness and responsibility, and social responsibility.

Click HERE to access the Ministry page on the Core Competencies.

Click HERE to access a 1-page Core Competency poster to share with parents.Click HERE to access the Core Competency Network Group.

It doesn’t matter where you start. It matters you start.Maureen Dockendorf, 2016

When students 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.

Core Competencies and First People Principles of Learning (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.

© 2017 Linda O’Reilly Permission to copy for classroom use only. 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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http://www.strongnations.com/#HERE

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

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

http://www.sd46.bc.ca/files/Community%20Info/BC_Core_Competencies.pdf#HERE

https://curriculum.gov.bc.ca/competencies


A Place to Start

1. Click HERE to access a kid-friendly video to introduce the Core Competencies.2. Discuss with students that different people have different capabilities and strengths (things they are good at, strong points, talents, skills) and

stretches (things they need to work on). Encourage students to use ‘I can statements’ when they are describing their strengths. Let the students lead the discussion as much as possible.

3. Introduce core competencies as the ‘six doing engines’. Explain to students that the core competencies have ‘job descriptions’. For example a critical thinker - explains why things happen, evaluates ideas, forms opinions, draws conclusions, understands the perspective of others, predicts what might happen in the future, and thinks of creative solutions.

4. For primary students you might want to introduce the core competencies with the “Little Engine that Could” by Watty Piper. For intermediate students make the core competencies ‘visible’ by introducing them to the competency ‘doing engine’ icons.

5. 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.

6. Create a competency word wall to display competency language for students to reflect upon as they engage with the core competencies. Children need to talk about their competency learning. Language and core competencies grow together and nurture each other’s development.

7. Weave kid-friendly competency language as much as possible into all lessons, conversations, discussions and self-assessment activities.8. Create opportunities for ongoing reflection and self-assessment of core competencies. 9. Click HERE to access a video collection (Victoria Woelder, Langley School Board) to introduce the core competencies. You want to preview all videos

for suitability to the students in your grade.

Growing My Competencies: Notice It, Name It StrategyUse the ‘Notice It, Name It’ Strategy. The ability of our 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.

When you see students being critical thinkers for example, point it out to them –‘notice it, name it’. Make clear what kind of thinking the student is being asked to show evidence of, for example, whether it is analyzing, comparing and contrasting, decision making, challenging an argument.

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.


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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

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

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


Core Competency Framework The framework is a tool to open up a dialogue with students about self-assessment and the core competencies. The framework is not to be followed in a prescriptive way. Teachers are encouraged to use the framework in a way that works best for their students.

The framework includes: Diagrams, which show the six core competencies in kid-friendly language Access to kid-friendly competency videos and links to excellent Core Competency websites Suggestions for how to develop competency learning and self-assessment activities Suggested Core Competency Learning Log

COMMUNICATION

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.

What Communication Looks Like In the Classroom Student Self-assessment

Self-assessment examples:

Give an example of when you shared information that made your group ‘smarter’.


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Students have opportunities to:

Ask and answer direct questions Work in groups Take on various roles in groups Plan and carry out group activities Offer constructive suggestions to peers to enhance their work Collaborate and carry out plans Gather data through their senses Share personal experiences and opinions with peers Respond to the ideas opinions, values, and traditions of others Engage in active listening, using

skills such as asking questions for clarity, engaging in dialogue, and ensuring the conversation flows smoothly in both directions

Learn how people's values, experiences and culture influence the way they communicate and perceive messages

Communication competency in action:

Introduce the Core Competency focus. Have students view the competency video and discuss how they will use

the competency throughout the unit. Click HERE to access a kid-friendly video.

Share with students how the competency learning is relevant to real-world situations.

Begin to develop a Competency Word wall. Refer students to the ‘I can statements’ on the competency posters.

Include only the “I can statements’, which be assessed in the unit. Introduce the learning target for the lesson and discuss with students how

Describe a time where you disagreed with the group and let them know in a respectful manner.

What kind of feedback helps you learn? Describe a time when you used feedback to improve in your

learning. What does ‘effective’ group work look like? What strategies do you use to help you to present information

in an organized way? 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.

Communication key words and phrases

Share tell exchange retell describe read explain sing observe discuss record recite chat reports demonstrate express

“Talking to others gives me better social skills.”


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they will use the core competency to attain the learning target. Engineer effective classroom discussions, activities, and tasks that elicit

evidence of the competency. Challenge students to apply the competency ‘I statements’ to examples

during the lesson. Use questioning strategies throughout instruction and or inquiry to prompt

REFLECTIVE THINKING. Use the ‘Notice It, Name It’ Strategy.

Classroom strategies:

Brainstorming Decision Making Informal Debate I used to think __now I think__ (to reflect on personal communication

skills) Click HERE to access IB concepts Click HERE to access 5 Fun Alternatives to Pair Share Click HERE to access Strategies and tools for divergent thinking. Click HERE to access a PDF on how to plan an inquiry.

CRITICAL THINKING

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 they identify and explore questions or challenges related to key issues or

Evidence of Learning: Students learn to analyze and make judgments about a work, a position, a process, a performance, or another product or act. They consider

Evidence of Learning: Students apply critical thinking to create or transform products, methods, performances, and representations in response to


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http://schools.cbe.ab.ca/#HERE

https://instructionaldesignfusions.wordpress.com/#HERE

https://www.weareteachers.com/5-fun-alternatives-to-think-pair-share/#HERE

http://www.vidyatreemodern.in/pyp-key-concepts-and-related-questions/#HERE


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.

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.

problems, events, issues, and needs. They work with clear purpose and consider the potential users or audience of their work.

What Critical Thinking Looks Like In the Classroom Student Self-assessment


Share views and opinions backed up with evidence Think beyond the obvious and ask questions Give thoughtful responses and opinions with supporting details, during

discussions and debates Think beyond the obvious and ask questions Participate in cross-curricular inquiry, which allows for a sense of curiosity,

interest and deep learning Explore a variety of resources to

locate specific information Use technology Collaborate with peers Brainstorm solutions to problems

and then evaluate them Work with different ideas (wonder questions, inquiries) Generate ideas for topics and make choices based on reasoning during

inquiries Take on different perspectives Represent information in novel ways Connect consequences to a cause in historical events Use clues from a photo or drawing to develop reasonable explanations Evaluate information based on evidence


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 ___? Describe a time when you changed your mind and why. Describe a time when you used questions to help you

understand. How did you incorporate the ideas of your peers? How has your thinking about ___changed? What made it

change? 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.

Attributes demonstrated by critical thinkers:

Ask pertinent questions Assess statements and arguments Admit a lack of understanding or information Have a sense of curiosity


Click HERE to access a kid-friendly video to introduce the Critical Thinking Core Competency.

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Visible thinking routines are routines that target different types of thinking. They can be designed to promote students' thinking, encourage self-assessment and reflective thinking.

Click HERE to connect to the Visible Thinking website. Click HERE to access Strategies and tools for divergent thinking. Click HERE to access 22 Simple Ideas for Harnessing Creativity in the

Elementary Classroom. Click HERE to access ‘Eleven Classroom Creativity Killers’. Click HERE to access a website on critical and creative thinking.

Critical thinking competency in action:





Include only the “I can statements’, which be assessed in the unit. Introduce the learning target for the lesson and discuss with students how

they will use the core competency to attain the learning target. Engineer effective classroom discussions, activities, and tasks that elicit


during the lesson. Use questioning strategies throughout instruction and or inquiry to prompt

REFLECTIVE THINKING.

Interested in finding new solutions Define a set of criteria for analyzing ideas Willing to examine beliefs, assumptions, and opinions and

weigh them against facts Listen carefully to others and is able to give feedback See that critical thinking is a lifelong process of self-assessment Suspend judgment until all facts have been gathered and

considered Look for evidence to support assumption and beliefs Adjust opinions when new facts are found Look for proof Examine problems closely Reject information that is incorrect or irrelevant Source: Questioning the Lecture Format by Barbara J. Limbach and Wendy L. Waugh

Critical thinking key words and phrases

Problem and solution • Evidence or reason • Guess and clue • Consequences (What would happen if . . .)

“I tried to work as many imperfections out to make the final product more enjoyable.”


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http://umich.edu/~elements/probsolv/strategy/crit-n-creat.htm#HERE

https://www.goshen.edu/art/ed/creativitykillers.html#HERE

https://www.edutopia.org/blog/creativity-in-classroom-trisha-riche#HERE

https://instructionaldesignfusions.wordpress.com/#HERE

http://www.rcsthinkfromthemiddle.com/thinking-routines.html#HERE


Use the ‘Notice It, Name It’ Strategy.


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CREATIVE THINKING

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.

What Creative Thinking Looks Like In the Classroom Student Self-assessment


Where do your new ideas come from? Describe a time when you built upon the ideas of others’. Describe an environment that works for you for creating ideas. Describe a time when developing ideas took a long time for you.

Attributes demonstrated by creative thinkers:

Explore ambiguous and complex phenomena Take different paths or approaches from their peers or teachers Challenge assumptions and break conventions Explore initial ideas more deeply Respond with curiosity Seek new resources to answer new questions Integrate ideas offered by others Source: Measuring What Matters-A People for Education Project


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Gather information through all senses

Think flexibly Make connections across disciplines and between objects and ideas Rely on intuitive leaps Take risks and work well in uncertain, ambiguous contexts Think about and work with objects and ideas (without an end goal in

mind) Generate a range of novel ideas Articulate potential problems to solve within ambiguous phenomena Empathize with others Ask open-ended questions Reflect on their own thinking process

Creative thinking competency in action:





Include only the “I can statements’, which be assessed in the unit. Introduce the learning target for the lesson and discuss with students

how they will use the core competency to attain the learning target. Engineer effective classroom discussions, activities, and tasks that elicit

“I learned new things about myself. I found out I’m more creative than I thought I was.”


Click HERE to access a kid-friendly video to introduce the Creative Thinking Core Competency.

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during the lesson. Use questioning strategies throughout instruction and or inquiry to

prompt REFLECTIVE THINKING. Use the ‘Notice It, Name It’ Strategy.


Brainstorming Visible thinking routines are routines that target different types of

thinking. They can be designed to promote students' thinking, encourage self-assessment and reflective thinking.

Click HERE to connect to the Visible Thinking website. Click HERE to access Class Meetings Help Foster Responsible, Ethical

Student Behaviour. Click HERE to access a great website on critical and creative thinking.

POSITIVE PERSONAL & CULTURAL IDENTITY

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 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.

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 shape their choices in all contexts of their lives.

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

What Positive Personal & Cultural Identity Look Like Student Self-assessment© 2017 Linda O’Reilly Permission to copy for classroom use only. 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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http://umich.edu/~elements/probsolv/strategy/crit-n-creat.htm#HERE

http://k6educators.about.com/od/classroommanagement/a/communitycircs.htm#HERE

http://www.rcsthinkfromthemiddle.com/thinking-routines.html#HERE


In the Classroom


How would you describe your strengths? How would you define what is important to you? How do your values affect the choices you make? How have important aspects of your life influenced your values? How would you define identity?

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.


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Understand and appreciate oneself, family background, heritage, language, beliefs, perspectives

Identify values that help to shape choices and decisions

Personal & cultural identity competency in action:






how they will use the core competency to attain the learning target. Engineer effective classroom discussions, activities, and tasks that elicit


during the lesson. Use questioning strategies throughout instruction and or inquiry to



Click HERE to access a unit on Identity and Community. Suitable for Grades 4-7.


Click HERE to access a kid-friendly video to introduce the Postive Personal & Cultural Identity Core Competency.

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https://www.facinghistory.org/resource-library/identity-and-community/who-am-i#HERE





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PERSONAL AWARENESS & RESPONSIBILITYPersonal 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.

What Personal Awareness & Responsibility Look LikeIn the Classroom

Student Self-assessment


How do you take ownership of feelings and emotions? What goals have you met that you are you most proud of? How do you handle negative situations? When these situations

occur, what do you typically say to yourself? What would be a statement that would encourage you? Who are your heroes? What are the character traits you admire in

these people that make them your heroes? How will you personally know when you are on the right track


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Take responsibility for attitude and actions Set goals and work towards achieving them Identify and develop-personal strengths and interests Identify and describe emotions Recognize what others are feeling and why Develop an accurate sense of their capacity to succeed in a variety of

situations (i.e. persistence, motivation)

Develop an accurate understanding of themselves, such as their learning styles, strengths, and areas that need improvement

Identify and develop personal strengths and interests

Personal awareness & responsibility competency in action:

Introduce the Core Competency focus. Have students view the competency video and discuss how they will

use the competency throughout the unit. Click HERE to access a kid-friendly video.



toward reaching your goals? How could you 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 your goals? What two or three challenges or obstacles prevent you from

reaching small or big goals?

“I made a plan, I committed, I followed through and got it done.”


Click HERE to access a kid-friendly video to introduce the Personal Awareness & Responsibility Competency.

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how they will use the core competency to attain the learning target. Engineer effective classroom discussions, activities, and tasks that

elicit evidence of the competency. Challenge students to apply the competency ‘I statements’ to

examples during the lesson. Use questioning strategies throughout instruction and or inquiry to


Classroom Strategies:

Click HERE to access Healthy Schools BC Stories.

SOCIAL RESPONSIBILITYSocial 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.

What Social Responsibility Looks Like In the Classroom Student Self-assessment


Can you talk about a time that you exercised some good choices that


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http://www.healthyschoolsbc.ca/story/2547/core-competencies-relationships-and-conflict#HERE



Take responsibility and contribute to the classroom community Demonstrate respect of self and others; cultivate friendships Collaborate with peers and demonstrate leadership Make healthy, safe and wise choices Understand how responsible decisions can affect themselves and

others, the school, and the community Develop skills to negotiate fairly Value diversity, defend human rights, and act with a sense of ethics in

interactions, including online Incorporate environmental, cultural or community service projects in

the classroom

Social awareness competency in action:

Introduce the Core Competency focus.

Have students view the competency video and discuss how they will use the competency throughout the unit. Click HERE to access a kid-friendly video.




how they will use the core competency to attain the learning target. Engineer effective classroom discussions, activities, and tasks that

contributed to your well-being? How have you improved this year in your relationships with others? 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 is best for a community? How do you

contribute to community? 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.


Click HERE to access a kid-friendly video to introduce the Social Responsibility Competency.

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elicit evidence of the competency. Challenge students to apply the competency ‘I statements’ to

examples during the lesson. Use questioning strategies throughout instruction and or inquiry to



Click HERE to access 5 Strategies to Teach Social Responsibility.

Reflective ThinkingAdditional Resources: Guides to Reflective Thinking Linda O’Reilly, 2016

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). Students assess (1) what they know (2) what they need to know (3) how they can bridge that gap during learning situations.

Reflective thinking helps students develop higher-order thinking skills by prompting them to (1) relate new knowledge to prior understanding (2) think in both abstract and conceptual terms (3) apply specific strategies in novel tasks (4) understand their own thinking and learning.

Incorporate Reflective Thinking Into the School Day Include reflective thinking opportunities in unit plans. Structure lesson plans to support reflective thinking. Provide lesson components that prompt inquiry and curiosity. Provide resources and hand-on activities to prompt exploration. Provide opportunities for students to learn the language of reflection. Language of reflection needs to be a natural and embedded part of the

learning process. Provide reflective thinking activities that prompt students to think about what they have learned and what they still need to learn. Provide reflection logs and writing/drawing activities to prompt students to think about what they have earned, and what they need to know as

they progress through the school day.


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http://www.teachhub.com/5-strategies-teach-social-responsibility#HERE


Make It Continual.Build into the day structured opportunities to reflect and integrate 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 and feedback. Organize small-group reflection opportunities. Begin with a question such as: "What competencies and skills did you depend on today?"

Connect It. Explicitly connect the reflective activities to what is going on in classroom learning.

Level One: During learningWhat did you learn about yourself as you worked on this inquiry? Have you changed any ideas you used to have on this subject?

Level Two: After learningGuides the student to "analyze" what they have learned and "why" it was important to learn.I learned __ and it is important because __. One thing I would like to improve upon is __.

Give It Context.Design reflective activities to support integration of learning across subjects and to engage students with “big questions” related to issues that matter beyond the classroom.

Model The Reflective Process. Model the reflective process. Explicitly point out how you support a claim with evidence.


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Encourage Multiple Perspectives. Being exposed to different perspectives 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.

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?

Getting Started with Reflective LogsReflective logs are notebooks that students use when writing about and reflecting on their own thoughts (personal responses, queries, feelings, thoughts and knowledge) about the processes and content of their learning. The act of reflecting on their own learning encourages the development of metacognitive skills by helping students self-evaluate and sort what they know from what they do not know. The process of examining one's own thoughts and feelings is particularly helpful for students who are learning new concepts or beginning to grapple with complex issues that go beyond right and wrong answers.

Reflective log entries involve students in identifying, analyzing and reflecting on aspects of their learning rather than simply recounting or describing the learning experience or activity. Reflective logs can be open-ended or guided. Teachers may need to provide questions that will help the students clarify their thinking and help them form their written reflections:

Source: http://www.ascd.org/publications/books/108008/chapters/Learning-Through-Reflection.aspx

Suggestions for Successful Implementation of Reflective Logs Provide students with a notebook and let them decorate the cover. For primary students, notebooks, which provide a space for drawing work well. Explain to students what a reflective log is, what kinds of entries they will develop, and the key role it will play for them to “think about their

learning”. Allot time for students to reflect on and self-assess their learning. Encourage students to provide examples in their reflections. Provide feedback based both on the students’ reflections and on his/her own observations of their performance in their reflective logs.


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Student Self-assessment of Core CompetenciesSelf-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!

Student self-assessment of core competencies will be included with the Written Summative Report (third term report card). Student self-assessment will focus on documenting competency learning.

Document the LearningThroughout the year, teachers assist students to choose illustrations (evidence of competency learning) that demonstrate student learning within the curricular and core competencies. Evidence may include videos, documentation of conversations; observations and ‘products’ around key areas of competency learning; and student reflections and self-assessments. Be creative as there are many ways to collect evidence of competency learning. These may be presented in digital or non-digital collections.

Steps to Student Self-assessment1. 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.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 (1) Where am I now?

(2) Where am I trying to go? (1) What do I need to do to get there? (4) How will I know I have accomplished what I set out to do?). 6. Click HERE to access formative assessment strategies. 7. Click HERE to access formative assessment strategies.

Student Goal Setting


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

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

https://curriculum.gov.bc.ca/competencies#(evidence%20of%20competency%20learning)


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__.


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Self-assessment by pupils, far from being a luxury, is in fact an essential component of formative assessment. (Black & Wiliam, 1998)

Ultimately, we want students to be the self-assessors of their competency dispositions. The process of self-assessment is what matters, not the format. The goal is to guide students toward the development of their own ‘learning to learn’ skills. Students are thus equipped with their own language and tools for competency learning and are more likely to transfer and apply these sets of skills into their daily life. At times, teachers will want to engage in a more formal self-assessment conference with their students. Below you will find a suggested self-assessment process.

Student-self Assessment: Share, Connect, Reflect and Self-assess

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

work or an activity (competency illustration) they are proud of.

Ask students to share what they have learned to do.

Connect the learning to competency growth.

Engage students in self-assessment and goal setting.

Connect: Being and DoingThe following questions can be used to guide students broaden their thinking about their competency growth. These questions can also be used in AB Partner Interviews.

a. Learning: What do you know a lot about?b. Skills: What do you know how to do well? How do you think this activity helped you grow your competencies? c. Strengths: What have you noticed that you do well? Why did you choose these qualities or competencies?d. 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 __.


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Be Creative with Self-assessment 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 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. Talk About It: Have students discuss with each other, the competencies they would use to accomplish a particular task before they begin the task.

Your job as teacher is to walk around the room and listen in on the student conversations.

Reflect On It! New LearningCredits: I would like to thank my colleagues whose help with examples of self-assessment statements and questions were invaluable. For easy reading, I have gathered the examples under 3 headings.

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.© 2017 Linda O’Reilly Permission to copy for classroom use only. 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


Reflect on It! Personal 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? 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?

Reflect on It! Take Action Is there any action that you will take as a result of what was done? Do you need to plug further gaps in your learning? What do you want to investigate further?

Click HERE to access examples of student reflection and self-assessment of the Core Competencies.


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https://docs.google.com/document/d/1jW482ORzwg5Zj3TNdUdKACfbV2kkCeIgJH2qZ7zwEZM/edit#HERE


COMMUNICATION & STUDENT SELF-ASSESSMENT

Collaborate & Engage with Others Acquire, Interpret & Present Explain, Recount & Reflect on Experiences & Accomplishments

With Support Developing Confidence With Growing Confidence With Intention

Share1. Ask students to tell you about a piece of

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

2. Have students to work with one of the I statements.

Connect3. Ask students to share what they have

learned to do.4. Connect the learning to competency

growth. What connections can you make? I noticed that you __. This is an important communication skill.

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

Reflect & Self-assess6. Engage students in self-assessment.7. Growing My Competencies activity

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

8. Appendix 19. Give students three cards with three self-

assessment statements: (1) This is where I am now__.

(2) This is where I am I trying to go__.(3) This is what I need to do to get there__.Engage students in a conversation based on the above assessment statements. Encourage students to use I can statements.

10. Have students write a summary statement (Recording Log) or represent their growth in some way.

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


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CRITICAL THINKING & STUDENT SELF-ASSESSMENT

Question & InvestigateQuestion: “Huh?”

Analyze & CritiqueAnalyze: “Umm…”

Develop & DesignDevelop: “Ah ha!”







growth. What connections can you make? I noticed that you __. This is what critical thinking is all about.



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







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CREATIVE THINKING & STUDENT SELF-ASSESSMENT

Novelty & Value Generating Ideas Developing Ideas







growth. What connections can you make? I noticed that you __. This is what creative thinking is all about.



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







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POSITIVE PERSONAL & CULTURAL IDENTIFY & STUDENT SELF-ASSESSMENT

Relationships & Cultural Concepts Personal Values & Choices Personal Strengths & Abilities




2. Have students work with one of the 'I statements'.



growth. What connections can you make? I noticed that you __. This is important to the positive personal and identity competency.


Reflect & Self-assess6. Engage students in self-assessment.7. Growing My Competencies (Inspired by a

Critical Thinking activity from SD 67 Judith King [email protected])







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PERSONAL AWARENESS & RESPONSIBILITY & STUDENT SELF-ASSESSMENT

Relationship & Cultural Identity Personal Values & Choices Personal Strengths & Abilities







growth. What connections can you make? I noticed that you __. This is one of the ways people with personal (awareness, responsibility) would respond in this situation.




8. Appendix 19. E.g. Give students three cards with three

self-assessment statements: (1) This is where I am now__.





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SOCIAL RESPONSIBILITY & STUDENT-SELF ASSESSMENT

Contributing to Community & Caring for The Environment

Solving Problems in Peaceful Ways

Valuing Diversity Building Relationships




2. Ask students to work with one of the I statements.



growth. What connections can you make? I noticed that you __. This is important to be a socially responsible citizen.




8. Appendix 19. Give students three cards indicating three

self-assessment statements: (1) This is where I am now…

(2) This is where I am I trying to go …(3) This is what I need to do to get there…Engage students in a conversation based on the above assessment statements. Encourage students to use I can statements.




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Core Competency Student Self-Assessment Log

Name: __________________________ Grade: _____ School Year: _____

Core Competency Date & Evidence of Competency Development

Communication

Self-assessmentGoal: I want to…. by… so I will…

Critical Thinking


Creative Thinking



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Positive Personal & Cultural Identity


Personal Awareness & Responsibility


Social Responsibility



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1. Give students the Growing My Competencies mat. 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?


I can…

I can…

I can…

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Linda O’Reilly Education Consultant February 20171 (Core Competency Continuum) of 2 (Kids, Competencies, and Self-Assessment) documents


A bit like me

Quite a bit like me

A lot like me

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kids, - piman.ca kids, … · web viewcore competencies are embedded within the curricular...

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