Key Competencies

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  • Key Competencies

    1. 1. Key Competencies Levelling of the mountains
    2. 2. Staff Meeting Overview <ul><li>Part one </li></ul><ul><li>Key competencies and the life long learner. </li></ul><ul><li>Key competencies, what are they and what do they mean to us </li></ul><ul><li>Part two </li></ul><ul><li>How do we assess key competencies; should we even bother? </li></ul><ul><li>Learning journeys </li></ul>
    3. 3. Key Competencies <ul><li>thinking </li></ul><ul><li>using language, symbols, and texts </li></ul><ul><li>managing self </li></ul><ul><li>relating to others </li></ul><ul><li>participating and contributing. </li></ul>
    4. 4. <ul><li>Thinking is about using creative, critical, and metacognitive processes to make sense of information, experiences, and ideas. These processes can be applied to purposes such as developing understanding, making decisions, shaping actions, or constructing knowledge. Intellectual curiosity is at the heart of this competency. </li></ul><ul><li>Students who are competent thinkers and problem-solvers actively seek, use, and create knowledge. They reflect on their own learning, draw on personal knowledge and intuitions, ask questions, and challenge the basis of assumptions and perceptions. </li></ul>Thinking  back
    5. 5. Using language, symbols and texts Using language, symbols, and texts is about working with and making meaning of the codes in which knowledge is expressed. Languages and symbols are systems for representing and communicating information, experiences, and ideas. People use languages and symbols to produce texts of all kinds: written, oral/aural, and visual; informative and imaginative; informal and formal; mathematical, scientific, and technological. Students who are competent users of language, symbols, and texts can interpret and use words, number, images, movement, metaphor, and technologies in a range of contexts. They recognise how choices of language, symbol, or text affect people’s understanding and the ways in which they respond to communications. They confidently use ICT (including, where appropriate, assistive technologies) to access and provide information and to communicate with others.  back
    6. 6. <ul><li>Relating to others is about interacting effectively with a diverse range of people in a variety of contexts. The competency includes the ability to listen actively, recognise different points of view, negotiate, and share ideas. </li></ul><ul><li>Students who relate well to others are likely to be open to new learning and able to take different roles in different situations. They know when it is appropriate to compete and when it is appropriate to co-operate. </li></ul>Relating to Others  back
    7. 7. <ul><li>This competency is associated with self-motivation, a “can-do” attitude, and with students seeing themselves as capable learners. It is integral to self-assessment. </li></ul><ul><li>Students who manage themselves are enterprising, resourceful, reliable, and resilient. They establish personal goals, make plans, manage projects, and set high standards. They have strategies for meeting challenges. They know when to lead, when to follow, and when and how to act independently. </li></ul>Managing Self  back
    8. 8. <ul><li>This competency is about being actively involved in communities. Communities include family, whānau, and school and those based, for example, on a common interest or culture. They may be drawn together for purposes such as learning, work, celebration, or recreation. They may be local, national, or global. This competency includes a capacity to contribute appropriately as a group member, to make connections with others, and to create opportunities for others in the group. </li></ul><ul><li>Students who participate and contribute in communities have a sense of belonging and the confidence to participate within new contexts. They understand the importance of balancing rights, roles, and responsibilities and of contributing to the quality and sustainability of social, cultural, physical, and economic environments. </li></ul>Participating and Contributing  back
    9. 9. What are the key competencies about? <ul><li>Helping students become better learners </li></ul><ul><li>Key competencies focus on the dispositions required to be life long learners </li></ul><ul><li>“ Key competencies are the capabilities people need in order to live, learn, and contribute as active members of their communities. Competencies are more complex than skills. Capable people draw on and combine all the resources available to them, including: knowledge, skills, attitudes, and values. “ Mark Treadwell 2008 </li></ul>
    10. 10. How do we teach them? <ul><li>Children are constantly using key competencies </li></ul><ul><li>Our challenge as teachers is to support students in </li></ul><ul><li>identifying: </li></ul><ul><li>the key competencies in use </li></ul><ul><li>the value/purpose of key competencies </li></ul><ul><li>how effectively they personally are using key competencies </li></ul><ul><li>how to use them more effectively next time </li></ul>
    11. 11. How do we teach them? <ul><li>Key competencies develop over time </li></ul><ul><li>Key competencies are shaped by interactions with people, places, ideas and things </li></ul><ul><li>Co-operative activities are a great platform for teachers to build students personal and team key competencies </li></ul><ul><li>Key competencies are contextually bound </li></ul><ul><li>Key competencies are interlinked </li></ul>
    12. 12. How do we assess key competencies and should we even bother? <ul><li>Some students are better at certain key competencies than others </li></ul><ul><li>Some students are better at certain key competencies in one curriculum area than others </li></ul><ul><li>Assessing key competencies using continuums is possible </li></ul><ul><li>Assessing key competencies using learning journeys captures learning moments and requires reflections and critical thinking around it </li></ul>
    13. 13. Activity one for staff – learning journeys <ul><li>Work with photographs of staff members in action and identify: </li></ul><ul><li>the key competencies in use </li></ul><ul><li>the value/purpose of the key competencies in this photo situation </li></ul><ul><li>how effectively they personally are using the identified key competencies </li></ul><ul><li>how they could use them more effectively next time </li></ul>
    14. 14. Our staff learning journeys become exemplars to share with our students Putting Christmas dinner on the table Relating to other Thinking Participating and contributing I had to consider what roles this family I didn’t know might take on and which ones they didn’t on Christmas day. I tried to include the family in ways that I thought might make bring them together. The turkey is over cooked, there is too much food but it is important the uncle’s dish goes onto the table. I had to think about what was a priority, problem solve the dried out turkey and create a timeframe to bring everything together. I had to be creative to make special and therefore make the guests feel special. Be aware that this newly blended family has different ways of celebrating Christmas to each other and again to me. Recognise that the hostess is not her normal self or able to function in her role today Next time:
    15. 15. Digital Learning Stories
    16. 16. Examples of Learning journeys Key Competencies Tane Bright Learning Story ____________________________________________________________________________________________________________ Child’s comment Stages of Play Key Comp listed here Key Competencies Tane Bright ____________ ____________ Key Comp listed here

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