Key Competencies

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From Horizon ICT PD unConference, Linwood College. 30 January 2009.
© Tony Ryan

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Key Competencies

  1. 1. <ul><ul><li>30th January 2009 </li></ul></ul><ul><li>Tony Ryan </li></ul>Key Competencies
  2. 2. In this session <ul><li>Clarifications and strategies for the Key Competencies </li></ul>
  3. 3. Essential questions for you <ul><li>Thinking: How will you advance your thinking and learning this year? </li></ul><ul><li>Using language, symbols and texts: What further texts / symbols / language (especially online) will you explore? </li></ul><ul><li>Managing Self: How will you maintain inspiration for your work? </li></ul><ul><li>Relating to others: How will you enhance your capacity to engage in professional dialogue? </li></ul><ul><li>Participating and contributing: What will be your personal contribution to local and global causes? </li></ul>
  4. 4. Essential Questions for the Key Competencies <ul><li>Thinking: Is there evidence of intellectual depth in every learning experience? </li></ul><ul><li>Using language, symbols and texts: Are students making meaning and application of quality language, symbols and texts? </li></ul><ul><li>Managing Self: Is student attitude and behaviour self-regulatory? </li></ul><ul><li>Relating to others: Is the learning characterised by an atmosphere of mutual respect and support amongst everyone present? </li></ul><ul><li>Participating and contributing: Is there a focus on identifying and solving real-world problems? </li></ul>
  5. 5. Managing Self <ul><li>How will you maintain inspiration for your work? </li></ul>
  6. 6. <ul><li>Don’t get worked up about little things – stress releases glucocorticoids, which can kill cells in the hippocampus </li></ul><ul><li>You need to use energy to create energy </li></ul><ul><li>Are you fitter and healthier than most people you know who are your age? </li></ul>Energy for work and life
  7. 7. <ul><li>Inspired people are prepared to let GO and deeply commit to new directions in their learning!! </li></ul>
  8. 8. <ul><li>It’s not hard work that tires us out. </li></ul><ul><li>It’s a negative attitude that tires us out. </li></ul><ul><li>People make attitude choices in their lives: </li></ul><ul><ul><li>Energy creators </li></ul></ul><ul><ul><li>Energy neutrals </li></ul></ul><ul><ul><li>Energy consumers </li></ul></ul><ul><ul><ul><li>(Brighouse and Woods; cited in Fullan, 2005) </li></ul></ul></ul>Watch the attitude
  9. 9. <ul><li>Have a negative view of the world </li></ul><ul><li>Resent change and practice blocking strategies </li></ul><ul><li>Use other people’s time excessively </li></ul><ul><li>Don’t feel good about themselves </li></ul><ul><li>Be able and unwilling to critically examine their teaching practice </li></ul><ul><li>Appear not to want to improve on their best </li></ul>Energy consumers
  10. 10. <ul><li>Competent sound practitioners </li></ul><ul><li>Willing to address the task </li></ul><ul><li>Good at ‘maintenance’ </li></ul><ul><li>Sometimes uncomfortable accepting examination of their practice by others </li></ul><ul><li>Capable of improving on their previous best </li></ul>Energy neutrals
  11. 11. <ul><li>Are enthusiastic and always positive </li></ul><ul><li>Use critical thinking, creativity and imagination </li></ul><ul><li>Stimulate and spark others </li></ul><ul><li>Practise leadership at all levels </li></ul><ul><li>Are able and willing to scrutinise their practice </li></ul><ul><li>Wish to improve on their previous best </li></ul>Energy Creators
  12. 12. <ul><li>A. Choose one aspect of your life (physical / social / financial / professional / spiritual) </li></ul><ul><li>B. Respond to these questions: </li></ul><ul><li>1. What do you need to achieve? </li></ul><ul><li>2. What’s happening right now? </li></ul><ul><li>3. What could you put into action? </li></ul><ul><li>4. What will you put into action? </li></ul><ul><li>5. What will be the process for implementation? </li></ul><ul><li>6. How will you keep this going?? </li></ul>Finding motivation through coaching Adapted from ‘The Leadership Coaching Guide’
  13. 13. <ul><li>Start a lesson or unit well. The 1st 90 secs will often make or break it. </li></ul><ul><li>Have a very specific wrap-up that consolidates the learning </li></ul><ul><li>Conduct consistent inventories of student interests / skillsets / knowledge; and plan with that info in mind </li></ul><ul><li>Get them on to a success spiral </li></ul>Motivation for students
  14. 14. Why get motivated by the Key Competencies??! <ul><li>Critical question: What competencies will our students need in 2015? </li></ul><ul><li>Answer (in part): The Key Competencies </li></ul><ul><li>In our teaching, we must focus on: </li></ul><ul><li>1. The big picture (the Key Competencies) </li></ul><ul><li>2. The parts (delivery of instruction through the Learning Areas) </li></ul>
  15. 15. The Changing Face of Learning Delivery??
  16. 16. For You <ul><li>Significant ongoing professional learning and dialogue </li></ul><ul><li>Co-development of vibrant learning communities </li></ul><ul><li>Understanding what effective pedagogy looks like. Q. How do today’s students best learn? </li></ul><ul><li>Impetus for change arising from poor student engagement </li></ul><ul><li>Building of quality relationships with students </li></ul><ul><li>Valuing of your professional expertise </li></ul>
  17. 17. For The Students <ul><li>Options can include: </li></ul><ul><li>Individualised learning programs </li></ul><ul><li>Single advisory teacher for entire schooling career </li></ul><ul><li>Students placed in cohorts (of 60 or more) with small teams of teachers </li></ul><ul><li>Interdisciplinary approaches that focus on the Key Competencies </li></ul><ul><li>Strong emphasis upon meaningful inquiry-based assessment tasks </li></ul><ul><li>Deep integration of ICT into everyday learning </li></ul>
  18. 18. <ul><li>1. Conduct consistent research (inside and outside your school) on the KCs </li></ul><ul><li>2. Develop a comprehensive criteria standards sheet for each of the KCs, and code your teaching practice </li></ul><ul><li>3. Develop a range of quality teaching strategies, and build them into daily lessons </li></ul><ul><li>4. Develop inquiry-based units that best apply the KCs </li></ul>Key Competencies into everyday practice?
  19. 19. Some practical ideas for everyday teaching <ul><li>Focus on one KC / wk. Do one coding in a peer discussion during that week </li></ul><ul><li>Develop some unit planning proforma that highlight the Key Competencies </li></ul><ul><li>From the Strategies matrix, include the strategies in unit plans and daily lesson plans (use 2 coloured pens; one for your normal content planning; the 2nd for the strategies) </li></ul>
  20. 20. If you’re really keen… <ul><li>Code your own lessons (video your teaching); ask others to code yours; and develop a folio of this coding </li></ul><ul><li>Introduce one new strategy each week </li></ul><ul><li>With each unit, write 5 narrative that briefly describe how you will focus on each of the Key Competencies </li></ul><ul><li>Critically analyse your practice via the Key Competencies, and consistently adjust your lessons to demonstrate your new learnings </li></ul>
  21. 21. Thinking?? How will you advance your thinking and learning this year?
  22. 22. <ul><li>The Sleeper Curve – the advance in intellectual rigour in the popular culture (including games) of the past 4 decades </li></ul><ul><li>13.8 pts increase in IQ in the past 45 yrs in the US population (The Flynn Effect) </li></ul><ul><ul><li>‘ Everything Bad Is Good For You’ (Steven Johnson) </li></ul></ul>The age of the intellect
  23. 23. Lessons from neuroplasticity research <ul><li>Age-related memory loss seems almost certainly reversible with the right mental exercises </li></ul><ul><li>In action and imagination, many of the same parts of the brain are activated. That is why visualizing can improve performance. </li></ul><ul><li>In middle age, many people have a tendency to deceive themselves into thinking that they are learning as they were before </li></ul><ul><li>To keep the mind alive requires learning something truly NEW with intense focus </li></ul><ul><ul><ul><ul><ul><li>Norman Doidge, The Brain That Changes Itself, 2008 </li></ul></ul></ul></ul></ul>
  24. 24. <ul><li>Creative (adapt, imagine, predict, invent, hypothesise, challenge, redefine, expand) </li></ul><ul><li>Critical (synthesise, analyse, generalise, critique, examine, infer, interpret, classify) </li></ul><ul><li>Metacognitive (evaluate, reflect, summarise, review, self-talk, develop plans, query) </li></ul><ul><ul><li>Adapted from: Learner-Centred Assessment (Wilson & Murdoch, 2006); and, Thinkers Keys revised version (Ryan, 2007) </li></ul></ul>Skills for thinking
  25. 25. <ul><li>How DO you best learn eg </li></ul><ul><ul><li>In a session such as this? </li></ul></ul><ul><ul><li>When mastering a new piece of technology? </li></ul></ul><ul><li>What (entirely) new skill / experience did you accomplish through 2008? </li></ul><ul><li>What (entirely) new skill / experience do you intend to accomplish during 2009? </li></ul>Your thinking and learning??
  26. 26. <ul><li>An assessment task that focuses strongly upon an inquiry / research / experiment </li></ul><ul><li>Will often include: </li></ul><ul><ul><li>High levels of intellectual rigour </li></ul></ul><ul><ul><li>A performance to demonstrate understanding / application of their learning </li></ul></ul><ul><ul><li>Formative assessment processes, linked to student monitoring of performance </li></ul></ul><ul><ul><li>A unit / focus question </li></ul></ul>For them: Inquiry-based thinking tasks?
  27. 27. <ul><li>English: A blog for exploring your own thinking (and challenging others) during a novel study </li></ul><ul><li>Social Sciences: Researching, and creating, a YouTube video on homelessness that will score one million hits </li></ul><ul><li>Math: A wiki about financial rip-offs </li></ul><ul><li>Music: A piece of music that will be created by 20 students from 5 different countries </li></ul><ul><li>Science: A website that will challenge adult perspectives on global warming </li></ul>Some digital examples??
  28. 28. <ul><li>How could your video score at least one million hits on YouTube? </li></ul><ul><li>How does art reflect the history and traditions of a culture? </li></ul><ul><li>How can we use algebra to help describe the physical world? </li></ul><ul><li>How do chemical reactions affect everyday life? </li></ul><ul><li>How do you plan a trip to a foreign country? </li></ul><ul><li>How did a book impact you or change your outlook on life? </li></ul>Unit / focus questions Intel Education: Designing Effective Projects
  29. 29. Creative inquiry process <ul><li>1. Do your research </li></ul><ul><li>2. Work out the REAL problem </li></ul><ul><li>3. Brainstorm solutions </li></ul><ul><li>4. Choose one (or some) of the solutions </li></ul><ul><li>5. Put it (them) into action </li></ul>
  30. 30. Using language, symbols and texts <ul><li>What further texts / symbols / language (especially online) will you explore? </li></ul>
  31. 31. <ul><li>20th C - Behaviourist / Constructivist / Cognitivist? </li></ul><ul><li>21st C - Constructivist / meta-cognitivist / Connectivist? </li></ul><ul><li>e-Curriculum? e-Pedagogy? e-Assessment? e-Reporting? </li></ul><ul><li>If you employ digital learning processes, they must advance student learning. Otherwise, why bother? </li></ul>Digital Literacies??
  32. 32. 21st C intellectual engagement ?? <ul><li>Conventional v twitch speed </li></ul><ul><li>Step-by-step v random access </li></ul><ul><li>Work oriented v play oriented </li></ul><ul><li>Individual v connected </li></ul><ul><li>Text-based v highly visually literate </li></ul><ul><li>Like to be told v learn better through discovery / inquiry </li></ul>
  33. 33. Your learning dilemma!! <ul><li>Some (many?) of your students have more time than you do to skill themselves online </li></ul><ul><li>Some options: </li></ul><ul><ul><li>Develop a series of ICT-intensive inquiry-based tasks that respond to their interests (if possible) </li></ul></ul><ul><ul><li>With your own ICT learning, steadily take on one new skill at a time (NB Age has nothing to do with whether or not you can accomplish this. It’s your attitude) </li></ul></ul>
  34. 34. Some 1st step options for you? <ul><li>Set up your own blog (edublogs.org) </li></ul><ul><li>Develop a wiki (wikispaces.org) </li></ul><ul><li>Make a simple podcast (Audacity or GarageBand) </li></ul><ul><li>Explore: </li></ul><ul><ul><li>del.icio.us </li></ul></ul><ul><ul><li>Google Apps </li></ul></ul><ul><ul><li>twitter.com </li></ul></ul><ul><ul><li>ning.com </li></ul></ul>
  35. 35. Online options <ul><li>educationalwikis.wikispaces.com/ </li></ul><ul><li>http://bookleads.wikispaces.com / </li></ul><ul><li>edublogs.org/ </li></ul><ul><li>9english08.edublogs.org/ </li></ul><ul><li>stumbleupon.com </li></ul><ul><li>tonyryan.com.au </li></ul><ul><li>tonyryan.edublogs.org </li></ul><ul><li>del.icio.us/TonyRyan1 </li></ul><ul><li>ted.com </li></ul>
  36. 36. <ul><li>Many Y and Z Gens are predominantly visual learners </li></ul><ul><li>Use every possible IWB, data projector, computer screen and chart that you can find </li></ul><ul><li>Visual aids (eg graphic organisers) free up short-term working memory </li></ul><ul><li>Use your own visual collection to reinforce your lessons </li></ul>Developing visual literacies
  37. 37. Relating To Others <ul><li>How will you enhance your capacity to engage in professional dialogue? </li></ul>
  38. 38. Our professional dialogue is the key to quality practice in a school
  39. 39. <ul><li>Your EI will strongly influence the classroom dynamic </li></ul><ul><li>If your students can control your emotions, you are in trouble! </li></ul><ul><li>Identify your feelings; and take responsibility for them </li></ul><ul><li>Respect is something you earn, not demand </li></ul>Relating To Students
  40. 40. <ul><li>5-word requests: Daniel, your coat on, thanks </li></ul><ul><li>Maybe / and </li></ul><ul><li>Ask for their perspective, and paraphrase at the appropriate time </li></ul>Proactive Dialogue
  41. 41. <ul><li>The core skill with listening is paraphrasing </li></ul><ul><ul><li>Use words such as: “So, you said that.....” </li></ul></ul><ul><ul><li>Keep it short; and only do it occasionally </li></ul></ul><ul><ul><li>Listen for the key intent of what he/she is saying </li></ul></ul>Paraphrasing
  42. 42. Participating and contributing <ul><li>What will be your personal contribution to local and global causes? </li></ul>
  43. 43. <ul><li>The 50:50 balance in life (Self:Others) </li></ul><ul><li>As well as your professional work, how do you intend to offer support to others? </li></ul><ul><li>‘ Helpers High’ is good for your health </li></ul><ul><li>The Ripple Effect: The influence of everyday actions </li></ul><ul><li>Everyone?? Every One !! </li></ul>Your contribution this year??
  44. 44. Key (Life?) Competency questions for you <ul><li>Thinking: How will you advance your thinking and learning this year? </li></ul><ul><li>Using language, symbols and texts: What further texts / symbols / language (especially online) will you explore? </li></ul><ul><li>Managing Self: How will you maintain inspiration for your work? </li></ul><ul><li>Relating to others: How will you enhance your capacity to engage in professional dialogue? </li></ul><ul><li>Participating and contributing: What will be your personal contribution to local and global causes? </li></ul>
  45. 45. Essential Questions for the Key Competencies <ul><li>Thinking: Is there evidence of intellectual depth in every learning experience? </li></ul><ul><li>Using language, symbols and texts: Are students making meaning and application of quality language, symbols and texts? </li></ul><ul><li>Managing Self: Is student attitude and behaviour self-regulatory? </li></ul><ul><li>Relating to others: Is the learning characterised by an atmosphere of mutual respect and support amongst everyone present? </li></ul><ul><li>Participating and contributing: Is there a focus on identifying and solving real-world problems? </li></ul>
  46. 46. Sustaining today’s learnings <ul><li>Revisit the notes for just 5 mins </li></ul><ul><ul><ul><li>Two days from now </li></ul></ul></ul><ul><ul><ul><li>One week from now </li></ul></ul></ul><ul><li>Follow-up at least twice over the next month. Ask questions in faculty meetings such as: </li></ul><ul><ul><ul><li>What have you put into action? What worked? Why? What didn’t? Why? What will you do next? </li></ul></ul></ul><ul><li>Include something (anything!!) new in your diary each day for the next two weeks. Use a brightly coloured pen to write these changes. </li></ul>
  47. 47. After the break <ul><ul><li>Small discussion groups </li></ul></ul><ul><ul><li>Critical question: What are the key practices, understandings and skills required by student thinkers in the 21st Century? </li></ul></ul><ul><ul><li>During the dialogue: Paraphrase; and keep all comments succinct </li></ul></ul><ul><ul><li>Place your group responses on a large chart </li></ul></ul><ul><ul><li>After 45 mins, an analysis of the responses from other groups </li></ul></ul>
  48. 48. Final Thoughts <ul><li>Some extra material </li></ul><ul><li>[email_address] </li></ul><ul><li>Remember that you work in the most important profession on the planet </li></ul>

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