This document summarizes a presentation on core competencies given by Faye Brownlie. It discusses the three core competencies of communication, thinking, and personal/cultural identity. It provides guidance on supporting student self-assessment of competencies, emphasizing a strengths-based approach. Examples are given of core competency lessons and assessments in various K-5 classrooms that integrate competencies into subject content through activities like sentence expansion, feedback frames, and self-reflection. Recommended resources on self-regulation and student diversity are also listed.

1. Digging into the Core Competencies:
planning for, teaching with,
reflecting on
Kamloops, April 24, 2017
Faye Brownlie
Slideshare.net/
fayebrownlie.kamloops.corecompentencies

2. Core Competencies
• CommunicaDon
• Thinking
– CreaDve
– CriDcal
• Personal
– PosiDve personal & cultural idenDty
– Personal awareness & responsibility
– Social responsibility

3. • What’s working?
• What are you wondering about?

4. • While students and teachers become familiar
with the self-assessment of the Core
Competencies this year, it is recommended
that students begin by self-assessing on at
least one of the three broad Core
Competencies on the final report of this
school year.
• SupporDng the Self-Assessment and ReporDng
of Core Competencies, Ministry of Ed., March
2017

5. Strengths-based!!!
We are NOT searching for what kids are NOT
good at.
We build on strengths, not fill in holes.

6. • No checklists
• No rubrics
NoDce – Name - Nurture

7. Over time, students:
• Gain the ability to assess their own strengths
• Create realisDc and achievable goals
• Construct a clear plan to reach their goals
• Provide examples and evidence of their learning
• Revisit previous documentaDons of self-
assessments, where applicable, to document
their growth
• Ministry of EducaDon, March 2017, DraX

8. Core Competencies in K
• April Pillarainen
• Lauren Maclean

9. K – Core Competencies
• What is my job?
• Based on
– CriDcal thinking
– CommunicaDon
– PosiDve personal and cultural idenDty

13. Teaching reading and writing to
increase engagement and deep
thinking, include core competencies
and big ideas, gr. 4/5

14. The Sequence
• Goal today – stretch your thinking and work like a detecDve to use
clues to figure things out
• EssenDal quesDon: How does where you live affect how you live?
– How can you answer this already?
– Partner talk, then group share
• Image: see – think – wonder
• Quick write
• Explode the sentence
• Reflect with core competencies

16. Explode the Sentence
• One day many years ago, children were
playing in the village, learning to be good
warriors and hunters.

19. Critical Thinking Core Competency
•I am becoming an acDve listener; I ask quesDons and make connecDons.
Evidence:
•When I talk and work with peers, I express my ideas and encourage others to express theirs; I share
roles and responsibiliDes.
Evidence:
•I recount and comment on events and experiences.
Evidence:

22. Unpacking the Lesson
• What struck you?
– Engagement of the kids
– 1 hour, 40 minutes
– All could parDcipate
– Major shiXs in thinking
– Content woven into massive thinking
– All responses were accepted
– Your language: each child was honoured and liXed up
☺
– I could do this!!

23. Next Steps
• Next day, begin with another image and another sentence
to explode (should take half the Dme)
• Move to groups of 2-3 and have each group of students
explode a different sentence
• Share the sentences and an interpretaDve comment about
each
• Can the students, together, move to read their sentences in
order?
• Retype the same 10 sentences – as 10, 7 and 5. Students
choose which they want and re-order them BME
• Keep listening to the kids read
• Read the text, and reflect on how where you live affects
how you live.
• Repeat process with 2 other Roy Henry Vickers books,
highlighDng content.

24. Deeper Thinking with Visual
Literacy
- Joanna Fournier and Christy Rollo
• Very diverse classes
• Collaborate on almost everything
• Include in-class LA support as much as
possible, working on in-class ELL
• Opening the curriculum to embed the core
competencies

25. Japanese Internment
❖ What stories are inspired by war, fear, oceans,
mountains, family, seeking a better life?
❖ Is it ever necessary to take away personal rights for the
safety of all?
❖ How would you live and feel separated from your
family? Your connection to home?

26. Japanese Internment

27. Feedback Frames
From Brooke Douglas

28. Self ReflecDon

29. In-class writing, collaboration, core
competencies, gr. 2/3
• Marnie Manners
• Faye Brownlie
• WriDng project in Burnaby focusing on
infusing the PosiDve Personal and Cultural
IdenDty Core Competency into WriDng

30. Narrative Writing – Gr 2/3
with Marnie Manners, Burnaby
• Students have been reading and retelling Lars, the polar
bear stories by Hans de Beer
• The story plot is that Lars, the polar bear, is bored/lonely in
his home at the North Pole. Something unexpected
happens (an iceberg floats away, he gets caught in a fishing
net/trap and travels by boat/plane/train) and is taken to
another place (jungle/city). He meets another animal in the
new selng. The new friend takes him to meet another
animal who helps him to get home by some sort of
transportaDon. Lars safely arrives home, is reunited with his
family and tells them about his adventure.

31. • Goal: move beyond retelling to create a story following his
recipe
• Class had idenDfied the recipe
• Review recipe
• Introduce the ‘story necklace’ – 3-4 recipe cards, 1 for each
chunk
• Model, with their help, the wriDng
• Students leave the carpet, having idenDfied:
– The new animal
– The new selng
– The method of transportaDon

32. • AXer wriDng:
• Voice: Provide evidence of how your wriDng sounds like you
• Core Competency: How did you keep on wriDng? What did
you say or do to show such stamina?
PPCI:I can describe and demonstrate pride in my posiDve
qualiDes, characterisDcs, and/or skills.
CriDcal Thinking: I can consider more than one way to
proceed and make choices based on my reasoning and what
I am trying to do.
Personal Awareness: I can set realisDc goals, use strategies
to accomplish them, and persevere with challenging tasks.
• Circle 2 words that are unique or specialized in your wriDng

45. Overall Classroom Environment
Activities ... Supports ... Assessment/Feedback
An Integrative Model of Self-Regulation
(Butler, Schnellert, & Perry, 2016)
Cycles of
Self-
Regulated
Activity
Planning
Interpreting Tasks
Monitoring
Adjusting
Enacting
Strategies
History,
Strengths,
Challenges,
Metacognition,
Knowledge,
Beliefs,
Agency
Butler, 2002; Butler et al., 2011
Emotions & Motivation

46. Greg Miyanaga,
Grade 2 SD43

47. Active Listening
Greg Miyanaga,
grade 3

48. Kelsey Keller, SD43

49. Kelsey Keller, SD43

50. Kelsey Keller, SD43

51. Self-Assessing Personal Awareness
and Responsibility – Judith King, SD 67
• Place words and phrases from the chosen core
competency on a page
• Choose words and phrases that represent a
wide range
• All words and phrases are posiDve
• Copy one page per student

52. • Large and small group discussions:
– Explore and discuss
• A word or phrase that is hard to understand
• A word or phrase that we oXen talk about
– Growth mindset
• Has do we get beoer at personal responsibility?
• What advice would you give to a younger student as you coach
them on being personally responsible?
– Think about all 3 aspects
• Well-being
• Self-determinaDon (standing up for yourself, meeDng your needs)
• Self-regulaDon (selng and working toward goals)

53. • Self-assessment
– Choose two words and phrases that are a lot like you.
• Provide evidence.
– Choose one word or phrase that you would like to
know more about.
• Have a partner describe what someone might say, do or
think if they were like this phrase or word.
– Find one or two words or phrases to fit each of these
categories for YOU! (These are IB self-assessment
categories.)
• A bit like me Quite like me Very much like me

54. • Self-assessment
– Return to these words and phrases throughout the
year.
– Add new words and phrases.
– Make “I can” statements
– Plan and discuss how to grow these areas
– Have students represent their growth in some way
– *the process is more important than the record!

56. A bit like me Quite like me Very much like me

57. Recommended Resources
Butler, Schnellert & Perry
(2016). Developing self-
regula1ng learners. Don
Mills, ON: Pearson.
Brownlie, Feniak & Schnellert
(2016). Student diversity.
Pembroke.