Beths Powerpoint

Beth DungeyBeth Dungey

Key Key CompetenciesCompetencies

Unlocking the future for our Unlocking the future for our studentsstudents


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


Key CompetenciesKey Competencies

Knowledge, skills, attitudes and values cannot be separated

Key competencies are interrelated and used together

They are developed throughout life


Key CompetenciesKey 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


5 Key Competencies5 Key Competencies

ThinkingThinking Understanding languages, symbols Understanding languages, symbols

and textsand texts Relating to othersRelating to others Managing selfManaging self Participating and contributingParticipating and contributing


Process of learning new skillsProcess of learning new skillsObservation Observation

of the of the TeacherTeacher

ImitationImitation Self-controlSelf-control Self-Self-regulationregulation

The skill is The skill is modeled so modeled so the learner the learner gains a gains a mental model mental model

The learner The learner tries the tries the activity and activity and receives receives feedback feedback from the from the teacher as teacher as needed needed

The learner The learner no longer no longer has to rely has to rely directly on directly on the model or the model or the teacher the teacher because they because they have become have become proficient in proficient in the skill the skill

The learner The learner is able to is able to adapt the adapt the new skill to new skill to use it in new use it in new ways in ways in response to response to new new challenges challenges

(Zimmerman & Kitsantas (1997)


Thinking Thinking


What opportunities do students have to What opportunities do students have to actively practice thinking?actively practice thinking?

How are they introduced to a variety of How are they introduced to a variety of thinking patterns and skills?thinking patterns and skills?

What opportunities do students have to What opportunities do students have to transfer what they learn about thinking transfer what they learn about thinking in one context into different contexts?in one context into different contexts?


How well do teachers use and share How well do teachers use and share a vocabulary of thinking words, to a vocabulary of thinking words, to give students the language tools they give students the language tools they need to think about their thinking?need to think about their thinking?

Do students receive specific feedback Do students receive specific feedback on their progress in learning to use on their progress in learning to use these thinking tools and approaches?these thinking tools and approaches?


Languages, Symbols Languages, Symbols and Textsand Texts


Working with the codes in which Working with the codes in which knowledge is expressedknowledge is expressed

Systems for representing and Systems for representing and communicating information, experiences communicating information, experiences and ideasand ideas

Texts of all kinds: written, spoken and Texts of all kinds: written, spoken and visual; informative and imaginative; visual; informative and imaginative; mathematical, scientific and technologicalmathematical, scientific and technological



Managing SelfManaging Self


Not just about organisational Not just about organisational matters and self disciplinematters and self discipline

Includes managing aspects of Includes managing aspects of physical healthphysical health

Is about awareness of own Is about awareness of own strengths and weaknessesstrengths and weaknesses

Using this self knowledge to Using this self knowledge to approach living and learning tasks approach living and learning tasks strategicallystrategically


Relating to OthersRelating to Others


About interacting effectively with a About interacting effectively with a diverse range of peoplediverse range of people

Includes the ability to listen Includes the ability to listen actively, recognise different points actively, recognise different points of view, negotiate and share ideasof view, negotiate and share ideas

Know when it is appropriate to Know when it is appropriate to compete and when to cooperatecompete and when to cooperate


Participating and Participating and ContributingContributing


Is about learning that is authenticIs about learning that is authenticParticipating actively in local, Participating actively in local,

national and global communitiesnational and global communitiesBalancing rights, roles and Balancing rights, roles and

responsibilitiesresponsibilitiesResponding appropriately as a Responding appropriately as a

group membergroup member


Key LearningKey Learning The development of key competencies The development of key competencies

requires pedagogical change for teachers requires pedagogical change for teachers Students (and teachers) need to learn the Students (and teachers) need to learn the

language of the competencies to have language of the competencies to have shared meaning and understandingshared meaning and understanding

Teachers need to understand the way in Teachers need to understand the way in which students develop increasing which students develop increasing competency over time competency over time


Key LearningKey Learning Key Competencies need to be developed in Key Competencies need to be developed in

context and through the curriculumcontext and through the curriculum Key Competencies are taught and not caughtKey Competencies are taught and not caught Teachers need to provide many opportunities Teachers need to provide many opportunities

for the competencies to be developed in a for the competencies to be developed in a wide range of contexts both in the classroom wide range of contexts both in the classroom and in the wider context of the schooland in the wider context of the school


Key Learning about AssessmentKey Learning about AssessmentCo constructing success criteria with Co constructing success criteria with students of a competency within a given students of a competency within a given context attaches greater meaning and context attaches greater meaning and understanding. understanding.

Students need opportunities to self assess Students need opportunities to self assess themselves against agreed criteriathemselves against agreed criteria

Stories can be used to describe increasing Stories can be used to describe increasing level of competency in individual students level of competency in individual students or groups of students. or groups of students.


Key Learning about AssessmentKey Learning about Assessment

Assessment of the Key Competencies is Assessment of the Key Competencies is hugely problematic and there is a real hugely problematic and there is a real danger that schools might resort to some danger that schools might resort to some kind of inappropriate ‘tick box’ systemkind of inappropriate ‘tick box’ system

Anecdotal evidence is subjective but Anecdotal evidence is subjective but useful.useful.

The interrelated nature of the Key The interrelated nature of the Key Competencies makes it difficult to assess Competencies makes it difficult to assess in isolation in isolation


Schools will need to…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

Beths Powerpoint

Education

key competencies

key learning

competencies

learning

managing

knowledge

thinking

contexts