Key Competency - Relating to others
From HookED Wiki
(Difference between revisions)
m (Robot: Adding {{HOTwiki_navbar}}\n{{HOTwiki}}) |
|||
| (One intermediate revision by one user not shown) | |||
| Line 229: | Line 229: | ||
| style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; " | I need help to resolve a dispute | | style="border-top-style: solid; border-right-style: solid; border-bottom-style: solid; border-left-style: solid; border-top-color: rgb(221, 221, 221); border-right-color: rgb(221, 221, 221); border-bottom-color: rgb(221, 221, 221); border-left-color: rgb(221, 221, 221); vertical-align: top; min-width: 5px; min-height: 20px; " | I need help to resolve a dispute | ||
|} | |} | ||
| + | {{HOTwiki_navbar}} | ||
| + | {{HOTwiki}} | ||
| + | |||
| + | [[Category:HOT Wiki]] | ||
Latest revision as of 15:30, 24 January 2012
Key Competency - Relating to others
Interact with a diverse group of people/Interact in a variety of context/ be an active listener/recognise different viewpoints/negotiate and share ideas/be more open to new learning/ co-operate in team situations/
Media type="custom" key="4293897"
SOLO Taxonomy Self Assessment Rubrics
Relating to others:
Interact in a variety of contexts:
Blog commenting
| Extended Abstract |
Blog comment balances blog reading and responding. Can synthesizes what has been read in the blog post and makes comments that evaluate or elaborate to others ideas offering alternative perspectives E.g Blog comment includes taking linked ideas from the original post into other contexts through : generalisation, evaluation, analogy, prediction, imagine, judgement, speculation, if/then, hypothesise, forecast, idealise |
| Relational |
Blog comments communicate most effectively and explain ideas clearly. Can actively read the blog posts of others and respond appropriately, reflecting a personal understanding of the blogger viewpoint expressed. E.g Blog comment links ideas from the original post through: sequencing, classification, comparison and contrast, causal explanation, analysis (part whole), clarification, inference, reason |
| Multistructural |
Blog comments communicate ideas and relates sensitively to others. Can read blog posts respond to them. E.g Blog comment includes several ideas from the original post through: statements that define, describe, identify, |
| Unistructural |
Limited blog reading and commenting skills. E.g Blog comment includes one idea from the original post |
| Prestructural |
Poor blog reading and commenting skills accompanied by a lack of self-awareness of impact of comments on others. E.g Blog comment makes no reference to the ideas in the original post |
Relating to others:
Cooperate in team situations
| Extended Abstract |
· I can interact confidently and confidently with others in team situations, and make individual compromises based on identifying ways to improve outcomes for the team. · I can participate in creating healthy teams by taking responsibility and critical action |
| Relational |
· I can interact with others in a team, adopting different roles to meet different demands. · I can participate and take responsibility in a team and explain my choices in terms of team outcomes. |
| Multistructural |
· I can interact with others in a small group · I can participate and take responsibility in a team |
| Unistructural |
· I can interact with others on a one to one basis · I can participate in a team |
| Prestructural |
· I need help to interact with others · I need help to participate in a team |
Relating to others:
Communication
[Replace the content below with developmentally appropriate “I can” content developed at workshop]
| Extended Abstract |
Balances listening and responding. Synthesizes what has been heard and evaluates or elaborates in responses to others ideas offering alternative perspectives |
| Relational |
Communicates most effectively and explains ideas clearly. Actively listens to others and responds appropriately, reflecting a personal understanding of the viewpoint expressed. |
| Multistructural |
Communicates ideas and relates sensitively to others. Can listen to the ideas of others and respond to them. |
| Unistructural |
Limited verbal communication and listening skills. |
| Prestructural |
Poor verbal communication and listening skills accompanied by a lack of self-awareness of impact on others. |
Relating to others:
Roles and Responsibilities
| Extended abstract Reflective |
I can adapt and make changes to my roles and responsibilities to meet the needs of others in a group. I can evaluate my own and others viewpoints objectively. I can use my leadership skills to develop skills in others. I can adapt my leadership skills / role according to different situations. |
| Relational Strategic |
I can explain why roles and responsibilities are necessary for healthy group functioning. I can explain where different viewpoints may come from. I can make comparisons between my own and others view points. I can explain the purpose of different features of an effective leader and display at least 2 of these myself. |
| Multi structural Aware |
I can identify my roles and responsibilities within a group and recognise the roles and responsibilities of others in a group. I can identify my viewpoint and can list 2 or more reasons supporting my viewpoint. I recognise my viewpoint as one of many. I can identify 3 or more features of a good leader. |
| Uni structural Tacit |
I can work in a group identifying my role and responsibilities. I can identify my viewpoint but need support to express reasons. I can identify 1 feature of a leader. |
| Pre structural |
I need support to work in a group. I need support to develop my viewpoint. I do not recognise leadership features in others or myself. |
Relating to Others:
Types of relationships
| Extended Abstract |
I behave in a way that suits me and I accept that they will act in a way that suits them. I adjust how I behave in response to who I am with. I review my behaviour when I am with others to see if I can be a better friend. |
| Relational |
I behave in a way that suits me and I accept that they will act in a way that suits them. However, I adjust how I behave in response to who I am with. I am who I am but when I am with my aunties they can be hurt by my language so I am careful about how I talk around them. They know what I am like and let me get away with stuff they don’t do. |
| Multistructural |
I behave in a way that suits me and I accept that they will act in a way that suits them e.g. I am who I am and they are who they are |
| Unistructural |
I behave in a way that suits me. e.g. I am who I am |
| Prestructural |
I need help to know what you are talking about. |
Relating to others:
Thinking with others
| Extended Abstract |
I can contribute to group thinking in many ways and explain why these ways are appropriate for the group at that time. I can reflect on my input into the group’s thinking and suggest ways in which I might improve in another group thinking situation. |
| Relational |
I can contribute to group thinking in many ways and explain why these ways are appropriate for the group at that time.. |
| Multistructural |
I can contribute to group thinking in many ways. |
| Unistructural |
I can contribute to group thinking when prompted. |
| Prestructural |
I need help to contribute to group thinking |
Relating to Others:
Small Group Discussion
| Extended Abstract |
I can hear an idea and respond to it. I can compare others ideas with my ideas. I can summarise/ evaluate the ideas from a small group discussion. |
| Relational |
I can hear an idea and respond to it. I can compare others ideas with my ideas. |
| Multistructural |
I can hear or say several ideas in a group. |
| Unistructural |
I can hear or say one idea in a group. |
| Prestructural |
I need help to work in a group without adult support. |
Relating to Others:
Working in a group
| Extended Abstract |
I can share my ideas with the group, listen to and respond to the ideas of others by comparing these ideas with other ideas expressed by the group. AND I can evaluate the progress of group discussion and suggest new directions. |
| Relational |
I can share my ideas with the group, listen to and respond to the ideas of others by comparing these ideas with other ideas expressed by the group. |
| Multistructural |
I can share my ideas with the group, listen to and respond to the ideas of others. |
| Unistructural |
I can share my ideas with the group and listen to the ideas of others. |
| Prestructural |
I can share my ideas with the group. |
Relating to Others:
Showing respect for others
| Extended Abstract |
I know what showing respect is, can show respect when I am with others AND can explain why I behave in a respectful way to others. I can help others to understand why showing respect is a good thing by the way I behave (role model). |
| Relational |
I know what showing respect is, can show respect when I am with others AND can explain why I behave in a respectful way to others. |
| Multistructural |
I know what showing respect is and can show respect when I am with others. |
| Unistructural |
I know what showing respect is and can show respect when I am reminded to. [Respect: - greetings, manners, kindness, eye contact] |
| Prestructural |
I need help to know what showing respect is like. |
Relating to Others:
Working with a range of peers in a positive way
| Extended Abstract |
I can work with anyone in a positive way. I can adjust my behaviour and take different roles to make the group work together in a more positive way. And I can evaluate how the group is working and suggest different roles to make the group work in a more positive way. |
| Relational |
I can work with people I know and people I don’t know in a positive way. I can adjust my behaviour and take different roles to make the group work together. |
| Multistructural |
I can work with people I know in a positive way I can work on different tasks – familiar and unfamiliar |
| Unistructural |
I can work with a friend in a positive way I can work on one type of task - familiar |
| Prestructural |
I need help to work with others in a positive way |
Relating to Others:
Resolving a dispute
| Extended Abstract |
I can resolve a dispute by talking to the people involved and finding a common position that everyone can agree on. I can reflect on the steps taken to resolve a dispute and how they might be improved if this situation arises again. |
| Relational |
I can resolve a dispute by talking to the people involved and finding a common position that everyone can agree on. |
| Multistructural |
I can resolve a dispute by talking to the people involved |
| Unistructural |
I ask for help to resolve a dispute |
| Prestructural |
I need help to resolve a dispute |
| ||||||||||||||||||||||||||||||||||||
Copyright © Hooked on Thinking. Pam Hook and Julie Mills, 2004 to 2011. All rights reserved.
Unless clearly stated otherwise, copyright material contained on this site is the intellectual property of Hooked on Thinking, Pam Hook and Julie Mills.
You may not use this work for commercial purposes. You may not alter, transform, or build upon this work without the written permission of the rights owner.
