From HookED Wiki

(Difference between revisions)

Jump to: navigation, search

Latest revision as of 15:29, 24 January 2012

Key Competency - Managing Self

Establish personal goals/ plan my work/ set high standards/ act appropriately in a range of settings/become aware of my actions and words on others/ set high self expectations/ developing a range of strategies to become a successful learner/ make well informed choices/
Toc
Media type="custom" key="4293901"

SOLO Taxonomy Self assessment rubrics

Managing self:
Strategies for regulating overt behaviour for learning e.g. time management, effort management

Time and effort management

Extended Abstract	I can sequence my learning goals against a time frame, explain this time management plan in terms of my overall learning outcome AND look at this time management plan in a different way. I can explain the different effort needed to achieve my different learning goals across the time frame AND look at the effort needed in a different way. Different way: make predictions, generalise, create, evaluate. Student exemplar: “I am learning to ...... . Before I can do this I will need to .... because ....Then I will need to learn ... because etc ..... I predict I may need to go back and learn how to ..... before I can understand ..... I have planned time X to achieve my first learning goal and time Y to achieve my second learning goal because ..... I predict I may need less time to achieve my second learning goal because... I will need to work hard to stay on task when I am learning to ....and to listen carefully when ... because.” I predict I will need to pace myself to achieve my overall learning outcome because ...
Relational	I can sequence my learning goals against a time frame AND explain this time management plan in terms of my overall learning outcome. I can explain the different effort needed to achieve my different learning goals across the time frame. Explain: comparison, classification, causal explanation, Student exemplar: “I am learning to ...... . Before I can do this I will need to .... because ....Then I will need to learn ... because etc .... I have planned time X to achieve my first learning goal and time Y to achieve my second learning goal because ..... I will need to work hard to stay on task when I am learning to ....and to listen carefully when ... because.”
Multistructural	I can sequence my learning goals I can match my learning goals to a time frame. [e.g. calendar, daily planner, GANTT Chart etc] I can identify the different effort needed to achieve my learning goals. Through: Listing Student exemplar: “I am learning to ...... . Before I can do this I will need to .... then I will need to learn ... etc .... I have planned time X to achieve my first learning goal and time Y to achieve my second learning goal. I will need to work hard to stay on task when I am learning to ....and to listen carefully when ... .”
Unistructural	I can identify my learning goals. I can identify my learning timeframe I can identify the effort needed to achieve my learning goals Student exemplar: “I am learning to ...... I have ....... days to achieve this. I will need to work hard to stay on task.”
Prestructural	I need help to identify my learning goals I need help with time management I need help with effort management Student exemplar: “I don’t know what I am doing, how long I have to do it, or how hard it will be.”

Managing self:

Make well informed choices

Extended Abstract	I can make a well informed choice, giving reasons for this choice and explaining why these reasons support the choice, givinging objections and explain why these objections reject the choice. I check the reliability and validity of the facts in the reasons and objections. I judge the reasons and objections (individually and collectively) and form a generalisation. I recognise that my point of view is one of many different viewpoints that have evolved from the different cultural, racial, social, political, occupational and economic lived experience of others AND I can evaluate how these viewpoints are limited/ influenced by the lived experience.
Relational	I can make an informed choice, giving reasons for this choice and explaining why these reasons support the choice AND giving objections and explaining why these objections reject the choice. I check the reliability and validity of the facts in the reasons and objections. I recognise that my point of view is one of many different viewpoints AND I can explain how these different viewpoints are influenced by the different cultural, racial, social, political, occupational and economic lived experience of others.
Multistructural	I can make a choice and give reasons for and objections to this choice I recognise my point of view as one of many different viewpoints.
Unistructural	I can make a choice and give reasons for this choice I recognise my point of view as the only viewpoint.
Prestructural	I can make a choice but need help to give reasons for the choice. I am intolerant of other’s points of view.

Managing self:

Managing metacognitive learning behaviors – planning, monitoring, evaluating.

[Replace the content below with developmentally appropriate “I can” content developed at workshop]

[Tacit/ aware/ strategic/ reflective]

Extended Abstract	I can plan, monitor and evaluate my progress intuitively in response to changes in my learning environment. I can personalise my learning behaviours/ strategies to help me achieve my learning goals
Relational	I can plan and prioritise what I need to do in the rich task (planning) I can monitor my own progress and know when I need to ask for help (monitoring) I can judge how well I am doing, and change things to better manage my time. (evaluate)
Multistructural	I can plan what to do in the rich task if someone helps me (planning) I can check on my progress in the rich task if someone helps me (monitoring) I can tell how well I am managing my time in the rich task if someone helps me (evaluating)
Unistructural	I can plan what to do next if someone helps me (planning) I can check on what I am doing if someone helps me (monitoring) I can tell how well I am managing my time on this step if someone helps me (evaluating)
Prestructural	I need someone to tell me what to do (planning) I need someone to check on what I am doing (monitoring) I need someone to tell me how well I am managing my time (evaluating)

Managing Self:

Being responsible to start the school day

Extended Abstract	I can consistently get all things ready for my school day and can assist others in this process
Relational	I can consistently be ready ahead of time for the school day I need reminding to get some things organized for the school day
Multistructural	I can do many things to be ready for the school day
Unistructural	I can do one thing to be ready for the school day
Prestructural	I need support to be ready for the school day I cannot pack or unpack my school bag, I do not have a pencil ready.

Managing Self:

Time management

Extended Abstract	I can reflect and evaluate completed tasks
Relational	I can sequence tasks in order to complete them in a set time
Multistructural	I can describe and complete tasks
Unistructural	I can identify the task
Prestructural	I need help to identify the task

Managing Self:

Self motivation

Extended Abstract	I can reflect and evaluate factors that influenced my self motivation
Relational	I can accurately apply the correct skills learned to new independent tasks with consistent effort
Multistructural	I can describe a purpose of the task, and can willingly maintain the effort required to complete the task
Unistructural	I am willing to put in limited effort to complete a task independently
Prestructural	I am not willing to put in the effort required to complete a task

Managing Self:

Listening skills

Extended Abstract	I can spontaneously interact with the speaker at any stage of the presentation
Relational	I can follow the speaker and explain back what they said regardless of situation
Multistructural	I can demonstrate I am listening by my verbal and nonverbal responses
Unistructural	I can listen in a one to one situation and ask one question
Prestructural	I cannot show others that I am listening

Managing Self:

Speaking skills

Extended Abstract	I can reflect on the impact of my own words and those of others
Relational	I can be responsible for what I say and understand the impact on others
Multistructural	I can speak and respond appropriately in a group situation but am not so aware of the impact of my words
Unistructural	I can speak appropriately in a one to one situation or small group
Prestructural	I cannot speak to another person or small group

Managing Self:

Planning

Extended Abstract	During the project I can reflect on and modify and adapt my framework where necessary.
Relational	I have my own framework to organise my ideas and I understand that some relevant information can be used in various contexts
Multistructural	I can come up with my own simple framework to organise my ideas
Unistructural	I can plan when given a simple framework I need help to know how to plan
Prestructural	I am unable to plan

Managing self:

Readiness for school (Junior School)

Extended Abstract	I can prioritise routines I can predict what will happen if I do not …. and reflect on …. I can prompt others I can support others pack my own school bag/ unpack my own school bag/ identify what needs to be in my school bag/ put my Reading folder away/ be responsible for school notices/ open my lunchbox nor the things in it/ tie my own shoe laces/ change my own clothes/ put my shoes neatly under my school bag/ place my work in the marking box/ respond appropriately to the bell/ respond appropriately to routine/ respond to a class responsibility/ follow instructions in class without supervision/ find my way away around the school
Relational	I can do… and explain why I can sequence routines, events, instructions I understand the consequences of…. pack my own school bag/ unpack my own school bag/ identify what needs to be in my school bag/ put my Reading folder away/ be responsible for school notices/ open my lunchbox nor the things in it/ tie my own shoe laces/ change my own clothes/ put my shoes neatly under my school bag/ place my work in the marking box/ respond appropriately to the bell/ respond appropriately to routine/ respond to a class responsibility/ follow instructions in class without supervision/ find my way away around the school
Multistructural	I can do more than one of the following independently eg pack my own school bag/ unpack my own school bag/ identify what needs to be in my school bag/ put my Reading folder away/ be responsible for school notices/ open my lunchbox nor the things in it/ tie my own shoe laces/ change my own clothes/ put my shoes neatly under my school bag/ place my work in the marking box/ respond appropriately to the bell/ respond appropriately to routine/ respond to a class responsibility/ follow instructions in class without supervision/ find my way away around the school
Unistructural	I can do one self management skill with prompting eg pack my own school bag/ unpack my own school bag/ identify what needs to be in my school bag/ put my Reading folder away/ be responsible for school notices/ open my lunchbox nor the things in it/ tie my own shoe laces/ change my own clothes/ put my shoes neatly under my school bag/ place my work in the marking box/ respond appropriately to the bell/ respond appropriately to routine/ respond to a class responsibility/ follow instructions in class without supervision/ find my way away around the school
Prestructural	I need support to… pack my own school bag/ unpack my own school bag/ identify what needs to be in my school bag/ put my Reading folder away/ be responsible for school notices/ open my lunchbox nor the things in it/ tie my own shoe laces/ change my own clothes/ put my shoes neatly under my school bag/ place my work in the marking box/ respond appropriately to the bell/ respond appropriately to routine/ respond to a class responsibility/ follow instructions in class without supervision/ find my way away around the school

Self Management: Personal Organisation and Time Management(Year 4 to 8)
Managing Self:

Being responsible to start the school day – Yrs4-8

Extended Abstract	I can consistently get all things ready for my school day and can assist others in this process
Relational	I can consistently be ready ahead of time for the school day I need reminding to get some things organized for the school day
Multistructural	I can do many things to be ready for the school day
Unistructural	I can do one thing to be ready for the school day
Prestructural	I need support to be ready for the school day I cannot pack or unpack my school bag, I do not have a pencil ready.

Managing Self:

Time Management – Yrs4-8

Extended Abstract	I can reflect and evaluate completed tasks
Relational	I can sequence tasks in order to complete them in a set time
Multistructural	I can describe and complete tasks
Unistructural	I can identify the task
Prestructural	I need help to identify the task

Managing Self:

Self motivation Yrs 4-8

Extended Abstract	I can reflect and evaluate factors that influenced my self motivation
Relational	I can accurately apply the correct skills learned to new independent tasks with consistent effort
Multistructural	I can describe a purpose of the task, and can willingly maintain the effort required to complete the task
Unistructural	I am willing to put in limited effort to complete a task independently
Prestructural	I am not willing to put in the effort required to complete a task

Managing Self:

Listening skills Yrs 4-8:

Extended Abstract- reflective	I can reflect and evaluate what I am listening to, adapting & justifying my responses appropriately.
Relational – Strategic	I can follow the speaker and explain back what they said, asking relevant questions and making relevant responses.
Multistructural - aware	I can demonstrate I am listening by making several relevant verbal and nonverbal responses
Unistructural - tacit	I can listen in a one to one situation and make one relevant response
Prestructural	I cannot show others that I am listening appropriately.

Managing Self:

Speaking skills – Yrs 4-8

Extended Abstract Reflective	I can reflect on the impact of my own words and those of others I can adapt my speaking skills in a range of contexts I can reflect on the impact of my words on others, evaluating the choices of words I use.
Relational - strategic	I can apply appropriate speaking skills in a group situation, and add relevant comments. I can explain the impact of my words on others
Multistructural - aware	I can use appropriate speaking skills in a group situation and add a relevant comment. I am beginning to show awareness of the impact of my words
Unistructural - tacit	I can use appropriate speaking skills in a one to one situation or group I may not be aware of the impact of my words
Prestructural	I cannot speak to another person or small group appropriately.

Managing Self: Self Management:

Personal Organisation and Time Management (Intermediate Level)

Extended Abstract	I can apply what I have learnt from the timetable to design other timetables. Eg other timetables, rosters I can evaluate what would happen if there were no timetable or structure to the day.
Relational	I can understand the consequences of not getting my correct gear for a class. I can interpret the timetable to support others.
Multistructural	I can list the classes I have on any given day and bring the correct gear I know all my teachers and what they teach I can move to the correct class at the correct time
Unistructural	I know the school operates a timetable I can find my home room, hall and identified locations I know the staff I usually remember to bring the correct gear to class
Prestructural	I need help to · interpret the timetable · Locate rooms · Identify staff · Understand blocks · Bring appropriate gear to class

Managing Self:

Being responsible to start the school day (Secondary level)

Extended Abstract	Every day I arrive at school on time with everything I will need for the day no matter what it brings (e.g umbrella, spare pens, highlighters, protactors, post it notes, canary in case of gas attack)
Relational	I can get to school on time with the things I need for the day.
Multistructural	I can get to school with some things that will help me during the day.
Unistructural	I can get to school. I cannot pack or unpack my school bag, I do not have a pencil ready.
Prestructural	I need help to get to school.

Managing Self:

Time management (Secondary Level)

Extended Abstract	I am able to complete the task in the allocated time with spare time for unforeseen circumstances (important but non urgent.)
Relational	I am able to complete the task in the allocated time (important and urgent.)
Multistructural	I am aware of the time constraints but find it difficult to complete the entire task in the allocated time.
Unistructural	I need help to complete the task within the allocated time. I need directions on how to use my time.
Prestructural	I unable to complete the task within the allocated time

Managing Self:

Listening skills (Secondary Level)

Extended Abstract	I can extrapolate what has been said to other situations
Relational	I can follow the speaker and explain back what they said regardless of situation
Multistructural	I can demonstrate I am listening by my verbal and nonverbal responses
Unistructural	I can be quiet and look as if I am listening
Prestructural	I don’t listen “huh?”

Managing Self:

Following an action plan

Extended Abstract	I have several steps in my action plan, follow them and I can select the right one to follow in different situations. I review/ re-evaluate my action plan whenever new situations arise. I help others who are struggling with their action plans.
Relational	I have several steps in my action plan, follow them and I can select the right one to follow in different situations.
Multistructural	I have several steps in my action plan, and can follow them without being reminded.
Unistructural	I have several steps in my action plan, and can follow them when I am told to.
Prestructural	I need help to know what steps to take and how to take them. I have no action plan.

Managing Self:

Working independently

Extended Abstract	I can get on with my work without being reminded, can adjust what I am doing to fit in with any changes that happen in the classroom. I review the outcomes of my work and reflect upon what I could do better next time.
Relational	I can get on with my work without being reminded most of the time, and can adjust what I am doing to fit in with any changes that happen in the classroom.
Multistructural	I can get on with my work without being reminded most of the time.
Unistructural	I can sometimes get on with my work without being reminded.
Prestructural	I need to be reminded to get on with my work.

Managing Self:

Keeping on task

Extended Abstract	I can keep on task for most of the activity, explain how I do this, and help others keep on task.
Relational	I can keep on task for most of the activity and explain how I do this.
Multistructural	I can keep on task for most of the activity.
Unistructural	I can keep on task for one part of the activity.
Prestructural	I need to keep on task.

Managing Self:

Independence

Extended Abstract	I can carry in my bag and hang it up without help from a grown up, get my book bag out and put it away AND explain why taking responsibility for my bag and book bag is important. AND I can see if anyone else needs help and offer to help them.
Relational	I can carry in my bag and hang it up without help from a grown up, get my book bag out and put it away AND explain why I am taking responsibility for my bag and book bag..
Multistructural	I can carry in my bag and hang it up without help from a grown up AND get my book bag out and put it away.
Unistructural	I can carry in my bag and hang it up without help from a grown up.
Prestructural	I need help to hang up my bag and put my book bag away.

Managing Self:

Being Independent

Extended Abstract	I need help to get my book so I am ready for the lesson AND select the stationery I will need , explain why I need to take responsibility for this, AND help others get their book and stationery ready.
Relational	I need help to get my book so I am ready for the lesson AND select the stationery I will need AND explain why I need to take responsibility for being ready for the lesson.
Multistructural	I need help to get my book so I am ready for the lesson AND select the stationery I will need
Unistructural	I need help to get my book so I am ready for the lesson
Prestructural	I need help to get my stationery and book so I am ready for the lesson

Managing Self:

Getting ready for school

Extended Abstract	I can put my book bag away without being reminded, can explain why this is a good thing to do by myself AND I am always looking for new things I can do to get ready to learn .
Relational	I can put my book bag away without being reminded AND can explain why this is a good thing to do by myself. (STRATEGIC)
Multistructural	I can put my book bag away without being reminded. (AWARE)
Unistructural	I can put my book bag away if someone tells me to. (TACIT)
Prestructural	Someone else (mum dad buddy) organises my book bag, homework, pencils, books for me.

Managing Self:

Managing Emotions: Anger

Extended Abstract	I can calm down if an adult sits with me and looks after me, if I put my hands in my pocket and count to ten or if I turn around and walk away from what is upsetting me. I can explain which strategy will work best for me in different situations. I reflect on the things that make me angry and try to avoid situations..
Relational	I can calm down if an adult sits with me and looks after me, if I put my hands in my pocket and count to ten or if I turn around and walk away from what is upsetting me. I can explain which strategy will work best for me in different situations
Multistructural	I can calm down if an adult sits with me and looks after me, if I put my hands in my pocket and count to ten or if I turn around and walk away from what is upsetting me.
Unistructural	I can calm down if an adult sits with me and looks after me
Prestructural	I need help to control myself when I get angry

Managing Self:

Independent Task Completion

Extended Abstract	I can complete a task. I can plan what to do and how long it will take me. I can work to my plan without needing to be reminded. I can make changes to my plan/ create a new plan if the situation changes.
Relational	I can complete a task. I can plan what to do and how long it will take me. I can work to my plan without needing to be reminded.
Multistructural	I can complete a task - if someone reminds me of what to do and when to do it
Unistructural	I can complete a task - if someone tells me in detail what to do and when to do it and reminds me throughout to stay on task.
Prestructural	I need help to complete a task.

Managing Self:

Caring for belongings/ equipment

Extended Abstract	I can find equipment in the classroom and explain why it is important to know where it is. I can help others learn where equipment is stored. I keep equipment in the [storage area] and return it to the [storage area] after use. I can explain why it is important to know where classroom equipment is kept and to put it away after use. I can help others return equipment to the right storage areas.
Relational	I can find equipment in the classroom and explain why I know where it is. I keep equipment in the [storage area] and return it to the [storage area] after use. I can explain why it is important to know where classroom equipment is kept and to put it away after use.
Multistructural	I can find my pencils, pencil case and stationery. I keep my pencils, pencil case and stationery in the [storage area] and return them to the [storage area] after use...
Unistructural	I can find my pencils. I keep my pencils in the [storage area] and return them to the [storage area] after use.
Prestructural	I need help to find my stuff (pencils, pencil case etc)

Planning for your learning, Setting high standards and Making informed choices'Managing Self:'

Co-constructed with students from the Totara Team syndicate at Vauxhall School - Carol Rowe-Mitchell

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.

@@ Line 711: / Line 711: @@
 |
 |}
-[[Category:HOT_Wiki]]
+{{HOTwiki_navbar}}
+{{HOTwiki}}
+[[Category:HOT Wiki]]

Key Competency - Managing Self

Latest revision as of 15:29, 24 January 2012

Contents

Key Competency - Managing Self

SOLO Taxonomy Self assessment rubrics

Time and effort management

Make well informed choices

Managing metacognitive learning behaviors – planning, monitoring, evaluating.

Being responsible to start the school day

Time management

Self motivation

Listening skills

Speaking skills

Planning

Readiness for school (Junior School)

Being responsible to start the school day – Yrs4-8

Time Management – Yrs4-8

Self motivation Yrs 4-8

Listening skills Yrs 4-8:

Speaking skills – Yrs 4-8

Personal Organisation and Time Management (Intermediate Level)

Being responsible to start the school day (Secondary level)

Time management (Secondary Level)

Listening skills (Secondary Level)

Following an action plan

Working independently

Keeping on task

Independence

Being Independent

Getting ready for school

Managing Emotions: Anger

Independent Task Completion

Managing Self:

Caring for belongings/ equipment

Planning for your learning, Setting high standards and Making informed choices'Managing Self:'

Personal tools

Namespaces

Variants

Views

Actions

Search

Navigation

Wikis

Downloads

Toolbox