Key Competency - Managing Self
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Revision as of 15:08, 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/
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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 |
Different way: make predictions, generalise, create, evaluate. |
Relational |
Explain: comparison, classification, causal explanation, |
Multistructural |
Through: Listing |
Unistructural |
Student exemplar: |
Prestructural |
Student exemplar: |
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 |
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Relational |
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Multistructural |
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Unistructural |
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Prestructural |
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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