Key Competency - Managing Self
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 |
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 |
|
Relational |
|
Multistructural |
|
Unistructural |
|
Prestructural |
|
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
|
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.