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Tech Dept - Ākonga Profile Competencies :fire: (Collaboration :silhouettes…
Tech Dept - Ākonga Profile Competencies :fire:
Self Management
The ability for children to regulate emotions contributes to their success in social interactions and their capacity to learn. Self-management and self-regulation are essential aspects of social competency – a child’s growing capacity to effectively interact with others.
Self-management and self-regulation can be defined as “paying attention to your own behaviour” and “being able to manage feelings and behaviours”.
Definition: management of or by oneself; the taking of responsibility for one's own behaviour and well-being.
How students demonstrate this:
- Weekly Time charts, Goal settings vs Year planner, feedback from teacher and stakeholders while working on projects. React on positive and negative feedback, modifying and revised work.
Self management process. Student and Teacher directed.
How do I teach this now**
? Self management tools such as Time table, Calendar, Course outline, deadline dates, Course contents.
ideas for teaching that in the future:
Collaboration :silhouettes:
Defining the term:
Collaborative learning
: Collaborative learning is an educational approach to teaching and learning that involves groups of students working together to solve a problem, complete a task, or create a product. According to Gerlach, "Collaborative learning is based on the idea that learning is a naturally social act in which the participants talk among themselves (Gerlach, 1994). It is through the talk that learning occurs."
General collaborative skills
- learning to work in a group and effectively harness the collective skills of each group member
Collaborative process (NPDL)
Student/Teacher collaborative
inquiry
How
I teach
this now
Pair programming tasks
Peer assessments with feedback
How
students demonstrate
this
Giving constructive feedback
Discussing ideas
Working together to debug programs
Helping others with course content understanding
Ideas for teaching
this in the future
Cooperative learning
task
Teaching how to do this, rather than just expecting it - POGIL method
Student run socratic seminars
Link Title
Creativity
Defining the term
The use of imagination or original ideas to create something; inventiveness.
The act of turning new and imaginative ideas into reality. Characterised by the ability to perceive the world in new ways, to find hidden patterns, to make connections between seemingly unrelated phenomena, and to generate solutions.
How I teach this now
Ideation tasks - Taking a starting point, re-imagining and then creating an outcome.
Investigating what has been done in the past and finding issues/problems/positive features of an outcome.
Giving specific criteria which have to be met and worked around
How students demonstrate this
Ideas for teaching this in the future
Metacognition
Defining the term
Metacognition is, put simply, thinking about one’s thinking. More precisely, it refers to the processes used to plan, monitor, and assess one’s understanding and performance. Metacognition includes a critical awareness of a) one’s thinking and learning and b) oneself as a thinker and
learner.
SIMPLE DEFINITION: Thinking about thinking. Being aware of one's thoughts and how they influence progress.
Ideas for teaching
this in the future
https://cft.vanderbilt.edu/guides-sub-pages/metacognition/
• Preassessments—Encouraging Students to Examine Their Current Thinking: “What do I already know about this topic that could guide my learning?”
• The Muddiest Point—Giving Students Practice in Identifying Confusions: “What was most confusing to me about the material explored in class today?”
• Retrospective Postassessments—Pushing Students to Recognize Conceptual Change: “Before this course, I thought evolution was… Now I think that evolution is ….” or “How is my thinking changing (or not changing) over time?”
• Reflective Journals—Providing a Forum in Which Students Monitor Their Own Thinking: “What about my exam preparation worked well that I should remember to do next time? What did not work so well that I should not do next time or that I should change?”
Sample questions for exploring metacognition with students
Promoting student metacognition
How I teach this now
Computational thinking strategies for programming - pattern recognition, abstraction, decomposition, algorithms
Self evaluations / assessments
Daily reflections
Project reflections
Ako class - weekly reflections
How students demonstrate this
Reflecting on progress and outcomes
Reflecting on previous year, and setting goals for upcoming year
Problem Solving :question:
How
I teach
this now
Use of a bank of "key words" to encourage learner responses
Asking open-ended questions
Avoiding "rescuing" / allowing students to make mistakes
Student evaluation of outcomes and generation of next steps
How
students demonstrate
this
Learning reflection
Evaluation of outcomes
Modification of concepts / outcomes based on experiencing problems / challenges.
Defining the term:
Finding solution(s) to an issue or challenge as it arises
Ideas for teaching
this in the future
This happens innately as part of the Tech Process. In fact, the Tech Process IS problem solving.
Critical Thinking
Definition
Curiosity
How I teach this now
How students demonstrate this
Defining the term
The desire to learn or find out about something
Ideas for teaching this in the future