Using key Comptencies in learning Languages
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This is to start your department wide thinking around the key competencies in the New Zealand curriculum and how we could incorporate them in Learning languages
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Using key Comptencies in learning Languages
- 3. NZC Overview scan NZ Curriculum
- 6. The key competencies are an important part of the New Zealand Curriculum. They focus on developing dispositions and behaviours that empower students to approach new learning opportunities with motivation and confidence, equipped with a range of strategies and processes to negotiate and create new knowledge in the 21st century and beyond. The knowledge and skills contained in each of the essential learning areas continues to be important, school management and classroom teachers will need to ensure that in selecting relevant learning contexts and pedagogical approaches, that these attend to, and are conducive to, the development of the key competencies. NZ Curriculum
- 15. • Encourage staff to think for themselves •Build resiliency through appropriate levels of delegation & professional learning •Recognise conflict as important for community growth and develop systems to express this openly and safely •Provide systems which provide guidance while still allowing independence and flexibility within the working structure •Obtains regular individual and collective feedback from stakeholder groups Classroom Culture (Claxton et al) Classroom & Community Based Curriculum Contexts Innovative / 21 st C teaching and learning Model: •Meeting commitments •Applying learning to new situations •Intrinsic motivation •Social ethical values, the ability to resolve conflict; and resiliency •Seeking and acting on feedback of own performance. Teach: •Reflection as an essential part of learning •Self management/ responsibility skills such as goal setting, time management, choice making, self assessment and evaluation •Making purposes and goals explicit MANAGING SELF • Self-motivation, a “can-do” attitude, and seeing themselves as capable learners. It is integral to self-assessment. •Learners who manage themselves are enterprising, resourceful, reliable, and resilient. •They establish personal goals, make plans, manage projects, and set high standards. •They have strategies for meeting challenges. •They know when to lead, when to follow, and when and how to act independently. Professional Learning Communities Learning contexts and the dimensions of strength (Carr, 2006) A(agency); B(breadth); C(continuity); D(Depth) Professional Teachers Competency Description The Key Competencies – Contextual Opportunities for Learning (Based on a table by Cheryl Doig) [email_address] Subject /Curriculum Area:
- 16. Millions saw the apple fall, but Newton was the one who asked why .
Editor's Notes
- New curriculum is only of use if it influences teaching and learning practice Depth rather than coverage Paradigm shift from standardisation accountability to transformational - 21 st century learning enabled by technology but NOT driven by it. Constructivist: - cognitive psychology Main assumption – knowledge does not exist out there in an objective reality. Knowledge is actively constructed from within by the learner. Facts become facts because it is knowledge that is agreed upon by communities of learners. The learner comes into any situation with prior experiences based on past experiences. New knowledge is learned through integration with prior knowledge. Vygotsky
- Thinking of the skills, personality characteristic, knowledge you want your Year 12/13 students to leave Waitakere with.
- Concept development and deep understanding are the goals of instruction. Learning is a constructive activity that students have to carry out. Students are active learners. The educators task is to provide students with opportunities to construct knowledge. Need meaningful authentic activities to help students construct knowledge Reflection of both content and the learning process is paramount. Group work impt so students can test their understandings and expand understanding of particular issues – warning Graham nuttall hidden lives of learners – understandings need to be checked (concept maps etc ) Futurelab Links to prior knowledge and experiences – summarising; reviewing, linking main concepts at critical points throughout and at the conclusion of lessons Prior knowledge may contain naïve theories preconceptions or misconceptions, or alternative frameworks and world views. Teachers must explore the learners thinking and challenge misconceptions. Notes From: Grayson Walker Centre University Tennessee Chattanooga–
- Read the statement about KC from the NZC & choose 1 aspect of the quote and say what this looks like to you. Before next slide - How many KCs are there? - Can you name the 5 KCs?
- Competencies have always been taught. Is just that we have chosen to identify these ones as key. Many students have highly developed skills in the competencies – sometimes we might need to channel them in more positive directions. The question of social responsibility and ethics comes into play. People can be highly creative but what they develop may be quite harmful to society. Globally citizenship is back on the agenda for the US and for the European union countries. Partly due to the low numbers of young people voting or taking any part in civic or political life. We need to change the me generation into the ‘we’ generation.
- Let put the KCs into our context now with the Generic Framework for learning LanguagesThey are woven into the LL curriculum through our achievement objectives. Next slide - We have a great website which gices us the opportunity to explore many aspects of Language teaching. It produced by the Minstry and has examples of everything we need. It will hopefully become a collaborative site where teachers can share activities directly relating to the NZC.
- Organisation of the website - there’s not only the information that’s listed at the top but we also have every major aspect of pedagogy hyperlinked to make finding information easy so if you click on the link about thinking this is what you get:
- Think about your Term plans - What activities could you change to be future focused ? List the activities in the box. After, An example of incorporating OPV chart when completing a cultural activity about a country - Students have to plan the itinerary for a trip - In the Language your teaching - While teaching student to ask questions “Are you OK?” No I’m angry, my girlfriend lied to me.” Teaching them to answer in several ways - Students manage their activities - through choice in topics, reflection on tests/essays For Boys -
- Importantly Effective pedagogy section pp 34/36 applies to all aspects of the curriculum. There is not another section of how to teach the key competencies and they must be seen in an integrated way. A key element in the pedagogy section is the inquiry process. Schools must change from a focus on what we know to an emphasis on ‘how we come to know’ Through process of inquiry –individuals construct much of their understanding of the natural and human designed worlds. Inquiry implies “a need or want to know” premise. Inquiry is not so much seeking the right answer –because often there is none- but implies emphasis on the development of inquiry skills and the nurturing of inquiring attitudes or habits of mind that will enable individuals to continue the quest for knowledge throughout life. It also applies to teacher inquiry into practice –which has become lost in discussions around the inquiry approach, as well as student inquiry Revisit this point later on. Content of the disciplines is very important but as a means to an end not as an end in itself . Knowledge base for disciplines is constantly expanding and changing. No one can ever learn everything, but everyone can better develop their skills and nurture the inquiring attitudes necessary to continue the generation and examination of knowledge throughout their lives.