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Self Assessment of Core Competencies

All students in Grades K-9 are required to complete a self-assessment of Core Competencies (Personal and Social Identity, Thinking and Communication) at the end of the school year as part of the New BC Curriculum. The process of self-assessment can build student ownership and voice, and give students increased responsibility for the acquisition of the core competencies.  Through self-assessment, students can set yearly learning goals and identify ways in which they will further acquire and develop increased skill and ability in these areas. (curriculum.gov.bc.ca/sites/curriculum.gov.bc.ca/files/pdf/educator_update_student_progress_k-9.pdf)

Library lessons will remind learners of the upcoming, May/June self-assessment and help in preparation.

Some tips to get started.

Collect data, thoughts, pictures, key words, experiences, about yourself and your family.  Sort into private/public. Some of what you think and do you may not want to share publicly.

Think about ways of sharing/presenting information about yourself:

  • a portfolio of art work,
  • a list of extra curricular activities,
  • file cards,       rolodex_6
  • post-it notes,
  • a haiku deck,
  • a power point.

When reading, watch to see how story characters share who they are.  In class, observe how classmates and teachers communicate their identity, what thinking skills they use.  Jesus used stories and comparisons (parables), sentences and actions to communicate his personal and social identity.  What can you learn from Jesus about setting yearly learning goals?

Consider:

Interests.  Keeping a resume of interests. I am interested in  sports (soccer, basketball, volleyball, table tennis, tennis, badminton) and this is what I do about it: interval training, running, stretching, reading books, eye hand coordination (juggling, eye tracking), reading, watching/copying models, studying the court, thinking like a coach, helping younger kids. basketball_court_dimensions

Experiences.  Collecting photos of learning experiences.  Here I am learning coding! We build games:  Here is a picture of games we have built:  I will explain one to you.dance_stick_peopleMy friend and I are choreographing a dance!  We are researching ballet and First Nations dances.

Inquiry.  Inquiring into a topic of interest.  I love horses.  I have read 92 books about horses.   For my birthday I am asking for a riding lesson.  I do chores at home to save time so my family will take me to a riding stable to watch.  chess_piece_white_knight

I am interested in fashion design.  I look for pictures of olden day fashions.  I draw and label ones that interest me.  I collect fabrics of different textures.

Projects.  Keeping a record of projects you do or are doing, at school or at home.  For example: I study piano.  Here is an audio tape of me playing technical exercises and a recital piece. piano_w_rose Another example: I make representations (different kinds of models) of books I want to remember and places I have visited  I do not have room to keep all my projects and representations so I keep photos of them.

Problem-solving. Celebrate and record problems you have encountered and solved or are solving.

Reflections.  Keep a reflection diary: Reflect back on your learning and/or relationships at school.

Changes.  Notice and record changes every month: height, weight, distance run in 10 seconds distance run in 5 minutes, one foot balance in seconds. distance hopped in 10 seconds, balls caught, your idea.  Take pictures.  Keep a graph.graph

Games.  What games do you play?  What strategies do you use? What level are you at? What strategies do you use to advance?  (Video games, board games, sports games).

Creations. What things have you created?  In your imagination. On paper.  Using lego or other toys.  Take photos and label the imaginary worlds you create.

Prayer.  My mind is happy when I think about the Mysteries of the Rosary. I practice the thinking strategy of contemplation. I am memorizing all 20 mysteries so I can contemplate each one.  I name each mystery and ask Jesus to let me be present with him.  I really imagine I am there.  I see and feel the setting and the events in my mind and in my heart. For instance, the Nativity, Jesus is born in Bethlehem.  Angels and shepherds and wise men come.  I feel the cold air.  I smell the straw in the stable.  I pretend I am a bird flying around listening to Joseph and Mary talking.  I do not always have time to say the 10 Hail Mary’s because my mind is listening and feeling and I might fly out to look at the stars and the night sky and watch for the Wise Men.wisemen_on_camels

Toys and Play. Toys and play help me learn.  For example, I pretend my stuffed animals can listen and talk.  I read stories to them.  They keep me company.  I am keeping a list of toys I have had and how they have helped me learn.

Devices.  What devices do I use?  How do they help me think and do?abacus

Goals.  I might be a vet so I inquire about pets.  I interview people who have pets.  I read about pets and how to look after them, also farm and wild animals.  I have applied to volunteer in an animal rescue center.

experience_teaches.  I do not yet know what I want so I explore different subjects, like religion, science, history, world records. I read biographies about what other people do.  I try new things.  I keep a digital journal showing pictures and words of a lot of the things I have tried already.portable_projection_screen

Challenge.  From year to year your sense of personal and social identity will grow stronger and your thinking and communication skills will improve.  This year cast your net out into the deep, take a risk, prepare to self report on your identity, your thinking and your ability to communicate.

space_shuttle_liftoffWayne Gretzky says, ‘You miss 100 % of the shots you do not take’.

 

 

Core Competencies in the SFX Library

New BC Curriculum      Core Competencies: Identity (Personal and Social), Thinking, Communication

In the SFX Library we will be using fact and fiction books to discover how authors illustrators and characters explore Personal and Social Identity and Thinking Skills to Communicate.

Example:  The Bible, a treasure of truth about personal and social identity.  Mark 10:14 Jesus loves little children.  “Let the little children come to me.”  As learners at SFX Jesus is part of our Social Identity.  His words guide us to the security of eternal life, show us how to form relationships, and lead us into the adventure of evangelizing.

Example: Peter Reynolds’ book, The Dot.   Vashti, the little girl in the story, thinks she cannot draw.  Her teacher encourages her.  Vashti has a growth mindset and once her teacher encourages her she thinks, ‘I can do better than that dot!’  And she does!  Further, she becomes an encourager, like her teacher, and she helps another student. Vasti’s personal identity changes in response to social interaction.

In light of the New BC Curriculum this year let us read with a new focus, through the lens of the Core Competencies. Let us read to discover the identity of literary characters, the thinking skills authors and characters use, and the ways authors and characters use to communicate.  Let’s read new books  and reread favorite books to connect tto the Core Competencies!