“KCRS – The behaviours of a more than competent learner”

“KCRS – The behaviours of a more than competent learner”

The change • - 21st century learning • Conscious development of thinking skills, metalanguage and constructing knowledge • Left brain’thinking necessary but primacy of right brain’ thinking • - Independent thought, conscious concern • - People, relationship, teamwork skills & EQ; • - 20th century learning • General intellectual skills developed implicitly via exposure to the traditional disciplines • - Emphasis on ‘left brain’ literal thinking • - Rule governed behaviour • - Work competitively and independently

21 Century learning • involves generating knowledge not storing it; is about process not product • is primarily a group - not an individual - activity; • happens in ‘real world’, problem-based contexts; • should be ‘just-in-time’, not ‘just-in-case’; • can’t be codified into “disciplines”

Competencies Shift from: an accumulation of knowledge- based credentials which are usually discretely subject or discipline based To: a reservoir of strategies, behaviours, skills and values or competencies which are cross- curricular, non-curricular and co-curriculartencies;

Capabilities for living and lifelong learning • “People use competencies to live, learn and contribute as active members of their communities. More complex than skills, the competencies draw also on knowledge, attitudes and values in ways that lead to action. They are the key to learning in every learning area” THEY KNOW

Capabilities for living and lifelong learning • “Successful learners make use of the competencies in combination with all the other resources available to them. These include personal goals, other people, community knowledge and values, cultural tools and the knowledge and skills found in different learning areas” THEY CONNECT

Capabilities for living and lifelong learning • “Opportunities to develop the competencies occur in social contexts. People adopt and adapt practices that they see used and valued by those closest to them, and they make these practices part of their own identity and expertise” THEY RELATE

Capabilities for living and lifelong learning • “The competencies continue to develop over time, shaped by interactions with people, places, ideas and things” THEY SUPPORT

I can be I can be • self motivated • purposeful • a goal setter • aware of my place in my worlds • enterprising • able to meet challenges MANAGING SELF (INTRAPERSONAL) RELATING TO OTHERS (INTERPERSONAL) • a listener • a contributor • working with and for others • accepting of others’ viewpoints SUPPORTING

SUPPORTING and RELATING MANAGING SELF (INTRAPERSONAL) RELATING TO OTHERS (INTERPERSONAL) Belonging to and participating in local, national and global communities PARTICIPATING AND CONTRIBUTING

KNOWING MetacognitionProblem solvingstoring/ordering THINKING CONNECTING RELATING constructing applying understandings understandings

Understandings are reached through USING LANGUAGE, SYMBOLS and TEXTS Narrative, ICT, word, number, metaphor, movement, visual Understandings are expressed through

Some questions to ponder • What might the competencies look like in a classroom? • Would comparing KCRS with the competencies identify gaps or show concurrence? • How might the competencies influence school behaviours beyond the classroom? • Is this déjà vu all over again?

Non prescriptive While the New Zealand Curriculum sets the national direction for learning for all students, each school will design and implement its own curriculum in ways that will engage and motivate its particular students. Schools have considerable freedom in deciding exactly how to do this.

The student voices Why do I come to school? To develop my learning power, of course! They give us interesting things to explore that get harder and harder. In finding out how to grapple with them, we develop the ‘learning muscles’ and learning stamina that will enable us to get better at whatever we want, for the rest of our lives. As we get older, we practice those, and think about how they might help us in everyday life.

The student voices “As powerful learners, we will be better able to learn new skills, solve new problems, have new ideas and make new friends. No matter how so-called ‘bright’ you are, everyone can get better at learning. Even professors have learning difficulties! Oh, and by the way, as we become more powerful learners, so we naturally do better on examinations too! It’s a no-brainer, really.”

“KCRS – The behaviours of a more than competent learner”