competency continua update (october 2013)

DRAFT ONLY SEPTEMBER 2013 [email protected]

Core Competencies: Developing the

ContinuaSharon Jeroski

Horizon Research & Evaluation Inc


BC Competency Continua

• key aspects of thinking, communication, personal and social competence

• cross-curricular; relevant in and out of school• descriptive – progression from early childhood through

adult expertise• additive and progressive -- develop in both breadth and

depth – best represented as concentric circles to show expansion

• based on actual samples from BC students and grounded in “I” statements from learners

• cross-curricular; relevant in and out of school• current focus: Creative thinking; Personal and cultural

identity; Communication


Form• What essential qualities need to reflected in

representations of the continua?o Progression/expansion (additive; expanding)o Inclusiveness (for all)o Strength-based (describes what students can do)o Student is at the centre

• What form/metaphor best reflects the essential values and qualities associated with the continua?o Circularo Moving out—showing expansiono All stages visible—you can see what you can do and where you are goingo Learner is the centreo Reflects the learner’s perspective


Current representation

• Circular• Moves outward—emphasizes expansion and

addition of competence• Shows all levels—can tell the story of a student’s

development• Presented in voice of student – developed from

“I” statements we collected• Written in relatively broad statements – the “big

picture” of development (broad markers).• Four to eight levels—this is not day-by-day,

month-by month etc. – it is the story (the plot summary)


Each level illustrated by

• Student samples• “I” statements

Always from the point-of-view of the learner


Strategies for Generating Creative Ideas

I deliberately learn a lot about something; e.g., by doing research, talking to others, so that I am able to generate creative ideas about it.I have strategies for quieting my conscious ‘censors’; e.g., walk away from it for a while, do something relaxing._______________________________________________

I am more likely to get new ideas about things I know a lot about.My new ideas just pop into my head, often when I am relaxing. I know that I cannot think creatively by trying to do it. _______________________________________________

I can generate creative ideas that deal with the specific constraints of a situation or problem. I get new ideas out of nowhere; they just pop into my head._______________________________________________

I can get new ideas for a specific purpose or problem.I can include some of my own ideas when I am building on other people’s ideas or forms; e.g., in mash-ups, or remixes, or “in the style of…”.


Approaches to Elaboration

I can persevere over time, even several years, to develop my idea and bring it to fruition. I treat failure as information When I cannot see what the next step might be,I use strategies for generating creative ideas. _______________________________________________

I can make my idea work even if it takes several tries and I have to solve problems as I go.I can build on my own ideas over time._______________________________________________

I can usually make my idea work even if it takes a few tries. If I need other people to help me, I can explain to them what I need them to do._______________________________________________

I am not sure how to make my idea work but I know there are people who could do it or tell me how to do it.


The Creative Idea, Expression or Product

This is new to many people in my community or globally.It has personal value to me; e.g. self-expression, personal growth, social influence.It has value or potential value in my community or beyond; e.g., entertainment, impact, influence on thought or action._______________________________________________

This is new to my peers or intended audience.It has personal value to me; e.g., self-expression, sense of accomplishment. It has value; e.g. entertainment, impact, influence, for my peers or a specific audience; e.g., younger children._______________________________________________

This is new to some of my friends/classmates.It has personal value to me; e.g., fun, self-expression, sense of accomplishment. It has value for some of my friends/classmates; e.g., fun, entertainment, influence._______________________________________________

This is new to me and has personal value for me; e.g., fun, sense accomplishment.


Communication Competence


Communication competence

• Connect and engage with others [to share and develop ideas]

• Acquire, interpret and present information

[includes inquiries] • Collaborate to plan, carry out and review

constructions and activities

• Explain/recount and reflect on experiences and accomplishments


Related facets of Communication Competence

• ER• C

• AIP

• CE

Connect & Engage

Acquire, interpret, present

Explain/recount &

reflectCollaborate


Connect and Engage• make connections and engage to develop ideas;

interactive• students learn to engage in informal

conversations, as well as contributing to focused discussions about ideas.

• usually oral or digital (e.g., lit circle; online forum; blogs/comments)

• adult examples: personal conversations; political or sport-related discussions; talk shows; book clubs; “town halls”; blogs/comments


Acquire, interpret and present information

• acquire and share for many purposes—academic, personal, social, work-related usually involves digital media as both sources of information and presentation

• represent in many ways – models, visuals, videos, presentation software, writing, speaking, demonstrating

• entwined with thinking—becomes increasingly complex and strategic

• often includes inquiry• adult examples: create/interpret--presentations;

demonstrations; persuasive texts; research reports; procedural presentations (how-to)


Collaborate to plan, carry out and review constructions, activities and

inquiries• work together to accomplish shared goals• from simple, short-term tasks to eventually developing

sophisticated and refined skills for organizing, negotiating, building consensus, moving in and out of leadership roles

• usually involves oral and digital skills• increasingly involves collaborating with people in

different locations, who may never have met; includes cross-age groups; local community; a digital community

• adults participate in work and leisure groups; local and global communities (e.g., planning family or community events; sports or arts groups; issue or advocacy groups)


Explain/recount and reflect

• tell about experiences and articulate their thinking and their accomplishments

• any form – oral, visual, written, digital, symbolic, concrete

• part of learning across the curriculum (e.g., critiquing a presentation or performance; analyzing processes or strategies they used; explaining how they came to understand a concept or solve a problem)

• helps to develop the language and communication conventions of the disciplines

• includes seeking and giving feedback; goalsetting• enables lifelong learning


Positive Personal and Cultural Identity


Aspects• Influence of Relationship and Cultural Contexts• Personal Values and Choices• Personal Strengths and Abilities

* The samples that follow often exhibit more than one of these aspects.


Influence of Relationship and Cultural Context

• We often define ourselves in terms of the relationship to others. o (Also perhaps in relationship to the world around us)

• Our cultural contexts help shape who we are.o Culture in its broadest sense of meaning)


Personal Values and Choices

• We need to be able to define what we value as what we value helps shape our choices in life.


Personal Strengths and Abilities

• We need to acknowledge that we have strengths and abilities. Then we can determine how to most effective use them to help us in life.

competency continua update (october 2013)

Education