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

The change- 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

- 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;

21 Century learningo involves generating knowledge not storing it;

is about process not producto is primarily a group - not an individual -

activity;o happens in ‘real world’, problem-based

contexts;o should be ‘just-in-time’, not ‘just-in-case’;o 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

o “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

o “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

o “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

o “The competencies continue to develop over time, shaped by interactions with people, places, ideas and things” THEY SUPPORT

o self motivatedo purposefulo a goal settero aware of my place in my

worldso enterprisingo able to meet challengesMANAGING SELF(INTRAPERSONAL)

RELATING TO OTHERS(INTERPERSONAL)o a listenero a contributoro working with and for otherso accepting of others’ viewpoints

I can be

I can be

SUPPORTING

MANAGING SELF(INTRAPERSONAL)

RELATING TO OTHERS(INTERPERSONAL)

SUPPORTING and RELATING

PARTICIPATING AND CONTRIBUTING

Belonging to and participating in local, national and global communities

KNOWING

THINKING

MetacognitionProblem solvingstoring/ordering

CONNECTING RELATING constructing applying understandings understandings

USING LANGUAGE, SYMBOLS and TEXTS

Understandings are reached through

Understandings are expressed through

Narrative, ICT, word, number, metaphor, movement, visual

Some questions to ponder

o What might the competencies look like in a classroom?

o Would comparing KCRS with the competencies identify gaps or show concurrence?

o How might the competencies influence school behaviours beyond the classroom?

o 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.”