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In Pictures and Words: Core Competencies in Action

When children walk into our classrooms they bring their competencies with them! Development of core competencies begins within families, before students enter school. The core competencies are about how students go about ‘doing’ the job of learning. For example, how students communicate, work with others, and deal with conflict. When it comes to helping students develop core competencies, the teacher’s role is more like a coach – stretching and strengthening the core competency growth of their students.

Reflection and self-assessment are thoughtful activities that encourage children to develop core their competency learning. When children are engaged in reflection, they are encouraged to go beyond just telling what they have learned. When children are engaged in self-assessment, they are encouraged to be more aware of what they have learned and what they can do to build on the learning experience.

How to Create a Classroom Culture of Reflection and Self-assessment

Create curiosity. When children learn new concepts or subject matter, they often experience a sense of uncertainty until they can make sense of the new information. Curiosity can motivate them to engage in the reflective process. What do you wonder about?

Make it continual. Build into the day structured opportunities for children to reflect and self-assess their learning. In addition to these set times, reflection can and should happen whenever children are actively engaged in learning.

Encourage children to connect their learning to their reflections. The ability of children to self-assess their competency growth depends on their ability to:

‘See’ competency abilities and dispositions in action. Recognize competencies as they are ‘doing’ learning.

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The following questions can be used to guide children to broaden their thinking about their competency growth and self-assessment. These questions can also be used in AB Partner Interviews.

Learning: What do you know a lot about?Skills: What do you know how to do well? How do you think this activity helped you grow your competencies? Strengths: What have you noticed that you do well? Why did you choose these qualities or competencies?Stretches: What have you noticed that you need to work on?

- I want to become better at __.- These are my actions __.- The way that I can do this is __.

Encourage children to talk about their reflections the next day. Reflective ‘talking and listening’ also builds the Habits of Mind related to empathy, flexibility, and persistence.

Core Competencies and First People Principles of Learning (FPPL)

The First Peoples Principles are not based on one particular nation's beliefs, but are generalized Aboriginal worldviews. FPPL are a collection of nine principles that help teachers to incorporate First Peoples ways of learning into lessons and unit plans. The Core Competencies are interwoven into the First Principles of Learning.

Click HERE for a bibliography for connecting Aboriginal Titles to the Core Competencies.

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Student Self-assessment and the Core Competencies

Self-assessment allows students to develop the ability to describe themselves in relation to their competency learning. It engages students in reflection and enables students to understand the outcomes of their learning. In taking ownership of their learning, students should be able to describe how they are developing their core competencies, with the help of their teacher where necessary. Always keep in mind, students need to be living and doing the core competencies so when they are asked to assess their competencies, they can!

For K-2 students you might want to introduce the core competencies with the “Little Engine that Could” by W. Piper. For students make the core competencies ‘visible’ by introducing them to the competency ‘doing engine’ engines and icons.

Create kid-friendly ‘doing’ definitions for each core competency. Post the competency definitions so you can refer to them and emphasize their importance with students.

Create a competency word wall to display competency language for students to reflect upon as they engage with the core competencies. Children need to talk about their competency learning. Language and core competencies grow together and nurture each other’s development.

Weave kid-friendly competency language as much as possible into all lessons, conversations, discussions and self-assessment activities. Create opportunities for ongoing reflection and self-assessment of core competencies.

Steps to Student Self-assessment

1. Address students’ perceptions of self-assessment including wishful thinking, over inflation, and under inflation.

2. Teach critical thinking skills required for student self-assessment.

3. Provide students with many opportunities to practise different aspects of the self-assessment process.

4. Develop metacognitive skills. Metacognitive skills are important organizers of the tasks that students perform (e.g. planning, setting goals, adjusting what they are doing to improve the quality of their work).

5. Encourage students to assess their own progress by asking themselves key questions about where they are in their learning © Permission to copy for classroom use only. Images (excluding competency icons) retrieved from Goggle Images with consideration of Fair Use.Credits: I would like to thank my colleagues whose help with editing, suggestions, as well as examples of self-assessment statements and questions were invaluable.

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- Where am I now? - Where am I trying to go? - What do I need to do to get there? - How will I know I have accomplished what I set out to do?

Click HERE to access formative assessment strategies.

Click HERE to access formative assessment strategies.

In Pictures and Words: Core Competencies in Action

What matters most in the teaching of the Core Competencies in K-2 classrooms − Drawing, writing, talking and meaningful activities? Turn your young students into artists and writers who create pictures and word to demonstrate their core competency learning. ‘In Pictures and Words: Core Competencies in Action’ suggests ways for teachers to use the competency ‘I Statements’ to help students internalize key aspects of competency learning. It also offers strategies to make reflection and self-assessment ‘visible’ for their students.

Click HERE for a bibliography on the Core Competencies from SD 71~Comox Valley. Thank you Carol Walters and Joan Pierce. Click HERE for a bibliography on the Core Competencies from SD 36~Surrey. Thank you Lynne Powell.

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Suggestions for Successful Implementation of In Picture and Words Reflective Logs

Provide students with a ½ reflective log notebook. They don’t need anything fancy-and let them decorate the cover. Reflective logs are notebooks that students use when drawing and writing about their own thoughts. This encourages the development of metacognitive skills by helping students sort what they know from what they don't know.

Explain to students what a reflective log is, what kinds of entries (pictures and words) they will develop, and the key role it will play for them to ‘think about their learning’.

Allot time for student to reflect on and self-assess their learning, if possible right after a task has been completed. It works well if students provide examples and evidence in their reflections.

Provide feedback based both on the students’ reflections and on his/her own observations of their performance in their reflective log (see page 6).

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A Suggested 3-Step Process for Student Self-assessment

Share Connect Reflect and Self-assess Ask students to tell you about a piece

of e.g. work, video, activity (competency illustration) they are proud of.

Have students to work with one of the ‘I statements’.

Ask students to share what they have learned to do.

Connect the learning to competency growth. What connections can you make? I noticed that you __. This is an important (communication, thinking, etc.,) skill.

Invite students to talk about their strengths by encouraging them to use ‘I can’ statements. What attributes/dispositions did you develop?

Engage students in self-assessment. Growing My Competencies activity

(Inspired by a Critical Thinking activity from SD 67 Judith King jking@summer.com)

(Grade 2) Give students three cards with three self-assessment statements:

- This is where I am now__.- This is where I am I trying to go__.- This is what I need to do to get

there__. Engage students conversations based

on the above assessment statements. Encourage students to use ‘I can statements’.

Set a Goal: I want to…. by… so I will…

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Student Goal Setting

Students should write their goals down during the self-assessment process, and be reminded of them regularly. The establishment of goals and having students track their progress toward these goals makes the learning process more transparent. To accomplish this with your students begin by asking a few basic questions:

What new competency skill will you work on? What attributes/dispositions would you like to develop? Set a Goal: I want to__ by__ so I will__.

Be Creative with the Core Competencies and Self-assessment!

Post Cards: Have students write postcards to themselves to share their competency strengths and stretches. Postcards can be collected to show competency growth over time.

Beat the Clock: Have students list three ‘I can statements’ with evidence in three- five minutes. Read It, List It: Read a page from a story or news clip. Have students create a list of the competencies for each character or person in the

story or news clip. Yes I Can Do That! Have students work in AB partners. Student (A) asks questions of their (B) partner about the ‘I can statement’ or

competency illustration that they have chosen to share. Have students switch roles. If I Can Learn It, I Can Create It: Have students build or create something to show what they have learned (e.g., diorama, concept map,

college, ABC books). Doodle It: Have students draw (doodle) what they ‘can do’, instead of writing it. I Can Splash: Write or post ‘I can statements’ on the board. Students respond to an ‘I can statement’ at the same time. A bit noisy but a

lot of fun! Growing My Competences: Have student respond to self-assessment categories by indicating where they are in their learning on the

competency indicator. Twitter Board: Have students summarize the competencies they used in a lesson or activity within a short sentence. Photos: Show two or three photos that represent a competency process. Have students write captions for each photo. Explain Everything: Have students create short videos where they share their competency strengths and reasons why they think they

are showing growth. Click HERE for more information for MAC Devices. Click HERE for more information for Windows Devices. © Permission to copy for classroom use only. Images (excluding competency icons) retrieved from Goggle Images with consideration of Fair Use.Credits: I would like to thank my colleagues whose help with editing, suggestions, as well as examples of self-assessment statements and questions were invaluable.

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Bank of Reflective Prompts for K-2 Students

The reflective thinking activities collated in this document strives to address all of the core competency facets and their descriptors as they relate to the reflection process. They can be used across the curriculum range. The aim of this collection is to provide students and teachers with ways to collect over time, evidence of core competency growth.

Getting Started with the Big Five What did you learn? How do you know you learned it? What got in the way of your learning? What helped your learning? How did you feel? Source: https://www.edutopia.org/student-reflection-blogs-journals-technology

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Learning It was easy to ___. I am good at ___ because ___. What did you learn that was new to you? What insights did this new knowledge give to you? Did it help you see something in a new light? Did it help you understand something that you didn’t understand before? How do you think this might be? What is something you are most proud of? What is something you would do differently next time? What two things show growth? (Show a beginning understanding to a deeper understanding.) What is something that was tough at first, but then you got it? Show evidence of that progression.

Reaction What happened in school today that made you feel proud? Do you think everyone else felt that way? How did you feel about what was done? Did it affect you emotionally and if so how? What did you find easy to do or understand and why? What did you find difficult or challenging to do or understand and why?

Action Is there any action that you will take as a result of what was done? Do you need to plug further gaps in your learning? What do you want to investigate further?

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Core Competency Reflective Log Entries for Novice & Developing Profiles

CommunicationNovice and Developing I Can Statements in Kid-friendly Language

Communication is when students exchange information, experiences and ideas to help them learn. Students express their thoughts, feelings ideas and opinions. Students need to use digital media to communicate.

Connect & Engage With Others Acquire, Interpret, & Present Information

Collaborate to Plan, Carry Out, & Review Constructions &

Activities

Explain/Recount & Reflect On Experiences & Accomplishments

Evidence of Learning: Students engage in informal and structured conversations where they listen, contribute, develop understanding and relationships, learn to consider diverse perspectives, and build consensus.

Evidence of Learning: Students inquire into topics that interest them, and topics related to their school studies. They present for many purposes and audiences; their work often features media and technology.

Evidence of Learning: Students work together to accomplish goals, either face to face, or through digital media.

Evidence of Learning: Students tell about their experiences—especially their learning experiences—and reflect and share what they learned.

How do we communicate effectively? (Looks like, sounds like, feels like). How did you work with others to develop ideas? What are some ways you can show your learning? Give an example of when you shared information that made your group “smarter” What does group work look like when it is going well?

Communication Facets/Log Entries Reflect on your competency growth in pictures and words. What competencies/skills did you

depend on?

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Connect and Engage with Others (to share and develop ideas)

I can ask and answer simple, direct questions. Sometimes, I need my teacher’s help.o Show how you asked a question today. What was your question?

I am happy working in groups. Sometimes, I need my teacher’s help.o Show how you successfully worked in a group. Show what you were doing with your

group.o Show how you helped the class today.

I can share my ideas with my teachers and friends.o Show how you shared ideas with your teacher and friends.

Acquire, Interpret, and Present Information (includes inquiries)

I like to learn new things that I didn’t know before.o Show something new that you learned today that you didn’t know before.o Show how you did something differently.

I like to share my ideas with my teacher and friends.o Show how you shared an idea with the class.

I can talk with my friends in a kind way.o Show how you talked with friends in a kind way.o Show how your solved a problem with a friend.

Collaborate to Plan, Carry Out, and Review Constructions and Activities

I can talk and listen to people that I know.o Show how you were a good listener.

I can listen and share my ideas with my friends.o Show how you contributed to your group.

I help my friends to get things finished. Sometimes, I help my teacher too.o Show how you can be helpful in a group.o Show how your classmates can help you learn.

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Explain/Recount and Reflect on Experiences and Accomplishments

I can answer simple direct questions about the things I do at home and school.o Show how you contributed in a circle time today.o Show the ways you could share your learning with your parents or family.

I can tell my teacher and friends about things I have learned.o Show something that you have learned. What did you learn?o Show how you knew you had learned something new.o Show something that helped you learn.o Show how you felt when you learned something new.

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Critical ThinkingNovice and Developing I Can Statements in Kid-friendly Language

Critical Thinking is analyzing, drawing conclusions and making judgments about information. Metacognitive awareness is being aware of how you think and learn and is called ‘thinking about thinking’.

Question & InvestigateQuestion: “Huh?”

Analyze & CritiqueAnalyze: “Umm…”

Develop & DesignDevelop: “Ah ha!”

Evidence of Learning: Students learn to engage in an inquiry and investigation where they identify and explore questions or challenges related to key issues or problematic situations in their studies, their lives, their communities, and the media. They develop and refine questions; create and carry out plans; gather, interpret, and synthesize information and evidence; and draw reasoned conclusions.

Evidence of Learning: Students learn to analyze and make judgments about a work, a position, a process, a performance, or another product or act. They consider purpose, focus on evidence, and use criteria (explicit or implicit) to draw conclusions and make defensible judgments or assessments. They consider a variety of perspectives.

Evidence of Learning: Students apply critical thinking to create or transform products, methods, performances, and representations in response to problems, events, issues, and needs. They work with clear purpose and consider the potential users or audience of their work.

How well did you do? What worked? What do you need to improve? What should you do next? What is your plan? I’m a critical thinker. This is my evidence. An ah-ha moment I had in ____ was ___. When/describe a time when you changed your mind and why?

Critical Thinking Facets/Log EntriesReflect on your competency growth in pictures and words. What competencies/skills did you depend on?

Analyze ad Critique

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I can explore new things that I am curious about.o Show an example of you exploring something you were curious about.

I can add things I know to new things that I am learning about.o What did you learn? How did you know that you had learned it?

I can ask questions about things I am curious about.o Show what you look like when you are curious? Show a picture of what you

wonder about when you are in science, social studies, etc.,

Question and Investigate I ask questions about things I don’t understand.

o Show how you look when you don’t understand something.o Show what you can do when you don’t understand something.o Show what your classmates can do to help you when you don’t understand

something.o Show what your teacher can do to help you when you don’t understand

something. I can gather information about things I am curious about.

o Show how you can explore new things.o Show what you think about when you explore new things.

Inquiry Process Reflective Questions

What was interesting about your inquiry? What was difficult about your inquiry? How could you improve your inquiry skills?

Develop and Design I can show if I like something or not.

o Show how you know if you like something or not.o Show how you feel about this task (include task).

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o Show what parts you liked. Disliked? I can talk about how things fit together. That’s called making a conclusion.

o Show how you worked through a problem today. Did you ask a question?

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Creative ThinkingNovice and Developing I Can Statements in Kid-friendly Language

Creative Thinking is thinking in an original or unique way. It is about creating new ideas or concepts that matter to others.

Novelty & Value Generating Ideas Developing IdeasEvidence of Learning: Students get creative ideas that are both novel and have value. There are degrees of novelty—an idea may be new to that student or it may be new to their peers; it may be novel for their age group, or it may be novel to a larger community. It may be new in a particular context or absolutely new.

Evidence of Learning: Students may generate creative ideas as a result of free play, engagement with someone else’s ideas, a naturally occurring problem or constraints, or interest or passion. New ideas and inspirations can spontaneously arise from the unconscious mind, which is why students often report that their ideas just “pop” into their heads.

Evidence of Learning: After students get creative ideas, they evaluate them, decide which ones to develop, refine them, and work to realize them in some way. This process of developing ideas may require building the necessary skills, sustaining perseverance, and using failure productively over time. It may also require generating additional creative ideas to come up with solutions to problems along the way.

Where do your new ideas come from? What do you do with your new ideas? Describe a time when you helped build upon the ideas of others. How have you used other people’s ideas to support your thinking? How do come up with stuff?

Creative Thinking Facets/Log EntriesReflect on your competency growth in pictures and words. What competencies/skills did you depend on?

Novelty and Value

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I get ideas when I play with my friends and listen to stories. My ideas are fun for me and make me happy.

o Show how your can create a new game to play with your friends.o Show a new idea that you thought of today. Did it help you solve a

problem? I can get new ideas or build on my friends’ ideas, to create new things.

o Show something that you created in ___ today. What new idea did you use? How would you use your idea outside the classroom?

Generating Ideas

I get ideas when I use my 5 senses to explore.o Show when you used your 5 senses to explore new things.

I can use my ideas and my friend’s ideas, to create new things.o Show how you worked with a friend to create something new together.

Where were you?

I can use my ideas and my friend’s ideas to solve a problem.o Show how you worked with a friend’s ideas to solve a problem. What

was the problem? What was the idea?o Show the ideas that you used. Show how your idea was different your

classmates.

Developing Ideas

I play with my ideas until I can make them work.o Show how you were curious today.o Show how you can work with ideas to make them work. Show how you

helped your friend to understand new things. If my ideas don’t work, I change what I am doing.

o Show where your idea didn’t work and what you did about it.o Show how you changed what you were doing so that you could work

something out. What strategy did you use?© Permission to copy for classroom use only. Images (excluding competency icons) retrieved from Goggle Images with consideration of Fair Use.Credits: I would like to thank my colleagues whose help with editing, suggestions, as well as examples of self-assessment statements and questions were invaluable.

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I feel proud when my ideas work out.o Show how you feel when you are successful.o Show what you were most proud of.

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Positive Personal & Cultural IdentityNovice and Developing I Can Statements in Kid-friendly Language

Positive Personal and Cultural Identity is the awareness of the person you are including heritage and beliefs. It is about contributing to a healthy sense of self.

Relationship & Cultural Identity Personal Values & Choices Personal Strengths & AbilitiesEvidence of Learning: Students understand that their relationships and cultural contexts help to shape who they are. (“Culture” is meant in its broadest sense, including identifiers such as ethnicity, nationality, language, ability, sex/gender, age, geographic region, sexuality, and religion.) Students define themselves in terms of their relationship to others and their relationship to the world around them.

Evidence of Learning: Students define what they value. They understand how what they value has been influenced by their life experiences. They identify ways in which what they value helps to shape their choices in all contexts of their lives.

Evidence of Learning: Students acknowledge their strengths and abilities, and explicitly consider these as assets that can help them in all aspects of their lives. Students understand that they are unique and are a part of larger communities. They explain how they are using their strengths and abilities in their families, their relationships, and their communities.

What makes you unique? Tell me about your learning strengths? How do you learn best? What is most important to you? How do you make good decisions?

Positive Personal & Cultural Identity Facets/Log Entries Reflect on your competency growth in pictures and words. What

competencies/skills did you depend on?

Relationships and Cultural Contexts

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I know that I am different from my friends. I can talk about how I am different from others. I can describe my family and community.

o Show how you are different from your friends.o Show ways to describe your family and community.

Personal Values and Choices

I can tell what is important to me. I can explain why I make the choices I make.

o Show how you have made a good choice today.

Personal Strengths and Abilities

With some help, I can talk about my individual characteristics. I can explain what I like and dislike. I am able to explain what interests me.

o Show the things you are interested in.

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Personal Awareness & ResponsibilityNovice and Developing I Can Statements in Kid-friendly Language

Personal Awareness and Responsibility include skills to help students stay healthy like setting goals, regulating emotions, respecting themselves and others, and managing stress.

Self-determination Self-regulation Well-beingEvidence of Learning: Students who are personally aware and responsible have a sense of personal efficacy and growing confidence in a variety of situations. They value themselves, their ideas, and their accomplishments. They are able to express their needs and seek help when they need it, to find purpose and motivation and act on it, and to advocate for themselves.

Evidence of Learning: Students who are personally aware and responsible for their own choices and actions. They set goals, monitor progress, and understand and regulate their emotions. They are aware that learning involves patience and time. They are able to persevere in difficult situations, and to understand how their actions affect themselves and others.

Evidence of Learning: Students who are personally aware and responsible recognize how their decisions and actions affect their mental, physical, emotional, social, cognitive, and spiritual wellness, and take increasing responsibility for caring for themselves. They keep themselves healthy and physically active, manage stress, and express a sense of personal well-being. They make choices that contribute to their safety in their communities, including online interactions. They recognize the importance of happiness, and have strategies that help them find peace in challenging situations.

What treasures or gifts do you bring to our class? I know I am good at this because…. When I am struggling I…. How do you create your own learning goals? How do you see yourself?

Personal Awareness And Responsibility Facets/Log Entries Reflect on your competency growth in pictures and words. What

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competencies/skills did you depend on?

Self Determination

I can show that I am I can proud of what I do. I can share the things I am proud of. I can accept responsibility for the choice I make.

o Show something that you did today that you are proud of.o Show how you take responsibility for the choice you make.

Self-Regulation

I can sometimes talk about my emotions. I can take control of my feelings and emotions. I take responsibility for the choices that I make.

o Show how you used self-regulation today.o Show how you take control of your feelings and emotions.o Show how you made a good decision today.

Well-being

I can tell/show about things that make me feel good about myself. I can express my wants and needs. I can make good decisions about keeping myself safe.

o Show one thing that makes you feel proud, confident.o Show how you made a good decision about being safe today.

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Social ResponsibilityNovice and Developing I Can Statements in Kid-friendly Language

Social Responsibility is about a person’s ability to make a difference and contribute to family, community, society and the environment. Also, to be able to resolve problems peacefully and empathize with others creating healthy relationships.

Contributing to Community & Caring for the Environment

Solving Problems in Peaceful Ways

Valuing Diversity Building Relationships

Evidence of Learning: Students develop awareness and take responsibility for their social, physical, and natural environments by working independently and collaboratively for the benefit of others, communities, and the environment.

Evidence of Learning: Students identify and develop an appreciation of different perspectives on issues; they generate, use, and evaluate strategies to resolve problems.

Evidence of Learning: Students value diversity, defend human rights, advocate for others, and act with a sense of ethics in interactions, including online.

Evidence of Learning: Students develop and maintain diverse, positive peer and intergenerational relationships in a variety of contexts.

Share something about your community. What does fair look like and how do you make that happen? I use kind words and actions to encourage and/or help others. I look for ways to help make the lives of others better and I take action. I plan ways to take care of the environment and I encourage others to join me.

Social Responsibility Facets/Log Entries Reflect on your competency growth in pictures and words. What competencies/skills did you

depend on?

Contributing to Community and Caring for the Environment

With some support, I can I can share my ideas about how to make my classroom and school a happy place for learning.

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With some support, I can share my ideas about how to take care of the environment.o Show why it is important for students in your classroom to have positive relationships

with each other?o Show what could you do today to make your classroom a happy place for learning.o Show some ways in which the adults in the school could help make your schools a happy

place for learning.

Solving Problems in Peaceful Ways

I can solve some problems myself. I know to ask for help when I need to solve a big problem.

o Show how you solved a problem.

Valuing Diversity

I include all my friends when I play. I think about the feelings of others. I help my friends.

o Show how you worked well with others todayo Show how you helped your friend today.o Show how you were a good citizen today.

Building Relationships

With some support, I can be part of a group. I am kind to my friends at home and at school. I know it is unkind leave some of my friends out when we play.

o Show how you were a good friend today.o Show how you showed kindness today.o Show how you said something positive today.o Show how you were a good school citizen.

Online Resources Sources Used in Pictures and Words

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Linda O’Reilly Education Consultant Core Competency Continuum 2016

Click HERE to access the Core Competency Network Group.

Click HERE for a bibliography for connecting Aboriginal Titles to the Core Competencies.

Click HERE to access kid-friendly videos to introduce the Core Competencies.

Click HERE to access a video collection.

CLICK - HERE to access 50 Questions to Students Think About What They Think.

Click - HERE to access Critical and Creative Thinking Ideas.

Click - HERE to access 7 Tools to Promote Reflective Thinking

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Linda O’Reilly Education Consultant 2017

©Permission given to copy for classroom use only. Images (excluding competency images) retrieved from Goggle Images with consideration of Fair Use.Credits: I would like to thank my colleagues whose help with editing, suggestions, as well as examples of self-assessment statements and questions were invaluable.

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Linda O’Reilly Education Consultant 2017

1. Give students the Growing My Competencies mat/category cards. 2. Have students choose one to three “I can statements” and share their competency learning with a peer or teacher. 3. Teacher may choose to make notes of parts of the conversation.4. Inspire by a Critical Thinking activity from SD 67 Judith King jking@summer.com

What new learning can we celebrate?

©Permission given to copy for classroom use only. Images (excluding competency images) retrieved from Goggle Images with consideration of Fair Use.Credits: I would like to thank my colleagues whose help with editing, suggestions, as well as examples of self-assessment statements and questions were invaluable.

I can

I can

I can

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Linda O’Reilly Education Consultant 2017

©Permission given to copy for classroom use only. Images (excluding competency images) retrieved from Goggle Images with consideration of Fair Use.Credits: I would like to thank my colleagues whose help with editing, comments and suggestions, as well as examples of self-assessment statements and questions were invaluable.

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