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rose.hipkins@nzcer.org.nz's discussion posts

  • rose.hipkins@nzcer.org.nz 16 Oct 2014 10:41am () in Book Group #1: Key Competencies for the Future, with NZCER | from 3rd October

    Thank you Amanda for the feedback

    You noticed something really important in the student response you described here. Isn't noticing and endorsing student's own self-awareness just so powerful?

    Watch this space re systems thinking - I'm doing some more work in this area right now. There is a new book out that looks really promising. I’m planning to download it over the weekend – will let you know what I think. 

  • rose.hipkins@nzcer.org.nz 16 Oct 2014 10:31am () in Book Group #1: Key Competencies for the Future, with NZCER | from 3rd October

    That sounds great Terry

    Your idea and Camilla's post seem to have strong common ground, even though one is primary and one is secondary. I was prompted to recall a specific three-day learning episode at Alfriston College a few years ago. The teacher called it "The designed world". At the end of the three days one student talked about an epiphany as they were walking down the street, looking at cars, buildings etc. "Designed, everything is designed".  Kids who can look at the world in this way are on the way to being much more critical and creative thinkers about how we might set up better living conditions for everyone via our design thinking (or how lack of it can lead us to miss opportunities....)  

    Love the creative curriuclum thinking here 

  • rose.hipkins@nzcer.org.nz 15 Oct 2014 4:09pm () in Book Group #1: Key Competencies for the Future, with NZCER | from 3rd October

    Hi Paul. It’s good to see that you are in this conversation. I’m jumping in belatedly after a few health issues put me way behind with everything – sorry everyone for my silence up until now.

    When you ask about the ‘capabilities’ I’m not sure if you are referring to key competencies in general – i.e. they are defined in NZC as “capabilities for living and lifelong learning” – which appears to treat the two terms as synonyms. Or are you thinking about the ‘science capabilities’ – which translate these generic ideas into something more subject specific? Perhaps you have seen the short article on the NZASE website that unpacks all this a bit more?

    I do agree with you that we need better ways of showing the relationships between overarching key competencies (which really each have so many layers and facets to them) and the specific capabilities that need to come together to achieve a particular task. The problem with saying that the mix is unique - specific to every context and task - is that teachers are left with a wide open blank space. This is not much help for curriculum thinking and impossible to reference on-the-fly as learning action unfolds. That’s one reason we went for a short punchy set of five capabilities for science. But we’d hate to see them reified as the last word in nature of science thinking. Hopefully they provide a handy action guide for planning and for recognising of-the-moment opportunities as these emerge – some feedback about their ‘usability’ would be great.

    As far as assessment goes, you’ll be aware that I’m not a fan of rubrics for key competencies. They just slip so easily into being judgements made by others about kids’ personalities and motivations – how dare we? They also have little value that I can see in terms of assessment for learning – isn’t the whole point of key competencies that they can be stretched and strengthened with the right learning experiences and support? Guided self-assessment seems to be one good way to go (perhaps think about the ELLI tool as just one model of how this can happen). But of course kids need to know what to look for (so do we come to that).

    What do you think of the idea of backward mapping – a bit like some people do for their curriculum planning in general? So after completing a rich inquiry about a wicked problem you could review it with students to help them identify areas where their capabilities have grown. Even as I type this I realise that some sort of framework to kick start such a conversation would be helpful... your thoughts? Has anyone reading my response done this?