Page 205 - Microsoft Word - The Future of Learning April 2017.docx

Building our identity requires us to...
7... appreciate that personality comes from inherited traits and life experiences
Learning Statement
Reflective Assessment
I predict that ...
Starting out
Everyone displays their personality in unique ways
Everyone’s personality is unique
Everyone is different and 3 things I like about myself are ...
See introductory note
Building confidence
Our personality is affected by genetic and environmental drivers
How we react to things depends on our experiences
When I react badly to something I remind myself to ...
See introductory note
Connecting
Being self-aware means we can change how we think about ourselves and others
Being self-aware lets us change some of our thinking
Now I am reflecting on my thinking I can improve how I ...
...being self-aware will help me to ...
Understanding deeply
Our unique personality can reflect our experiences
Being self-aware lets us decide how we react to situations
Some of my reactions to things I would like to change by reflecting on them (a) ... (b) ... (c) ... ...knowing my personality, I will need to work on ...
Predicting with confidence
Being honest when we self-reflect allows us to change aspects of our personality
The more honest we are about ourselves the happier we will be
Here are some things I have found hard to accept about who I am ...
...I can make the changes I need to make because ...
Building the expectation that learners are responsible for each other and accountable to each other, is a gradual process. This response is only possible as learners start to comprehend that they need to be encouraging, while at the same time being able to have the difficult conversations with their peers. Finding this balance is a critical skill throughout our lives and what better place than their school or classroom to experiment, practice and refine this competency. The ratio of positive affirmation to difficult conversations should be about 4:1 and those difficult conversations do not have to be in-depth or scary or result in a loss of friendship and relationships. If anything, the difficult conversation deepens those bonds.
When educators have conversations with learners it is important that they reinforce the competencies. When commenting on groups or to an individual learner’s learning, we need to take Carol Dweck's221 initiative and ensure that we do not use vague comments such as "That was terrible", “You are always so wonderful", or comments such as “I wish you would take more time with your work” - to do what? Too often the learner has no idea what to do with those comments as there is often no specific action or recommendation that they can put into place to improve what it is that they need to work on at the time. Intentional comments include, “The way you used adjectives to bring that character alive made me feel like I had known him for years so do you think you could ...” Or, “What are three other adjectives you might use to make your character even more interesting, and would it matter what order you put those in?”
As learners take more control of their learning, they can start to acknowledge competencies when they see them in action, either appropriately or inappropriately. Learners can begin this process by using simple hand gestures to indicate that they recognise when another learner is using a competency, either appropriately or inappropriately.
221Dweck, C. (2006). Mindset. :Robinson
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