cross curricular comptencies overview

8/20/2019 Cross Curricular Comptencies Overview

1/20

STUDENTS WHO KNOW HOWTO LEARN ARE:

KEY UNDERSTANDINGS

Alberta students value learning

and confidently take an active role

in exploring a variety of learning

opportunities, approaches, and

strategies. Through inquiry, discovery,

experimentation, and trial and error,

students optimize their learning.

Students who know how to learn:

l draw on personal and community

resources;

l seek out and interact with others;

l reflect on their experiences; and

l set goals and are resourceful, resilient

and self-reliant in meeting their

lifelong learning needs.

to gain knowledge, understandingor skills through experience, study,and interaction with others.

Know how to learn...

This overview is designed for use by Learning Communities, learning coaches and teacher leaders, or as a self-paced study to enhance and support understanding of a

competency-focused, student-centered curriculum. Prepared by ERLC and ARPDC to facilitate understanding of Alberta Education’s Ministerial Order on Student Learning

CROSSCURRICULAR COMPETENCIES

A. Know how to learn

B. Think critically

C. Identify and solve complex problems

D. Manage information

E. Innovate

F. Create opportunities

G. Apply multiple literacies

H. Demonstrate good communication

skills and the ability to work

cooperatively with others

I. Demonstrate global and cultural

understanding

J. Identify and apply career and life skills

A cross-curricular competency is an interrelated

set of attitudes, skills and knowledge that are

drawn upon and applied to a particular context

for successful learning and living. They are

developed by every student, in every grade

and across every subject/discipline area.

confidentreflective

life-long learners resourceful

self-reliant


2/20

Know how to learn...

IMPLICATIONS FOR ENABLINGSTUDENTS TO KNOW HOW TO LEARN

Teachers design learning opportunities that...

l place a greater emphasis on experiential learning both in

and outside of the classroom

l consider the interests, talents, passions and natural

curiosities of the learner

l make information and skills relevant to real-life situations

l use digital technologies purposefully as students design,

create and share knowledge

l choose diverse approaches to assess learner competencies

What other implications for designing learning opportunities

can you identify?

While learning how to learn, students...

l develop the values of work ethic, self-reliance and

responsibilityl use self-reflection to inform life-long learning, career and

wellness choices

l use community and personal resources to support

personal growth and well-being

l assess skills, knowledge, attitudes and values for possible

application in various roles and contexts

l integrate career development and personal well-being into

lifelong learning

What other implications for student learning can you identify?

QUESTIONSFOR REFLECTIONAND DISCUSSION

l How does this information link to

ways you currently plan for student

learning?

l From your own experience, what

are some ways you already provide

opportunities for hands-on,

project-based or interdisciplinary

learning? What are some ways you

would like to expand your skills in

these areas?

March 201

?

These materials are available as a result of a grant from Alberta Education to support implementation. Professional Learning resources were

created in the Fall of 2013 by ERLC and ARPDC with ongoing revisions as suggested and posted at http://tiny.cc/05767w. For more information

contact: [email protected]. Permission granted to adapt/adopt consortia prepared materials under the following Creative Commons license:

FOR MORE INFORMATION

l Alberta Education. (2010). Inspiringeducation: A dialogue with albertans.

Retrieved from http://education.alberta.

ca/media/7145083/inspiring%20

education%20steering%20committee%20

report.pdf

l Alberta Education Curriculum Redesignwebsite. Retrieved from http://education.

alberta.ca/department/ipr/curriculum.aspx

l Alberta Education. (2013). Ministerial orderon student learning. Retrieved from http://

education.alberta.ca/department/policy/

standards/goals.aspx


3/20

STUDENTS WHO THINKCRITICALLY ARE:

KEY UNDERSTANDINGS

Alberta students:

l value intellectual integrity and

courage by respectfully challenging

or affirming beliefs, values, and

actions;

l capture the heart of an idea and form

reasoned conclusions;

l take personal responsibility for the

ethical implication of their thoughts

and actions;l recognize that diverse thinking helps

deepen and broaden understanding;

and

l engage in critical thinking with

respect, humility and an open mind.

conceptualize, apply, analyze,synthesize, and evaluateto construct knowledge

Think critically...





B. Think critically



E. Innovate







understanding








curious fair-minded humble

open-minded principled

reflective


4/20

Think critically...

IMPLICATIONS FOR ENABLINGSTUDENTS TO THINK CRITICALLY


l provide opportunities for students to experience a variety

of sources and perspectives, and use the community as a

source for experts, mentors and elders

l integrate technology and assistive technology to support

innovation and discovery

l choose diverse approaches to assessment, including the

use of qualitative measures

What other implications for designing learning opportunities can

you identify?

While cultivating critical thinking abilities, students...

l identify situations that would benefit from deeper thinking

l question and analyze relevant information

l seek diverse perspectives

l synthesize thought and information to extend

understandings

l evaluate the reasoning behind thoughts and actions

l advocate for taking personal responsibility for the ethical

implications of thoughts and actions



l How do you understand the terms

“conceptualize”, “apply”, “analyze”,

“synthesize”, and “evaluate”?

l How does this information link

to ways you currently infuse

opportunities for critical thinking

into learning experiences?

How might you expand critical

thinking learning opportunities for

your students?

March 201

?









report.pdf






http://education.alberta.ca/media/7145083/inspiring%20education%20steering%20committee%20report.pdfhttp://education.alberta.ca/media/7145083/inspiring%20education%20steering%20committee%20report.pdfhttp://education.alberta.ca/media/7145083/inspiring%20education%20steering%20committee%20report.pdfhttp://education.alberta.ca/media/7145083/inspiring%20education%20steering%20committee%20report.pdfhttp://education.alberta.ca/department/ipr/curriculum.aspxhttp://education.alberta.ca/department/ipr/curriculum.aspxhttp://education.alberta.ca/department/policy/standards/goals.aspxhttp://education.alberta.ca/department/policy/standards/goals.aspxhttp://education.alberta.ca/department/policy/standards/goals.aspxhttp://education.alberta.ca/media/7145083/inspiring%20education%20steering%20committee%20report.pdfhttp://education.alberta.ca/department/ipr/curriculum.aspxhttp://education.alberta.ca/department/policy/standards/goals.aspx


5/20

WHEN GENERATING SOLUTIONS

TO COMPLEX PROBLEMS,STUDENTS ARE:

KEY UNDERSTANDINGS

Alberta students have the confidence

and capacity to solve a range of

problems, from simple to complex,

related to their learning, work, and

personal lives.

As engaged thinkers, they:

l draw from multiple perspectives,

disciplines and resources to identify

problems and determine the most

viable solutions;

l approach complex problems with an

attitude of optimism and hope; and

l demonstrate respect, empathy , and

compassion for all people.

have the confidence and capacityto solve a range of problems,from simple to complex

Identify and solve

complex problems...





B. Think critically



E. Innovate







understanding








adaptablecompassionate

confidentempathetic optimistic

respectful


6/20

Identify and solve complex problems...

IMPLICATIONS FOR ENABLINGSTUDENTS TO IDENTIFY ANDSOLVE COMPLEX PROBLEMS


l include cross-disciplinary, experiential and/or authentic

problems

l facilitate access to a variety of resources, perspectives,

contexts and disciplines to help students discern problems

and arrive at the best solutions

l identify effective and additional ways to more broadly

assess learner problem solving skills

What other implications for designing learning opportunitiescan you identify?

While generating solutions to complex problems, students...

l

identify and clarify problemsl establish clear criteria to make informed decisions or

solve problems

l explore a variety of problem solving strategies to generate

possible solutions

l assess the potential impact of possible solutions

l select the most viable option

l defend their decisions




to ways you currently provide

learning opportunities for

identifying and solving complex

problems?

l What are your thoughts and

experiences around project-based

learning? How can it support the

development of problem-solving

skills and habits of mind?

March 201

?









report.pdf







7/20

WHEN STUDENTS MANAGEINFORMATION, THEY ARE:

KEY UNDERSTANDINGS

Alberta students safely gather, analyze

and evaluate information from a variety

of sources in order to learn, individually

or collaboratively, and to come to new

understandings and insights.

Students:

l apply strategies and respect protocols

when creatively and effectively

processing information for a range of

purposes; and

l advocate for the ethical and

responsible use of information and

technology, as local contributors and

global citizens.

access, interpret, evaluate anduse information effectively,efficiently, and ethically

Manage

information...





B. Think critically



E. Innovate







understanding








analyticalcreative discerning

informedorganized safe

strategic


8/20

Manage information...

IMPLICATIONS FOR ENABLINGSTUDENTS TO MANAGEINFORMATION


l plan cross-disciplinary flexible learning activities in which

students learn to interact with information from a variety

of sources

l design activities with real-life contexts for students to

access, interpret, evaluate and use information

l assess students’ knowledge, skills and attitudes in

managing information through diverse approaches

What other implications for designing learning opportunitiescan you identify?

While understanding, critically interpreting, and respectfully

using information, students...

l search for and access information using local or global

sources and a variety of means

l make connections with information

l apply strategies to select, interpret, and understand

information for responsible use

l authenticate and evaluate information to apply

information appropriately

l verify ambiguities, intentions, or perspectives to deepen

understanding and use information respectfully



l What do you understand by the

word “information” in the term

“managing information”?

l How is “managing information”

more than just technology?

l What kinds and variety of sources

of information do your students

currently use? What other sources

could you use?

l What are some ways to teach

students the processes for

accessing, interpreting, evaluating

and using information?

l How will you and your school keep

pace with current developments,

tools and techniques in managing

information?

March 201

?









report.pdf




education.alberta.ca/department/policy/standards/goals.aspx

http://education.alberta.ca/media/7145083/inspiring%20education%20steering%20committee%20report.pdfhttp://education.alberta.ca/media/7145083/inspiring%20education%20steering%20committee%20report.pdfhttp://education.alberta.ca/media/7145083/inspiring%20education%20steering%20committee%20report.pdfhttp://education.alberta.ca/media/7145083/inspiring%20education%20steering%20committee%20report.pdfhttp://education.alberta.ca/department/ipr/curriculum.aspxhttp://education.alberta.ca/department/ipr/curriculum.aspxhttp://education.alberta.ca/department/policy/standards/goals.aspxhttp://education.alberta.ca/department/policy/standards/goals.aspxhttp://education.alberta.ca/department/policy/standards/goals.aspxhttp://education.alberta.ca/department/policy/standards/goals.aspxhttp://education.alberta.ca/department/ipr/curriculum.aspxhttp://education.alberta.ca/media/7145083/inspiring%20education%20steering%20committee%20report.pdf


9/20

STUDENTS WHO INNOVATE ARE:

KEY UNDERSTANDINGS

Alberta students are resourceful,

optimistic, curious, and open to new and

diverse ideas or concepts. Drawing on

their entrepreneurial spirit, students:

l identify situations or challenges that

would benefit from innovation;

l are motivated to engage in a range of

creative processes;

l recognize and accept mistakes as

opportunities to learn;l take risks in exploring ways to create

value and achieve excellence;

l adapt in response to challenges; and

l persevere with discipline, confidence,

and tenacity to implement innovative

processes, products or services.

create, generate and applynew ideas or concepts

Innovate...





B. Think critically



E. Innovate







understanding








adaptable creativecurious

optimistic resilient resourceful

risk takers


10/20

Innovate...

IMPLICATIONS FOR ENABLINGSTUDENTS TO INNOVATE


l are interdisciplinary and encourage student inquiry and

understanding, as well as creativity and imagination

l integrate technology and assistive technology into the

learning environment to support all learners’ innovation

l provide diverse approaches to assessment, including the

use of qualitative measures


can you identify?

While creating, generating and applying innovative

concepts, students:

l recognize the need to be flexible and adaptable

l demonstrate optimism, resiliency and perseverance when

dealing with change

l explore a variety of techniques, strategies and processes

l access and select relevant materials and resources

l experiment with models, prototypes or simulations

l demonstrate the confidence to implement creative or

innovative ideas



l What are your thoughts and

experiences around the role that

creativity plays in student learning?

l How can technology or assistive

technology support learning

innovation? What are some ways

you would like to expand your

repertoire in this area?

March 201

?









report.pdf







11/20

STUDENTS WHO CREATE

OPPORTUNITIES WITH ANENTREPRENEURIAL SPIRIT ARE:

KEY UNDERSTANDINGS

Alberta students model

entrepreneurial spirit as they imagine

possibilities to transform ideas into

actions, products, or services that

benefit the community and by

extension, the world.

As leaders and risk takers, students:

l embrace ambiguity and uncertainty;

l demonstrate the courage to dream

and take initiative;

l strive for personal, family and

community success;

l demonstrate motivation,

resourcefulness and self reliance;l facilitate relationships to create

collaborative and competitive

opportunities; and

l bring ideas to life in ways that invite

others to share in a vision.

through play, imagination, reflection,negotiation, and competition, withan entrepreneurial spirit

Create

opportunities...





B. Think critically



E. Innovate







understanding








collaborative courageous

imaginativeleaders motivated

self-reliant


12/20

Create opportunities...

IMPLICATIONS FOR ENABLINGSTUDENTS TO CREATEOPPORTUNITIES

Teachers design learning opportunities that ...

l assist students in goal-setting and discovering and

pursuing their passions

l foster imagination, reflection, and personal discipline

l provide opportunities for students to work both

independently and with others

l utilize a variety of approaches to assessment


can you identify?

While creating opportunities, students will...

l imagine possibilities to transform ideas into actions that

benefit others

l imagine and discover opportunities to contribute to localor global communities

l negotiate partnerships or networks to further creative

ideas or endeavours

l evaluate ideas, processes or products to implement those

with potential value

l model entrepreneurial spirit by striving for excellence in

ideas, products or services


March 201





l How does this information link to

ways you currently assist students

in goal-setting and discovering

and pursuing their passions?

l What do you understand by the

term “opportunities”? Give some

examples from your experience.

?






report.pdf







13/20

STUDENTS WHO APPLYMULTIPLE LITERACIES ARE:

confidentcontributors

flexible intentional positive strategic

reading, writing, mathematics,technology, languages, media, andpersonal finance

Apply multiple

literacies...





B. Think critically



E. Innovate







understanding








KEY UNDERSTANDINGS

Alberta students confidently apply a

wide range of literacies and strategies

in diverse contexts to understand

information, as well as to share and

create knowledge with others.

As engaged thinkers, they:

l integrate multiple literacies in the

context of their everyday experiences

to navigate information in support of

their lifelong learning, working and

living; and

l appreciate that being skilled in

multiple literacies supports broader

and deeper understandings, enabling

them to learn effectively and to

make positive contributions to their

communities.


14/20

Apply multiple literacies...

IMPLICATIONS FOR ENABLINGSTUDENTS TO APPLY MULTIPLELITERACIES

Teachers design learning opportunities that ...

l facilitate access to a wide variety of resources across

multiple literacies

l engage students in developing and using critical thinking

and problem-solving skills

l support the application and extension of their knowledge,

both as individuals and as group members

l utilize diverse approaches to assessing learner

competencies, including student self-assessment


can you identify?

While attaining broader and deeper understandings through

multiple literacies, students:

l recognize that there are multiple literacies through whichto gain or convey understanding of the world

l compare or confirm information attained through multiple

literacies

l employ multiple literacies to create or share new

understanding

l evaluate and justify the suitability of specific literacies to

leverage information purposefully

l integrate multiple literacies to become confident in their

abilities to inform beliefs, actions, or decisions


March 201





l How has your understanding

of “literacy” evolved over your

teaching career?

l From your own experience,

what are some ways you already

provide opportunities for students

to apply multiple literacies? How

might you expand your skills?

l How will you and your school

keep pace with current

developments, resources andresearch in applying multiple

literacies?

?






report.pdf







15/20

STUDENTS WHO DEMONSTRATEGOOD COMMUNICATION SKILLS

AND THE ABILITY TO WORKCOOPERATIVELY WITH OTHERS ARE:

KEY UNDERSTANDINGS

Alberta students understand and

interpret a wide range of messages,

integrating ideas from a variety of

sources into a coherent whole.

They:

l communicate clearly and effectively

for a variety of audiences and

purposes;

l use technology appropriately to

support the creation and sharing

of knowledge;

l take personal responsibility to

communicate empathetically and

respectfully, as ethical citizens;

l foster collaboration and teamwork;

and

l communicate formally and

informally, using a variety of

verbal and nonverbal modes with

people from diverse backgrounds

Demonstrate goodcommunication skills

and the ability towork cooperativelywith others





B. Think critically



E. Innovate







understanding








clear collaborative

creative empathetic patient

responsible


16/20

Demonstrate good communication skills and the ability to work cooperatively with others...

IMPLICATIONS FOR ENABLINGSTUDENTS TO DEMONSTRATEGOOD COMMUNICATION SKILLS

AND THE ABILITY TO WORKCOOPERATIVELY WITH OTHERS


l provide project-based and experiential learning

opportunities and classroom routines that develop

communication and cooperative work skills

l ensure that learners’ differing needs, cultures and abilities

are respected and valued within inclusive learning

environments

l identify ways to more broadly assess learnercommunication and cooperative work skills


can you identify?

While demonstrating good communication skills and theability to work cooperatively with others, students...

l examine diverse perspectives or contexts when receiving

or sending messages

l apply strategies or protocols to receive or express

messages to varied audiences

l evaluate how challenges to communication influence the

creation and understanding of messages

l take personal responsibility to communicate effectively,

empathetically, or ethically to benefit others




to ways you currently support

communication and cooperation?

l How do you and your school

develop inclusive environments

and foster respect for all students

by focusing on communication

and cooperation?

March 201

?









report.pdf







17/20

STUDENTS WHO DEMONSTRATE

GLOBAL AND CULTURALUNDERSTANDING ARE:

KEY UNDERSTANDINGS

Alberta students understand global

interconnectedness and contribute

to the world economically, culturally,

socially, and politically. Students:

l appreciate how individuals or

groups with diverse social and

cultural identities, roles, and

interests collaborate to strengthen

communities;

l value diversity in all people as

ethical citizens;

l engage with many cultures,

religions, and languages;

l demonstrate environmental

stewardship;

l commit to democratic ideals; and

l take personal economic

responsibility and appreciate the

need for sustainable development

and economic leadership, as

financial literate citizens.

considering the economy andsustainable development

Demonstrateglobal and cultural

understanding...










action-oriented appreciative

democraticfinancially literate

informed responsible


B. Think critically



E. Innovate







understanding



18/20

?






report.pdf






Demonstrate global and cultural understanding...

IMPLICATIONS FOR ENABLINGSTUDENTS TO DEMONSTRATEGLOBAL AND CULTURAL

UNDERSTANDING


l integrate multiple perspectives, including cultural, into

learning experiences

l include opportunities to reflect local and global cultural

ties through leadership, teaching and advice from experts,

mentors and elders in the community

l respect and value learners’ differing needs, culture and

abilities within inclusive learning environments

l utilize diverse approaches to assess learner competencies


can you identify?

While demonstrating global and cultural understanding,

students...

l identify economic, environmental, political and cultural

aspects of communitiesl examine how diverse perspectives affect decisions made in

communities

l evaluate the impact of community decisions and human

activity on the economy and environment

l analyze how individuals or groups with diverse social

and cultural identities, roles and interests collaborate to

strengthen communities

l advocate choices and activities that promote healthy and

sustainable communities

l take personal responsibility as a local and globalcontributor, and as an environmental steward

l demonstrate commitment to democratic ideals



l What changes have you seen in

the cultural demographics of your

classroom and school community?

l What are some ways that you

are already including cultural

perspectives in student learning

experiences?

l What do you still want to know

about enabling students to

demonstrate global and cultural

understanding?

March 201





19/20

STUDENTS WHO IDENTIFY

AND APPLY CAREER ANDLIFE SKILLS ARE:

KEY UNDERSTANDINGS

Alberta students understand that

learning is a lifelong endeavour,

exploring career possibilities and

planning accordingly as they confront

challenges and adapt to change.

Students:

l take personal responsibility for

their intellectual, emotional,

physical, spiritual, financial, and

social well-being

l commit to healthy attitudes and

actions

l demonstrate self-reliance and self-

awareness as citizens who make

responsible choices and ethicaldecisions in life and regarding their

career directions

l strive for personal excellence

l earn achievements and the respect

of others

through personal growthand well-being

Identify and apply

career and life skills...










committedconfident

goal-orientedhealthy self-aware

self reliant


B. Think critically



E. Innovate







understanding



20/20

?






report.pdf






Identify and apply career and life skills...

IMPLICATIONS FOR ENABLINGSTUDENTS TO IDENTIFY AND APPLYCAREER AND LIFE SKILLS


l assist students in identifying and understanding their

personal interests, strengths and needs

l reflect student’s personal interests, strengths and needs

l include extra-curricular activities such as sports, work,

volunteerism or community activities

l facilitate community involvement experiences to give

learners greater perspective and knowledge of other skills

and careers unknown to the student

l utilize diverse approaches to evaluate learner competency,

including qualitative measures


can you identify?

While identifying and applying career and life skills, students...

l develop the values of work ethic, self-reliance andresponsibility

l use self-reflection to inform lifelong learning, career and

wellness choices

l use community and personal resources to support

personal growth and well-being

l assess skills, knowledge, attitudes and values for possible

growth and well-being

l integrate career development and personal well-being into

lifelong learning



l What are some ways to assist the

students you teach to identify

their personal interests and skills?

l As a next step, how can you help

students identify the relationship

between their personal interests

and skills and the transferable

skills that could lead them to

a career?

March 201


cross curricular comptencies overview

Documents