This is the third in a series of articles specific to the developing understanding of skills and dispositions of educators working with students in a competency-based educational system. There has been increased recognition nationally of the importance of skills and dispositions and how these are intertwined within the overall growth and College and Career Readiness of learners. The skills and dispositions are referred to in a number of ways (Non-cognitive skills, Habits of Learners, Work Habits, General Learning Outcomes, “soft skills,” etc.) Our school has been delving into skills and dispositions for the past few years, but we have found that there are limited resources to support our work, and, at times, this has caused frustration. We are very excited about the opportunity to work with the recently released Essential Skills and Dispositions Frameworks (Lench, S., Fukuda, E., & Anderson, R. (2015)) this upcoming school year to support our continued learning in this area. For the purposes of this series of articles, we will be using the term the State of New Hampshire recognizes, Work Study Practices, for skills and dispositions. Locally, we have aligned the Responsive Classroom’s CARES to our State of New Hampshire’s Work Study Practices, which are referenced in this series of articles.
To read the first article in this series, please click on the following link: Our School’s Developing Understanding of Skills and Dispositions. The second article may be accessed by clicking here: Collecting a Body of Evidence.
Memorial School is a Pre-K to Grade 5 elementary school in southeastern New Hampshire, part of the Sanborn Regional School District. As we have made our transition to a competency-based educational model, our recognition of the importance of skills and dispositions has evolved significantly. This evolution in understanding has progressed from our very early days in our journey when we realized that academics and academic behaviors MUST be separated. Today, our teachers recognize the importance of providing time for students to reflect on their own strengths as well as areas for growth within these skills and dispositions. And our growth will continue to evolve, as teachers have begun developing lessons and opportunities for learning for students within their classrooms within these important competencies.
Growth in these areas, for our elementary students, will not happen all by itself. It is imperative that teachers willingly and mindfully plan lessons that will help students to make connections and assist them along in their learning journey. It is also imperative to debrief, reflect, and provide meaningful and timely feedback, just as it is within any type of formative assessment that is happening within a classroom.
The insight of two of our teachers below outlines their work with their students specific to the instruction of these invaluable competencies within not only their classrooms but outside of their classrooms and in the greater world itself. Their reflections provide a glimpse into the world of both a first grade classroom and a fifth grade classroom, and describe how students’ increased self-awareness and understanding of the CARES (Cooperation, Assertion, Responsibility, Empathy, and Self-regulation) within their own learning are having a tremendous impact on not only the individual learner, but the entire classroom community as a whole. (more…)