Performance Features Grids - Learning Learning indicator .01: Awareness of self as a learner, planning and management of learning FOCUS AREA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 Learner identity Identifies some past Identifies Identifies relevant strengths, Identifies personal strengths Critically evaluates personal experiences of successful some weaknesses and needs as a learner and weaknesses in different strengths and weaknesses learning and some areas of strengths and takes these into account in contexts and seeks to develop as a learner, making clear need and selecting learning options skills and knowledge in areas judgements about weaknesses of need capacities and limitations in Identifies some preferred Recognises some strengths and a particular context and as a learner approaches to learning, e.g. limitations of preferred approaches Recognises that confusion seeking assistance as alone, with a group or on a Identifies to learning and begins to expand and mistakes are a part of the required computer preferred learning own repertoire learning process and persists modes/ styles, in the face of problems Actively seeks new learning Engages in learning Takes responsibility for routine challenges, recognising that e.g. hands-on, activities where learning in familiar contexts Experiments with various moving into new contexts observing or approaches to learning and scaffolding reduces the Accepts some learning challenges for a time copying may ‘deskill’ reflects on effectiveness in need for risk taking that involve moving outside personal different situations Self directs and self Takes responsibility Follows instructions comfort zone regulates learning in for some aspects of Self directs learning in an provided by a supervisor, Demonstrates some personal contexts presenting high learning in familiar expanding range of contexts, teacher/trainer or mentor resilience in the face of difficulties, levels of challenge contexts seeking assistance as beginning to recognise that risk taking required Sets aside time for critical Takes limited risks and making mistakes are essential reflection using formal within a supportive aspects of learning Stays focused on achieving approaches to gain insights environment learning goals despite Reflects on actions and and learn from successes and distractions and problems Demonstrates some outcomes in familiar failures persistence in the contexts, recognising and Uses some formal Explores underlying approach to learning correcting some errors in approaches to values, beliefs and performance facilitate reflective assumptions as part practice, e.g. keeps of the reflective a journal or process discusses with a mentor
Performance Features Grids - Learning Learning indicator .01: Awareness of self as a learner, planning and management of learning FOCUS AREA LEVEL 1 LEVEL 2 LEVEL 3 LEVEL 4 LEVEL 5 Learner identity Identifies some past experiences of successful learning and some areas of need Identifies some preferred approaches to learning, e.g. alone, with a group or on a computer Engages in learning activities where scaffolding reduces the need for risk taking Follows instructions provided by a supervisor, teacher/trainer or mentor Identifies some strengths and weaknesses as a learner Identifies preferred learning modes/ styles, e.g. hands-on, observing or copying Takes responsibility for some aspects of learning in familiar contexts Takes limited risks within a supportive environment Demonstrates some persistence in the approach to learning Identifies relevant strengths, weaknesses and needs as a learner and takes these into account in selecting learning options Recognises some strengths and limitations of preferred approaches to learning and begins to expand own repertoire Takes responsibility for routine learning in familiar contexts Accepts some learning challenges that involve moving outside personal comfort zone Demonstrates some personal resilience in the face of difficulties, beginning to recognise that risk taking and making mistakes are essential aspects of learning Reflects on actions and outcomes in familiar contexts, recognising and correcting some errors in performance Identifies personal strengths and weaknesses in different contexts and seeks to develop skills and knowledge in areas of need Recognises that confusion and mistakes are a part of the learning process and persists in the face of problems Experiments with various approaches to learning and reflects on effectiveness in different situations Self directs learning in an expanding range of contexts, seeking assistance as required Stays focused on achieving learning goals despite distractions and problems Uses some formal approaches to facilitate reflective practice, e.g. keeps a journal or discusses with a mentor Critically evaluates personal strengths and weaknesses as a learner, making clear judgements about capacities and limitations in a particular context and seeking assistance as required Actively seeks new learning challenges, recognising that moving into new contexts may ‘deskill’ for a time Self directs and self regulates learning in contexts presenting high levels of challenge Sets aside time for critical reflection using formal approaches to gain insights and learn from successes and failures Explores underlying values, beliefs and assumptions as part of the reflective process
acsf_summary.docx