SKILL

Acquisition of Knowledge

EMERGING
Knowledge gathered shows many misconceptions and inaccuracies. Needs significant support and re-teaching to recall knowledge.

THINKING SKILLS CONTINUUM DEVELOPING PROFICIENT

Knowledge gathered shows some misconceptions but also some accuracies. Needs some support and reinforcement of the subject from other sources. Moderately effective at interpreting and communicating learned knowledge. Sometimes independently grasps the meaning from different learning objectives and engagements, but often needs support for clarification and explanation. Inconsistent at making use of previously acquired knowledge. Application of knowledge and skills to new situations or to solve problems sometimes lacks confidence and/or effort. Needs regular support to provoke ideas and thinking. Moderately effective at taking a limited number of knowledge or ideas apart. Can separate some information into component parts (eg.sim/diff). Needs support and further practice to find connections in patterns/rels between knowledge. Attempts to combine ideas, information, knowledge from different sources, but often needs support to reach new understandings. Sometimes effective at making reasoned judgments or decisions based on chosen criteria; standards and conditions. Needs substantial support to make reasoned choices. Becoming more capable at seeing different points of view at the same time. With moderate support, demonstrates an ability to construct an argument for the different points of view based on own knowledge and factual information. Expression of own point of view does not always show understanding of perspective Demonstrates some ability to articulate own thought processes in relation to what is being learned. Is unsure of the value in the process of experiencing different learning modalities. Needs intermittent support to identify areas for improvement in own learning. knowledge gathered shows substantial accuracy of factual information. Slight misconceptions do not detract from the overall result. Effectively interprets and communicates learned knowledge. Frequently grasps the meaning from different learning objectives and engagements, needing only minimal support.

HIGHLY PROFICIENT
knowledge gathered shows thorough and complete accuracy of factual information.

Comprehension Ineffective at interpreting and communicating learned knowledge. Frequently expresses misunderstandings and needs significant support in order to grasp the meaning from different learning objectives and engagements. Application Ineffective use of previously acquired knowledge. Needs consistent support to apply knowledge and skills to new situations or to solve problems in a range of contexts.

Highly effective at interpreting and communicating learned knowledge. Consistently grasps the meaning from different learning objectives and engagements.

Effective at making use of previously acquired knowledge. Frequently applies knowledge and skills to new situations or to solve problems in a range of contexts but at times needs a little assistance to affirm ideas or support thinking. Effective at taking knowledge or ideas apart and separating into component parts (eg.sim/diff). Frequently makes connections to find patterns/rels between knowledge and seeks clarification and affirmation when needed. Effective at combining ideas, information, knowledge from different sources. New understandings are insightful and support the further development of potentially new inquires. Effectively makes reasoned judgments or decisions based on chosen criteria; standards and conditions. Approach is mostly consistent, but may need intermittent support to make reasoned choices. Effectively able to see different points of view at the same time. With a little assistance, demonstrates an ability to construct an argument for the different points of view based on own knowledge and factual information. Beginning to use a sense of perspective, whilst expressing own point of view. Demonstrates a substantial ability to articulate own thought processes in relation to what is being learned. Is open-minded to the process of different learning modalities, but can need support to appreciate the value for self. Identifies areas for improvement in own learning with intermittent assistance.

Highly effective at making use of previously acquired knowledge. Confidently applies knowledge and skills to new situations or to solve problems in a range of contexts in practical and diverse ways. Highly effective at taking knowledge or ideas apart and separating into component parts (eg.sim/diff). Confidently makes connections to find patterns/rels between knowledge; finding unique characteristics. Highly effective at combining ideas, information, knowledge from different sources to form new understanding, answer questions and probe further thinking and questioning. Demonstrates a logical and coherent approach to making judgments or decisions based on chosen criteria; standards and conditions. Approach is well reasoned and consistent. Demonstrates excellent ability to see different points of view at the same time. Is confidently able to construct an argument for the different points of view based on own knowledge and factual information. Articulates a clear sense of perspective, whilst expressing own point of view. Demonstrates a clear ability to articulate own thought processes in relation to what is being learned. Expresses open-minded attitude to the process of different learning modalities. Coherently identifies areas for improvement in own learning.

Analysis

Ineffective at taking a limited number of knowledge or ideas apart. Cannot separate information into component parts (eg.sim/diff). Experiences significant difficulties in making connections to patterns/rels between knowledge. Needs substantial support. Unable to combine ideas, information, knowledge from different sources independently. Does not reach new understandings without significant support. Ineffective at making reasoned judgments or decisions based on chosen criteria; standards and conditions. Needs high levels of support to understand the process of evaluation. Rarely able to see different points of view at the same time. Needs significant support to construct an argument for the different points of view based on own knowledge and factual information. Expression of own point of view does not show understanding of perspective Is rarely able to articulate own thought processes in relation to what is being learned. Is unsure of the value in the process of experiencing different learning modalities. Needs direct instruction and support to identify areas for improvement in own learning.

Synthesis

Evaluation

Dialectical thought

Metacognition

Gareth Jacobson, 2009