Learner’s Toolkit

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Assessment Tool 2This assessment tool helps to identify somelevels of working that demonstrate effectivelearning. It is not definitive and ‘mastery’encompasses a wide spectrum of ambitions forlearning that will continue for life. ‘Mastery’of learning is a condition we aim for andcontinually work towards. If students canunderstand what it is they are aiming for, it ismore likely they will see the point of thelessons and make a connection with the aimsof the lessons.This audit can be used in lesson observations(by teachers and students) to see whichbehaviours are demonstrated. It can also beused in target setting meetings with studentswhen they can discuss where they fit into thelevels of competence. The aim will be that asstudents move through the programme, theyachieve ever higher levels of competence.Student Learning to Learn AuditTypical traitsWorking towards(developing)Working at(competent)Working beyond(mastery)Confident individuals(EQ)CommunicationSelf beliefSelf awarenessSelf managementInterpersonal skillsOvercoming low selfesteem.Increasing selfawareness regardingskills and abilities.Effectively organisingtime and resources.Working effectivelywith others.Able to learn frommistakes with support.Aware of abilities andskills and able to usethem most of the time.Can organise time tocomplete most tasks todeadline.Communicates wellwith peers.Can concentrate andapply themselves to …Willing to try out ideasand hypothesise.Uses resources well.Learns from mistakes.High self esteem.Confident self belief.Well organised andeffective.Manages anxiety andchallenges very well.Can gain excellentrapport with a varietyof audiences.Sustainedconcentration andcommitment.Enthusiastic andenergetic.Adaptable and flexible.xiii
LESSON 21Empathy – put yourself inother’s shoesHabit 9: Co-operate and communicateTipThe starter is to consider how easy it is to geton with friends. However, it is moredemanding but just as important to get onwith others. Becoming adaptable and flexibleas a communicator is an importantcompetence.Students love to make the glasses but theytake a long time and distract them from thepurpose of the lesson.Talking for one minute on each of thestatements with and without empathy glassesworks well.ResourcesCard and scissors to make empathy glasses.If time is short, make the glasses in advanceand give them out.The discussion how to improve empathycould well be enhanced by reference to thesociety without empathy, what would it belike and so on.Some of the role-plays can be shown toothers.AimThe last task is important for transference ofskills and ideas into the main curriculum.teacher’s notesThe aim is to use a practical device – theempathy glasses – to be able to see situationsin a different perspective.ReviewBy the end of this lesson students will know So what was empathy again?how important and difficult it is to try to seethings from other people’s viewpoint.The meaning of your communication isClass discussion on empathy.the response you get.Empathy glasses can become a way tounderstand how to see things from another’sviewpoint.78 Section 1 • The Habits of Emotional Intelligence
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Page 9: CLICrS - Competency assessment form
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Learner’s Toolkit

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