- Understanding of how learning happens
- Appreciating depth of knowledge and being able to discriminate its intellectual quality and accuracy
- Being able to organise knowledge in ways that help to retrieve and apply it
- Seeing knowledge not as an end in itself but as the way to further learning
- Seeking knowledge across a wide spectrum of endeavour
- Continually demonstrating curiosity and accepting challenges
- Actively constructing understandings based on personal experiences, past and present
- Understanding the relevance of learning
- Developing a wide range of strategies for communicating meaning
- Appreciating the value of personal narrative
- Envisioning a personal future and proactively working towards it
- Understanding your place in the world
- Developing persistence, resilience and independence.
- Applying knowledge across all areas of learning and appreciating the links between skills and understandings.
- Applying learning to personal needs and ambitions
- Using assessment, appraisal and continual feedback to evaluate present learning success and outcomes.
- Using knowledge to solve problems creatively.
- Listening to others input and using knowledge wisely.
- Developing a global perspective and a sense of service.
- Believing in the capacity of all people to learn and recognising their individual talents and needs
- Being consciously inclusive and promoting a positive learning environment for all
- Acknowledging cultural diversity and in particular the bi-cultural nature of the New Zealand context
- Creating and working in a collaborative learning environment. Being sensitive to issues related to ethnicity, gender, sexual orientation and cultural background
- Being tolerant and encouraging of others viewpoints, including opposing or alternative one.
The strategies that a teachers uses in a learning context should both model and teach students learning behaviours to support them to become lifelong learners and to achieve personal excellence.
Fundamental to these strategies is inquiry-based learning. This is an approach in which students have ownership of their learning. It starts with exploration and questioning and leads to investigation into a worthy question, issue, problem or idea. It involves asking questions, gathering and analysing information, generating solutions, making decisions, justifying conclusions and taking action. Inquiry-based learning is based on the belief that students are powerful learners who are actively engaged in the process of investigating, processing, organising, and extending their knowledge within a subject or activity.
Strategies might include:
3 Level Guides
Use of Graphic Organisers
Habits of Mind
Brain Compatible learning
Feedback, feed forward
Portfolios and exemplars