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The following tool highlights key ideas raised in the Windley School digital story 'sharing understanding about the key competencies' about the use of images to support key competencies. Prompts are provided for thinking about what kinds of images could be helpful, how they could be used, and how they could be captured.
At Windley School...
For key competencies, images of both the process and outcomes of learning are important.
They might reflect what happens before, during, or after a particular task. For example:
Some key competencies are demonstrated by students working on their own, others with small or whole-class groups of peers. Images might reflect learning happening:
Since authentic contexts, and transferring learning across contexts, are important for key competencies, images of students learning (and applying their learning) in a range of settings will be important. Images will show them, for example:
At Windley School...
Images provide a rich way of reporting to parents and whānau about students’ learning. The video files in the Windley School digital story of a learner imitating his peers and learning to swim were clearly very special for his mother and grandmother. Teachers can show examples of key competencies, rather than just writing about them. Both still and moving images can be a prompt for discussion between teachers, parents, and students at conferences or in other discussions. This, in turn, will help key competencies to be supported both at school and at home.
In learning stories, images can accompany descriptions and student/ teacher voice about learning experiences.
In reflections logs, images can help students recall not only what they did, but how they felt. An image may trigger, for example, memories of challenges faced, successes experienced, and questions raised.
As well as sharing images with students, their parents and whānau, images could be shared between classes. In this way, learners can ‘see’ what key competencies look like, rather than just ‘hear about’ what might be expected.
Vanessa describes how the digital camera is close to hand and used ‘like a pen’: 'It’s like a pen beside you, the digital camera, and when the opportunities arise, you quickly start
At times the capturing of images will be planned in advance. Teachers and students will know that the digital camera is going to be used in the upcoming session. Unplanned opportunities will also arise, and images can be captured spontaneously as students show the key competencies in action.
Students should become increasingly aware of moments in their own and others’ learning that would be ideal to capture with images. Both teachers and students should have access to the tools they need to capture and use those images.
Key competencies are not just about what happens inside classrooms, they are about students' capabilities in a range of settings. Images could be captured both inside and outside of the classroom, capturing competencies that occur in the playground as well as inside.
Download a hard copy of the discussion tools: