Maturité ou immaturité?

Competency B: Communicate Ideas and Information
Task Group B1: Interact with others
Level: 2

At this level, learners: Initiate and maintain interactions with one or more persons to discuss, explain, or exchange information and opinions

Performance Descriptors

The learner:

• Shows an awareness of factors that affect interactions, such as differences in opinions and ideas, and social, linguistic, and cultural differences
• Demonstrates some ability to use tone appropriately
• Uses strategies to maintain communication, such as encouraging responses from others and asking questions
• Speaks or signs clearly in a focused and organized way
• Rephrases to confirm or increase understanding
• Uses and interprets non-verbal cues (e.g. body language, facial expressions, gestures)

Task Descriptors

• Scope of task is clearly defined
• Involves one or more persons
• Can vary in length
• Addresses a familiar or unfamiliar audience
• May include unfamiliar elements (e.g. vocabulary, context, topic)
• Has a clear, well-defined purpose
• Is informal

Interaction Types:

• Share ideas and information
• Exchange opinions
• Explain and discuss ideas

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – B1.2

Competency E: Manage Learning
Level: 2
At this level, learners: Set realistic short- and long-term goals, use a limited number of learning strategies, and monitor own learning

Performance Descriptors for the learner:

• Demonstrates positive attitude to learning
• Accepts positive feedback and constructive criticism
• Recognizes and expresses when one does not know something
• Accepts new learning challenges
• Willing to work independently
• Takes responsibility for learning
• Takes initiative
• Takes risks in learning situations
• Manages time (e.g. makes realistic estimates about time, meets deadlines, completes activities and tasks in a logical order)
• Attends class regularly and punctually
• Checks accuracy of work

Goal Setting:
The learner:

• Sets realistic short- and long-term goals
• Identifies steps required to achieve goals
• Monitors progress towards achieving goals
• Identifies barriers to achieving goals
• Begins to adjust goals, activities, and timelines to address obstacles to achieving goals

Learning Strategies:
The learner:

• Uses a limited number of learning strategies (e.g. takes notes, organizes learning materials)
• Identifies ways to remember information and reinforce learning
• Sequences activities in multi-step tasks

Monitoring Learning:
The learner:

• Monitors own learning
• Begins to adapt to instructional approaches and learning materials that do not reflect preferred learning style
• Begins to identify how skills and strategies can transfer to different contexts
• Identifies multiple sources of information to complete tasks
• Evaluates own performance using established criteria and tools (e.g. checklist, rubrics)
• Begins to identify ways to improve performance

ESKARGO:
Embedded Skills, Knowledge and Attitudes Reference Guide for Ontario – E.2