Self-management Skills
PYP
Gross motor skills Exhibiting skills in which groups of large muscles are used and the factor of strength is primary. Fine motor skills Exhibiting skills in which precision in delicate muscle systems is required. Spatial awareness Displaying a sensitivity to the position of objects in relation to oneself or each other. Organization Planning and carrying out activities effectively. Time management Using time effectively and appropriately. Safety Engaging in personal behaviour that avoids placing oneself or others in danger or at risk. Healthy lifestyle Making informed choices to achieve a balance in nutrition, rest, relaxation and exercise; practising appropriate hygiene and self-care. Codes of behaviour Knowing and applying appropriate rules or operating procedures of groups of people. Informed choices Selecting an appropriate course of action or behaviour based on fact or opinion. |
MYP
Organisation How can students demonstrate organization skills? Managing time and tasks effectively
Affective How can studentsmanage their own state of mind? Mindfulness
Reflection skills How can students be reflective? Develop new skills, techniques and strategies for effective learning Identify strengths and weaknesses of personal learning strategies (self-assessment) Demonstrate flexibility in the selection and use of learning strategies Try new ATL skills and evaluate their effectiveness Consider content
Consider ethical, cultural and environmental implications Keep a journal to record reflections |
Tools
Multiple Intelligences
Howard Gardner's theory of multiple intelligence can be used in class with students to explore areas of strength and areas for development. There are extensive resources on the internet but here are a few to start you off.
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Reflections
With students having access to a range of digital devices, reflections can take the form of note, animations, video diaries, audio reflections or photos. Using a range of reflection tools avoid students becoming board. Here are a few images of written tools that can help with reflecting.
First thinking - Second thinking activities - these also help students review and revise their thinking. A first/second thinking task is a task where student record their initial thinking in some way ( accessing prior/ current knowledge) then return to this to edit as their thinking changes. Again, this can be done in many ways including a range of graphic organisers or thinking routines. |
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