Core Competencies: Communication

 

Communication The Communication competency encompasses the setknowledge, ofskills, abilitiesprocesses thatand dispositions we associate with interactions with others. Through their communication, students useacquire, develop and transform ideas and information, and make connections with others to impartshare their ideas, express their individuality, further their learning, and exchangeget information,things experiences,done. The communication competency is fundamental to finding satisfaction, purpose and ideas,joy. to   explore the world around them, and to understand and effectively engage in the use of digital media. The Communication competencyCore providesCompetency ahas bridgetwo betweeninterrelated students’sub-competencies: learning, their personal and social identity and relationships, and the world in which they interact.

Communicating

1. ConnectConnecting and engage and engaging with others (to share and develop ideas)others 

Students engage in informal and structured conversations wherein which they listen, contribute, develop understanding and relationships, and learn to consider diverse perspectives,perspectives. This facet of communication is closely linked to the building and buildsustaining consensus.of Examplesrelationships includeat literaturehome, circles,at bookschool, clubs,in blogs,the community, and smallthrough groupsocial discussions/decision making/informal debating.media.

I CAN statements:

 I ask and respond to simple, direct questions
 I am an active listener; I support and encourage the person speaking
 I recognize that there are different points-of-view and I can disagree respectfully

2. Acquire,Focusing interpret,on intent and present information (includes inquiries)purpose

Students communicate with intention and purpose. They understand that communication can influence, entertain, teach, inspire, and help us make sense of the world and our experiences. They recognize the role the audience plays in constructing meaning, and they make strategic choices to help convey their messages and create their intended impact. They draw from a range of forms, media, and techniques, monitoring and adjusting their approaches and assessing their effects.

3. Acquiring and presenting information

Students communicate by receiving and presenting information. They inquire into topics thatof interest them, and topics related to their school studies. They acquire information from a variety of sources, including people, print materials, and media; this may involve listening, viewing, or reading, and requires understanding of how to interpret information. They present information for many purposes and audiences;audiences, and their workpresentations often featuresfeature media and technology.

Examples

 

include

Six “showProfiles

avideoproposal.

PROFILE	DESCRIPTION
Profile One	In a safe and tell,”supported explainingenvironment, aI concept,respond sharingmeaningfully ato PowerPointcommunication presentationfrom about a research/inquiry topic,peers and creatingadults.
Profile Two	In familiar settings, I communicate with peers and adults.   I CANtalk Statements: and listen to people I know. I can communicate for a purpose. I can understand and share basic information about a topictopics that isare important to me me, and answer simple, direct questions about my activities and experiences.
Profile Three	I communicate purposefully, using forms and strategies I have practiced.   I participate in conversations for a variety of purposes (e.g., to connect, help, be friendly, learn and share). I listen and respond to others. I can consider my purpose when I am choosing a form and content. I can communicate clearly about topics I know and understand well, using forms and strategies I have practiced. I gather the basic information I need and present informationit.
Profile Four	I communicate clearly and inpurposefully, using a variety of forms appropriately.   I share my ideas and try to connect them with others’ ideas. I am an organizedactive way listener – I make connections and ask clarifying and extending questions when appropriate. I can presentplan ways to make my message clear and engaging for my audience and create communications that focus on a variety of purposes and audiences. I acquire the information I need for specific tasks and ideasfor my own interests and present it clearly.
Profile Five	I communicate confidently, using forms and strategies that show attention to anmy audience and purpose.                In discussions and conversations, I mayam notfocused knowand help to build and extend understanding. I am an engaged listener; I ask thought-provoking questions when appropriate and integrate new information. I can create a wide range of effective communications that feature powerful images and words, and I identify ways to change my communications to make them effective for different audiences. I use my understanding of the role and impact of story to engage my audiences in making meaning. I acquire information about complex and specialized topics from various sources, synthesize it, and present it with thoughtful analysis.
Profile Six	I communicate with intentional impact, in well-constructed forms that are effective in terms of my audience and in relation to my purpose.   I contribute purposefully to discussions and conversations. I synthesize, deepen, and transform my own and others’ thinking. I can weave multiple messages into my communications; I understand that my audience will use their own knowledge and experiences in making meaning. I show understanding and control of the forms and technologies I use; I can assess audience response and draw on a repertoire of strategies to increase my intended impact. I can acquire, critically analyze, and integrate well-chosen information from a range of sources.

Collaborating

3.1. CollaborateWorking to plan, carry out, and review constructions and activitiescollectively 

Students workcombine togethertheir efforts with those of others to effectively accomplish goals,learning eitherand face-to-face,tasks. orAs members of a group, they appreciate interdependence and cooperation, commit to needed roles and responsibilities, and are conscientious about contributing. They also negotiate respectfully and follow through digitalon media.plans, Examples include planning a construction, inquiry or performance, solving a problem, conducting an inquiry,strategies, and workingactions togetheras onthey communityshare resources, time, and spaces for collaborative projects.

2. Supporting group interactions

Students engage with others in ways that build and sustain trusting relationships and contribute to collective approaches. They value diverse perspectives and integrate the ideas of others with their own to tackle tasks, issues, and problems. Students seek to distribute leadership, listen actively, take turns in discussions, acknowledge contributions, and identify missing voices. They regulate the group’s interactions together, mutually encouraging one another, creating space for marginalized voices, and applying constructive strategies to navigate through misunderstandings, struggles, and conflict.

3. Determining common purposes

Students develop shared understandings of information, issues, situations, and problems in pursuit of common purposes and goals. They honour various group processes and proactively support movement forward, including refocusing on intended goals as needed. They revise plans according to mutual deliberations and strive for consensus. As co-members of a group, students see one another as valuable resources, commit to impact and collective success, assess group results and processes, and share in the recognition of achievements.

Six Profiles

PROFILE	DESCRIPTION
Profile One	In familiar situations, I can participate with others.
Profile Two	In familiar situations, I cooperate with others for specific purposes.   I CANcontribute Statements: during group activities, cooperate with others, and listen respectfully to their ideas. I can work with others for a specific purpose.
Profile Three	I contribute during group activities with peers and share roles and responsibilities to achieve goals.   I take on different roles and tasks in the group and work respectfully and safely in our shared space. I express my ideas and help others feel comfortable to share theirs so that all voices are included. I work with others to achieve a common goal;goal and can evaluate our group processes and results.
Profile Four	I can confidently interact and build relationships with other group members to further shared goals.   I can identify and apply roles and strategies to facilitate groupwork. I dodraw on past experiences to negotiate and develop group processes. I am an active listener and speaker. I share my share ideas and try to connect them with others’ ideas, I ask clarifying questions and check for understanding when appropriate, and I test my ideas with others and consider their input. I help resolve conflicts and challenges as they arise. I recognize how my contributions and those of others complement each other. I can takeplan onwith others and adjust our plan according to the group’s purpose.
Profile Five	I can facilitate group processes and encourage collective responsibility for our progress.   I play a role in collectively monitoring the progress of the group and adjust my contributions as needed. I recognize the interdependence of our roles and responsibilitiesdraw inon athese group to move us forward. I ask thought-provoking questions, integrate new information and various perspectives from others, and think critically about whose voices are missing. I can summarizedisagree key ideasrespectfully, and identifyI theanticipate wayspotential we agree (commonalities) 4. Explain/recountconflicts and reflecthelp onmanage experiencesthem and accomplishments Students tell about their experiences—especially their learning experiences—and reflect, and share whatwhen they learned. Examples include presentations of learning, self-assessment, and receiving/offering feedback. I CAN Statements: arise. I give, receive, and act on constructive feedback  in support of our goals, and I can recount simple experiencesevaluate and activitiesrevise andplans tellwith somethingother Igroup learned members.
Profile Six	I can representconnect my learning,group with other groups and tellbroader hownetworks itfor connectsvarious purposes.   I can step outside of my comfort zone to mydevelop experiencesworking relationships with unfamiliar groups. I develop and effortscoordinate networking partnerships beyond and in service of the group. I demonstrate my commitment to the group’s purpose by taking on different roles as needed. I acknowledge different perspectives and seek out and create space for missing or marginalized voices. I summarize key themes to identify commonalities and focus on deepening or transforming our collective thinking and actions. I recognize when wisdom and strategies from others are needed and access these to address complex goals. I help create connections with other groups or networks to further our common goals and our impact.

To view the Connections and Illustrations for the Core Competencies please visit the BC's New Curriculum website.