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The first statement of the Learning Skills section of the Ontario Ministry of Education’s publication Growing Success: Assessment, Evaluation, and Reporting in Ontario Schools states, “The development of learning skills and work habits is an integral part of a student’s learning” (p. 10).

Teachers are expected to report on six categories:
            • Responsibility
            • Organization
            • Independence 
            • Collaboration
            • Initiative 
            • Self-Regulation

Learning Skills should not be considered in the determination of a student’s grades. Instead, the assessing, evaluating, and reporting on the achievement of curriculum expectations and on the demonstration of learning skills should be done separately.

Though some may identify other skills as being crucial to student success, it is clear that a student’s work habits significantly contribute to their success in school and for life beyond the classroom. 

The Definition and Selection of Competencies (DeSeCo) Project, sponsored by the Organisation for Economic Co-operation and Development (OECD), has underlined the importance of identifying and developing key competencies as follows:
Globalisation and modernisation are creating an increasingly diverse and interconnected world. To make sense of and function well in this world, individuals need, for example, to master changing technologies and to make sense of large amounts of available information. They also face collective challenges as societies – such as balancing economic growth with environmental sustainability, and prosperity with social equity. In these contexts, the competencies that individuals need to meet their goals have become more complex, requiring more than the mastery of certain narrowly defined skills.  
(OECD, p. 4)

We are preparing students for an information saturated world where they will need to be self-directed learners with the skills to collaborate with others, are organized, have initiative, and set and monitor personal goals. As educators it is our responsibility to foster and help develop these skills in our students.

When it comes time for report card data entry, our tracking should be consistent and accountable to result in accurate reporting of students’ learning skills and work habits. 

The following are three simple tools for tracking students behaviours for the reporting of learning skills:


See the slides here.

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