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HOME > Ä¿¹Â´ÏƼ > ´º½º/À̺¥Æ® |
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ij³ª´Ù ±³À°Á¤Ã¥ÀÇ º¯È |
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µî·ÏÀÚ |
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Åõ¿þÀÌ |
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865 |
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µî·ÏÀÏ |
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2015-10-29 |
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À̸ÞÀÏ |
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÷ºÎÆÄÀÏ |
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ij³ª´Ù ±³À°ºÎ´Â ½Ã´ëÀÇ È帧¿¡ µû¶ó ÇлýµéÀ» Áö½ÄÀÎÀ¸·Î Ű¿ö³»±â À§ÇÑ ¿©·¯°¡Áö Á¤Ã¥À» °³¹ß ½ÃÇàÇϰí ÀÖ½À´Ï´Ù. ±×Áß Çϳª°¡ Àû¼º°³¹ß ÇÁ·Î±×·¥ÀÔ´Ï´Ù.
Competency Development Àû¼º°³¹ß
Three core competencies: • Communication Competency • Thinking Competency • Personal and Social Competency ¼¼°¡Áö ÁÖ¿ä°úÁ¦ - ´ëȱâ¼úÀÇ °³¹ß - âÀǼº °³¹ß - Àΰ£¼º°ú »çȸ¼º °³¹ß
The teams work in a variety of classrooms and communities gathering samples from students from diverse backgrounds including work from Aboriginal students, French Immersion students, Francophone students, and students with special needs. Based on observations and examples of student work, the teams have developed competency profiles supported by multiple illustrations to describe how students develop and demonstrate core competencies. ÀÌ ºÎºÐÀº ´Ù¾çÇÑ ¿¬±¸¸¦ °ÉÃÄ ÇлýµéÀÇ ÁÖ¿äÇÑ Àû¼ºÀ» °³¹ßÇÏ´Â ¹æ¹ýÀ» ã¾Æ ³»°í, Áö¿øÇÏ´Â ÇÁ·Î±×·¥ÀÔ´Ï´Ù. During the first phase of development, teams of teachers focus on three subcategories of the core competencies: • communication • creative thinking • personal and cultural identity
¼±»ý´ÔµéÀº óÀ½¿¡´Â ÀÌ ¼¼°¡Áö ÁÖ¿ä»çÇ×ÀÌ ¹«¾ùÀÎÁö¿¡ °üÇÏ¿© °¡¸£Ä¡°Ô µÉ°ÍÀÔ´Ï´Ù.
In the second phase of development, more teams of teachers participate in the development of: • critical thinking • personal awareness and responsibility • social responsibility Á» ´õ ½Éµµ ÀÖ°Ô 2´Ü°Ô·Î µé¾î°¡¸é - ºñÆòÀû »ç°í -»ç¶÷ÀÇ Ã¥ÀÓ°ú ÀÎ½Ä -»çȸÀû Ã¥ÀÓ
ÀÌ·± ÀýÂ÷¸¦ °ÅÃÄ Àû¼ºÀ» ¸¸µé°í, °³¹ßÇÏ°Ô µÉ°ÍÀÔ´Ï´Ù. |
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