ACSF Learning 4.01 Accepts new learning challenges, explicitly designing, reflecting on and redesigning approaches to learning as an integral part of the process
LEARNING LEVEL 4
4.01
Accepts new learning challenges, explicitly designing, reflecting on and redesigning approaches to learning as an integral part of the process
SUPPORT
CONTEXT
TEXT
TASK COMPLEXITY
Moderate support
Advice and modelling available
Range of contexts, including some that are unfamiliar and/or unpredictable
Some specialisation in non-routine contexts
Complex texts
Embedded information
Includes specialised vocabulary
Includes abstraction and symbolism
Complex task analysis involving application of a number of processes, eg: extracting, comparing and interpreting information
PERFORMANCE FEATURES INCLUDE:
Goal Setting
Identifies and pursues specialised study/career goals
Designing and negotiating learning pathways
Negotiates learning pathways, balancing personal circumstances with appreciation of formal learning expectations
Evaluates means of instruction according to how well it meets personal/organisational needs and expectations
Self-awareness, strengths, weaknesses, ability to reflect on performance, learning style
Articulates specific strengths and weaknessess as a learner in different contexts and actively seeks to develop in areas of need
Begins to independently use formal approaches to encourage reflection on learning and progress\
Develops some confidence in varying learning style to suit context
Dispositions, active engagement in learning and degree of resilience
Actively seeks learning challenges and associated 'risks', knowing that mistakes can be a source of personal learning and growth
Constructing knowledge
Recognises that individuals construct knowledge differently, building on part experience and influenced by personal and cultural values, beliefs and assumptions
Metacognition, designing, managing learning process
Recognises the importance of systematically managing the learning process and uses structured approaches to set goals, monitor progress and adjust learning approaches
