GAEP como estrategia para la formación del profesorado:

FOCUS AREA LEVEL 1 LEVEL 2

Locating, evaluating and organising information

– Identifies the general area/topic on which information is required – Begins to use information seeking

strategies with assistance, e.g. enters a key word in a search engine

– Uses simple strategies to organise and help remember information, e.g. builds a word bank

– Begins to pose simple questions to help focus information search

– Uses simple web search queries to locate information on the internet – Recognises that some texts are more

appropriate for a purpose than others – Uses a small range of strategies to

assess the potential of a text, e.g. scans the cover, title or illustrations

– Begins to evaluate relevance of information on familiar subjects – Uses simple organising methods to

manage reference material, e.g. labels a file box or a Word folder

Using prior knowledge and scaffolding – With prompting, identifies some prior

knowledge or skill that may be useful in the current learning context

– Follows simple, structured processes provided by others through modelling or step by step instructions

– Uses simple processes to make links between pieces of information, e.g. matching, grouping or simple sequencing

– Practises skills in familiar contexts, e.g. uses English with a neighbour or observes a workmate

– Applies some prior knowledge, skills or familiar learning processes to a new task, but not always with appropriate adaptations

– Uses familiar scaffolding provided by others to support learning process, e.g. illustrated guidelines, templates, checklists or ‘how to’ DVDs

– Uses simple strategies to clarify and remember main points or reinforce elements of a skill, e.g. copying, underlining, reciting or practising a set procedure

Learning with and from others – Follows basic social rules for interacting

with others, e.g. takes turn in speaking, listens to others or shares resources with a partner

– Takes some steps to identify appropriate support, e.g. seeks assistance from a trusted person

– Fulfils the basic roles of a group member, e.g. contributes to discussion or accepts allocated tasks

– Asks questions of a teacher/trainer, mentor or expert in the field – With assistance, identifies some

cultural similarities and differences in individuals’ perspectives, such as approaches to work and learning

Learning Grid

LEVEL 3 LEVEL 4 LEVEL 5

– Poses some who/what/why questions to help focus an information search – Independently searches the internet,

using key words, simple questions and ‘trial and error’ approaches

– Evaluates the reliability of sources in familiar contexts on the basis of a small set of criteria, e.g. directly relevant to purpose or opinion/factual

– Begins to consider the validity of a source, e.g. an opinion or factual text on the internet

– Uses some personal and/or workplace designed systems for ordering, classifying and storing familiar reference materials for easy retrieval, e.g. naming and dating, or version control

– Develops a formal set of questions to focus an information search in an unfamiliar field

– Uses some advanced web search queries to filter out irrelevant information – Considers the reliability of an information

source against a range of criteria, e.g. the author’s background, the intended audience and purpose, or the date of publication

– Uses manual and/or ICT applications to collect, analyse, store, organise and facilitate ongoing access to information, e.g. systematic filing systems or spreadsheets

– Poses questions and develops hypotheses to focus the selection, organisation and prioritisation of information and ideas – Uses sophisticated web search queries

(e.g. an, or, not), to efficiently identify relevant information sources on the internet

– Critically evaluates the logic and reliability of information from a wide variety of sources, taking a range of criteria into account, e.g. the author’s credibility, the validity of generalisations, potential bias, the nature of evidence or underlying assumptions

– Uses sophisticated methods for storing and accessing information, e.g. customised databases, reference management software, project

documentation or administration systems – Makes some explicit connections

between new information/ideas and own prior knowledge and experience, using techniques like anecdotes and simple analogies

– Begins to transfer key principles and concepts to new situations, allowing for some contextual differences

– Uses routine ‘how to’ processes as scaffolding for learning, e.g. manuals or graphic organisers

– Uses explicit strategies to organise and make connections between information/ ideas, e.g. underlines main points or draws simple sequencing diagram – Uses a range of techniques to reinforce

learning, e. g. mnemonics, visualising, rehearsing, summarising or explaining to someone else

– Draws selectively on experience to adapt past learning to new circumstances – Draws on a repertoire of strategies to

clarify and extend understanding, e.g. paraphrases, uses the outline feature of a word processing application, flow diagrams or mind maps

– Begins to apply conceptual models developed by others, such as theories and frameworks, as an aid to understanding – Develops and trials own approaches to a

task when templates and guides are not available

– Actively reinforces learning by applying new knowledge and skills beyond a formal learning context, e.g. teaches someone else

– Implements some formal approaches to help maintain the currency of professional knowledge and skills, e.g. regularly checks on updates in a specialised field

– Generalises the concepts learned in one context for application in another – Applies and evaluates principles and

sophisticated conceptual models as part of research and reflection

– Selects from a broad range of lateral and analytical thinking techniques to facilitate perception, challenge, creativity and analysis, e.g. concept maps or formal problem solving processes

– Uses structured approaches to maintain currency of knowledge and skills as a regular part of routine, e.g. professional email alerts, conferences or subscriptions to relevant journals

– Identifies own and others’ roles in a group or team and makes an active contribution

– Participates in online collaborations where appropriate, e.g. discussion boards – Demonstrates awareness of different

personal and cultural perspectives and makes some attempt to understand and accommodate these

– Considers and responds to some advice and feedback on performance from a trusted person

– Contributes to effective group and team interaction by clarifying tasks, recognising each member’s strengths, negotiating roles and assisting with conflict resolution – Participates in professional/ technical or

community networks where appropriate – Recognises that individuals construct

knowledge differently, building on past experience and influenced by personal and cultural values, beliefs and assumptions

– Seeks advice, and reflects on and responds to feedback from trusted sources

– Leads work groups/teams, facilitating the achievement of outcomes through highly developed interpersonal, planning and time management skills and team leadership

– Understands there are different ways of interpreting information and constructing knowledge within disciplines and professions, and across cultures – Actively seeks and acts on detailed

feedback from a number of sources, recognising that both positive and negative feedback is potentially a rich source of learning

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How the ACSF Works