Take Responsibility for Learning Performance Continuum

Performance Level 3

How adults at Level 3 Take Responsibility for Learning:
  • Establish learning goals that are based on an understanding of one's own current and future learning needs.
  • Identify own strengths and weaknesses as a learner and seek out opportunities for learning that help build self-concept as a learner.
  • Become familiar with a range of learning strategies to acquire or retain knowledge.
  • Identify and use strategies appropriate to goals, task, context, and the resources available for learning.
  • Monitor progress toward goals and modify strategies or other features of the learning situation as necessary to achieve goals.
  • Test out new learning in real-life applications

Level 3 Indicators

Use Key Knowledge, Skills, and Strategies Adults performing at Level 3 can:
  • Identify current and future learning needs, and communicate a specific and attainable learning goal based on those needs.
  • Analyze prior experiences and current practices in order to identify a comprehensive list of specific learning strengths and weaknesses; identify a gap in knowledge related to the learning goal; and identify multiple learning opportunities appropriate to the strengths and goal.
  • Select and use a range of simple and some more sophisticated learning strategies (such as analysis and application of prior knowledge, and elaboration of new information through reading, summarizing, paraphrasing, skimming and identifying key points in informational text; active listening; extended memorization and practice; locating and exploring community resources; engaging others in cooperative work; predicting and "sensing" - reading, hearing, visualizing -- ideas and reactions of others; and interviewing "experts" and asking them for further information) and sources of information (such as longer informational texts, graphics, and longer oral communications) that are appropriate to the task context/conditions, individual goal, preferred learning style, and available resources in order to acquire and retain knowledge; and organize and apply new learning to address the learning goal.
  • Monitor progress toward achieving learning goal with a range of strategies including self-testing and interim summary of information and activities, and adjust learning strategies or other features of the learning context as necessary.

Show Fluency, Independence, and Ability to Perform in a Range of Settings

Adults performing at Level 3 can Take Responsibility for Learning, at an appropriate speed with some effort, but with confidence, and supported by only initial or occasional guidance and assistance, to accomplish fairly complex but structured tasks with multiple steps that require significant prediction or judgment, in some familiar and some novel settings.

Level 3 Examples of Proficient Performance

Adults performing at Level 3 can Take Responsibility for Learning to accomplish a variety of goals, such as:
  • Learn about parent concerns, meeting protocols and topics being addressed in order to effectively represent parents at a local school board meeting.
  • Learn about the criteria employers use when deciding whom to hire, and use the information to plan for job interviews.
  • Learn about the diverse backgrounds of people in your community in order to create a display for a local Cultural Heritage Fair.
  • Learn about city services that you can access in support of your special-needs child.

To see a Word version of the performance continuum, click here.

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