Chrysalis framework for Human Potential consists of competencies covering the cognitive, emotional and social domains of a childs learning.
These essential competencies are guided by the core values that a child can refer at crucial moments in his/her life.
The application of competencies is further enhanced by metacognition thinking about thinking. This needs to manifest in every 40 minute period in a classroom.
COGNITIVE: Cognition means constructing knowledge and understanding the world around us.
Consistent nurturing of cognitive domain leads to the child thinking
critically, getting better at questioning, developing problem solving abilities
and generating innovative ideas.
EMOTIONAL: Nurturing the emotional domain provides the ability for a child to accurately recognize his/her emotions, and further, to regulate the emotions and behaviour appropriately. For this domain to manifest itself, the curriculum needs to provide ample opportunities for the child to reflect on ones feelings, preferences and rationalise them.
SOCIAL: Development of social domain helps a child to relate to others and empathize with
them, including those from diverse backgrounds and cultures.
META-COGNITIVE: Meta-cognition is the process of thinking about ones own thinking. This is an
ability that may be unique to humans. It gives the child the ability to control
thinking and feeling through various strategies, such as organizing,
monitoring, and adapting to situations. Continuous development of the
meta-cognitive domain helps in self improvement, ultimately leading to
self-discovery.
RECOMMENDATIONS FOR FOUNDATION YEARS
For foundation years, Chrysalis framework recommends introducing the child to basic aspects of cognitive, social, emotional and meta-cognitive domains through Language Arts and Math.
The key learning outcomes for this period could be:
Reading Fluency
Independent learning and an ability to express thoughts orally and through
writing
Numeracy and Number Sense (patterns, math skills)
Social and Emotional Learning for Foundational Years (KG to Grade 1):
In the
Foundation Years, the social and emotional learning could be subtly
introduced through storybooks and associated activities conducted by the
teachers.
RECOMMENDATION FOR PRIMARY EDUCATION
The key aspects that are just brushed upon in the foundational years could be dealt with in detail in the Upper Primary classes. The child, by now, is ready to use and assimilate information/skills from the learning materials designed to trigger thinking in 4 domains of development. The questioning based approach that was more facilitator driven in the foundation years could now be made more evident through the various activities in the learning materials.
Progression of Social and Emotional Learning Indicators for Primary Education:
Chrysalis
framework recognizes and understands that it is imperative for the child to develop
socially and emotionally to lead a fulfilling and fruitful life. And this
learning must necessarily happen right from the formative years. Hence, it is
recommended that each lesson, be it English, Social, Science or Maths, has an
emotional/social skill that is outlined as an essential learning outcome.
Meta-cognition in Formative Years:
Chrysalis
framework recommends developing meta-cognition in two ways within a lesson.
Immediate reflection time could be given for some activities in class and, after selected lessons, students could be asked to complete a journal page. The journal could have appropriate questions that guide the child to build meta-cognitive knowledge and skills. Separate learning outcomes can be developed and mapped for this domain across grades. The development of meta-cognition in this way fosters self-efficacy and a growth mindset.
On Assessment
Assessment for Learning focuses on teachers assessing each
individual students progress and determining the next steps in advancing that
students learning.
Assessment as Learning takes this a step further by enabling students to take ownership of their learning and learning path.
Assessment of Learning is a summative assessment involving a grade or a rank. This can be used to quantify achievement at a given point in time and also to provide data to stakeholders.