Reflect on speaking, writing, and other representing strategies used including relating work to criteria (e.g., a rubric), identifying what worked during the process, responding to feedback, setting realistic goals, and taking steps toward achieving goals.

Assess personal language use, and set personal goals to enhance language learning and use.

Use criteria and relevant vocabulary to assess viewing, listening, and reading activities, and set goals for each (e.g., What behaviours do I exhibit that tell others I am a good viewer, listener, or reader?).

Reflect on the role of technology in learning and communicating.

Review own and others' work for clarity, and give concrete suggestions for improvement.

Assess own contributions to group process, and set goals for enhancing group work.

Identify and analyze effectiveness of a variety of language strategies. Identify competency level of self as a viewer, representer, listener, speaker, reader, and writer.

State appropriate and achievable improvement goals based on self-analysis; choose and apply strategies appropriate to improvement goals, and reflect on progress in achieving those goals.