Snapshot of learning for Learning Journals in KnowledgeNet
Learning Journals enable students to become more active partners in the learning process.
Contributed by Amanda Grimsey, Cornwall Park District School, Greenlane, Auckland
Focusing Inquiry
Having recently participated in the Assess to Learn (AtoL) professional development programme there has been a heightened awareness of the need for teachers and students to have a shared understanding of the learning intention, how they will know when they have learnt it, and next steps for students. Teachers were also aware of the need to grow children’s independence and expertise in thinking reflectively about their learning.
A review of the school’s online learning environment (OLE) noted its importance to the school as a place to share, support and celebrate learning. However, feedback from teachers also highlighted that there was further potential for the OLE to support differentiating learning and opportunities to develop reflective thinking around goal setting, progress and next steps for learning.
The focus of the teacher inquiry included:
- How well can our children talk about their learning?
- What role does this play in being an effective learner?
- What opportunities do we provide for students to engage in this kind of thinking?
Recent teacher professional learning and development has focussed on improving the teaching of writing. The majority of teachers have also chosen this as an area to provide opportunities to develop student reflection through learning journals, some also extending this approach in other curriculum areas, that is, The Arts and Mathematics.
“We decided that we needed to provide opportunities for student voice and to help our students become more focused on their role in the learning process”(Amanda Grimsey)
Teaching and Learning
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Student Learning Journals
Learning Journals are a feature of the school’s existing Learning Management System (LMS) .
Teachers have the option to open a journal to peer comment and to limit the numbers of peers. Students can also select peers to respond. Teachers can respond with feedback and comments and caregivers also have the opportunity to comment.
Teachers and students have used a variety of ICTs including iMovie, Photobooth, digital cameras, iPod touch, Easispeak microphones and Garageband. -
Student Voice
There has been a deliberative move to not be prescriptive across the school in terms of Learning Journal content.
Teachers often discuss and share examples, ideas and strategies as a staff, however, journals are varied and very much determined by the learning, the formative practice in the classroom and the individual students response to their learning.
The goal is to capture student voice and provide all students with an opportunity to develop confidence in learning to learn.
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Independent Learners
As students become more confident to describe their learning progress the use of their Learning Journals has become more authentic. Some students are also beginning to update their video reflections and artefacts independent from the classroom environment.
The ability to access these in response to learning rather than as a timetabled event has valued implications for both students and teachers. Students are more empowered to be independent learners, evaluating and adjusting their learning to meet their needs in partnership with their teacher.
See video below.
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Screencasts
The initial focus was to support everyone, including the students, to become familiar with the environment and the tools. To aid this process a group of students made short instructional screencasts which are available online for teachers and students to access at any time.
Teacher support sessions were also offered before and after school. These consisted of a mix of workshops and drop in sessions.
Some students have also provided technical support for teachers, that is, in the junior school, when students are new to this environment and when teachers join the staff throughout the year.
Students and teachers are beginning to notice changes including evidence of the following:
- Goal setting is more purposeful, providing direction for students to guide future learning.
- Students demonstrate pride in their progress, evidenced in learning journals across the curriculum.
- Students have increased options to demonstrate what they have learnt using a medium that is responsive and relevant to their learning.
- Students are developing an increased sense of audience and purpose, especially when provided with opportunities to invite peers and parents to view and comment on their work.
- Teachers are increasingly aware of where their formative practice is strong or in need of further development.
- Teachers have become more aware of asking open-ended questions to prompt reflection and encourage students to lead the learning.
- There is greater awareness of the importance of demonstrating the learning process and the thinking involved, not just the final product, for example, teacher modeling, thinking strategies, thinking aloud, speaking frames.
Learning Inquiry
Teachers have identified the following elements in their teaching and classroom environment that have contributed to successes.
- Access and availability of equipment, being ready to capture the moment.
- Good formative practice in place and students co-constructing success criteria.
- Students encouraged to use modelling books to support them as they talk about their learning.
- Planning and providing time for students to update their learning journals as part of the learning process.
As a result of the teaching and learning the following implications for future teaching have been identified:
- How will effective teacher practice and student learning inform decisions about the use of Learning Journals?
- Are there changes to the classroom environment that would facilitate more independent and active engagement with Learning Journals to support the learning goals?
In the initial stages of implementing the Learning Journals ownership of the process was predominantly not with the student. Decisions about content and engagement with Learning Journals were often initiated and set up by the teacher. This resulted in students relying more on their teacher to determine content and process. Consequently responses often appeared formulaic and dependence on the teacher also increased workload.
However, a continuing focus for teacher inquiry is also the increased use of self assessment to engage students in reviewing their progress and achievement. Learning Journals can provide increased opportunities for students to critique their work and achievement against success criteria or exemplars, including capturing their thinking at critical times during the process. Also as students are more confident to lead conversations about their learning there are increased opportunities for caregivers, family and whanau to comment and respond.
Teachers have also noticed that developing routines and responsibilities with the students in relation to time and access have increased the confidence of students to work with the technology both in class and at home. The use of buddy classes, screencasts and student expertise contribute to students becoming active participants in creating and maintaining a classroom environment that promotes learning.
“We are noticing the meaningful and delightful moments when students spontaneously and confidently share their learning in response to increased clarity and ownership of their learning” Amanda Grimsey
Recommended Reading
Assessment Online (Te Kete Ipurangi)
- Assessment in the Classroom
- Assessment for Learning
- Using Evidence for Learning
- Assessment in the Classroom, Ministry of Education Position Paper (2010)
