Presentation on theme: "Transforming lives through learning Learner Dialogue & Profiling."— Presentation transcript:
Transforming lives through learning Learner Dialogue & Profiling
Transforming lives through learning Session Aims To support our pupils to reflect upon their learning. To share our understanding of learner dialogue. To consider how to recognise effective evidence and how best to store and share it. To share national best practice in learner dialogue and profiling.
Curriculum for Excellence Working Group on Tackling Bureaucracy Professional dialogue is key to improving learning. Paperwork should be kept to the minimum required to support this process.
Transforming lives through learning In order to gather good quality evidence of learners’ progress through relevant experiences, staff will plan to use a range of approaches that reflect the breadth, challenge and application of learning and the wide range of skills being developed. The active involvement of children and young people in assessment is essential to ensure they have a well- developed sense of ownership of their learning and help one another. Building The Curriculum 5
Transforming lives through learning Building The Curriculum 5 Staff should discuss with learners what they are expected to learn. They should clarify and share learning intentions and success criteria and appropriate experiences for achieving these. Both staff and learners should foster a sense of achievement by sharing challenging and realistic expectations. Sharing success criteria along with learning intentions allows learners to ‘see what success looks like’. With practice, success criteria can often be devised by the learners themselves.
Transforming lives through learning Assessment – Key Messages 1.Is integral to learning and teaching - involves all stakeholders, most importantly the learner - is ongoing, periodic, at times of transition 2.Builds capacity in practitioners to make professional judgements underpinned by professional dialogue - assessment requires a variety of approaches generating a body of quality evidence - assessment and moderation are integral to each other 3.Is holistic and informative - has many purposes, the most important of which is to support the learner journey - goes beyond KU alone to include skills, attributes and capabilities
Transforming lives through learning So Where Does Learner Dialogue Come From? AiFL Critical Skills / Cooperative Learning Higher Order Thinking Profiling (PLP / Learning Log / Reflection Jotter / Learning Ladders etc) / Portfolio / Profile Self / Peer Assessment Parental / Carer Involvement
Transforming lives through learning Co-Operative Learning / Critical Skills Facilitate pupils learning together with opportunity to promote learner dialogue whilst interacting with groups. Encourage children to use learner dialogue when feeding back.
Transforming lives through learning Higher Order Thinking Skills (HOTS) Focus on effective questioning. Listen for ‘nuggets’ of assessment information. Careful, well planned questioning Teacher’s professional judgement
Transforming lives through learning Profiling (PLP / Learning Log / Reflection Jotter / Learning Ladders etc) / Portfolio / Profile All tools for supporting learner dialogue A vehicle for storing latest and best work An opportunity for sharing pupil’s learning journey A tool for reflecting on previous learning and informing next steps Pupil ownership
Transforming lives through learning Self / Peer Assessment Learning Intentions Success Criteria Using ‘modelled’ learning dialogue with peers NAR Flowchart
Transforming lives through learning Parent / Carer Involvement Increased understanding of CfE Sharing achievements Less need for formal reporting / On-going Process Another audience for pupils to talk about their learning and to comment on their learning Encourage parents / carers to use learning dialogue “When Parents and schools work together, children do better” Guidance on the Scottish Schools (Parental Involvement) Act 2006
Transforming lives through learning Reflective Question Classroom Practitioners - With your shoulder partner, discuss what strategies you already have in place in your class to encourage reflective dialogue. Note these on the post it notes on your table. Senior Managers – With a fellow senior manager, discuss what strategies you have in place in your establishment to ensure consistency of practice in using reflective dialogue with learners.
Task 1 – Graffiti Starter Statements. On your section of the page you have to write as many starter statements as possible to engage a learner to reflect upon what they have achieved in any given experience. This can be for both in and out of school. Time – 5 minutes Turn the page 90 degrees. Tick any statements you feel are quality starter statements. Do this until you have read all of the other three colleague contributions. Time 5 minutes Using the information on the page, make a final list of the statements people valued the most. Time 5 minutes Feedback – Each group will read out their list. Tick any statements which you have on your list.
Transforming lives through learning Why Bother With Profiling? Children need to understand their learning. Profiling will reflect this understanding and give then ownership of, and responsibility for, their learning. Profiling helps children understand and capture their strengths and achievements Profiling (and the profile) is owned by the learner with support from the school (and parents). The skills required for profiling must be developed and come from dialogue between the teacher and the learner.
Transforming lives through learning Task 2 - Example Blogs The following slides are all blogs where learners have reflected upon their experiences. Are they using good reflective language? Do they show and understanding of reflective language? Is there a link to skills? Do they show an understanding of how they learn? Is it clear to a parent / carer what the blog contains? Pick the top 3 you feel show high quality learner reflection. Be prepared to explain your choice.
Curriculum for Excellence Working Group on Tackling Bureaucracy Professional dialogue is key to improving learning. Paperwork should be kept to the minimum required to support this process. Say, Write, Make, Do Designed to allow professional judgement and that there should be a range of evidence to show achievement of a level.
Transforming lives through learning Reflective Questions How can I embed the language of learning in my classroom ? How often do I talk to children directly about their learning compared to how long I spend marking their work? How effectively do I use Blooms when planning questions for my learners? How can I involve parents / carers in discussing learning with children? How can I embed the language of learning in my school ? How can I moderate reflective language to ensure consistency across the classes? How often do I talk to staff and learners directly about the learning in the classroom? How can I involve parents / carers in discussing learning with children? Classroom Practitioners Senior Managers
www.educationscotland.gov.uk Transforming lives through learning