1. i-reflect pocketbook JYHS Cluster Collaboration

2. Who is the i-reflect pocketbook for? To help pupils reflect on their learning To help parents support their children in discussing their learning To help staff develop pupil self awareness of their learning PupilsParents Staff

3. PICK ‘N’ MIX Self Reflection Statements for Pupils Self Reflection Questions for Staff Discussion Prompts for Parents Hints & Tips for using Evaluative Language A Coaching Approach

4. Pupils

5. Can I........? Can I talk confidently about my learning, explaining my thinking? Can I talk about my own strengths in learning and do I understand what I need to do to improve? Can I can demonstrate my learning in a variety of different ways in what I say, do, write or make? Can I read instructions and complete a learning task independently? Can I demonstrate my learning through games and computer technology?

6. Can I........? Can I teach others skills I have learned? Can I use my learning in a variety of different settings: outdoors, during residential or field trips, through enterprise projects and challenge situations? Can I use a variety of different strategies to solve problems? Can I can work collaboratively with others to complete learning challenges?

7. Staff

8. Teacher Reflective Questions to Improve Learner Conversations Statements /Questions to use with learners to validate secure learning Can the learner talk confidently about his /her learning? Can the learner confidently explain his /her thinking? Does the learner recognise his or her strengths and what he / she needs to do to improve? Can the learner evidence their learning in their preferred way by what they say, write, make or do? Can the learner read instructions and complete a learning task independently? Can he /she demonstrate learning through games and computer technology? Can the learner evidence their learning in real life contexts such as cooking, baking, measuring, film making? Can the learner teach others skills he /she has learned? Can the learner use skills in a variety of different settings: outdoors, during residential or field trips, through enterprise projects and challenge situations? Can the learner use a variety of different strategies to solve problems? Can he /she work collaboratively with others to complete learning challenges?

9. Parents

10. A Parents ’ Guide to Talking to your Child About Learning Within Curriculum for Excellence, the emphasis is on making sure each child experiences deep learning. Teachers and parents need to find out ‘ How much? ’ and ‘ How well? ’ children are learning. One of the ways to do this is by having learner conversations. Below are some questions to help you have meaningful conversations with your child in relation to their learning. They can be used with any kind of learning, across all areas of the curriculum. Tell me about your learning today. What skills did you develop? Can you explain your thinking? How did you get your answer? What are you really good at in maths / science /art/ etc? What do you need to do to get better? Can you show me what you have learned by drawing a diagram or making a model? Can you read these instructions and complete the task by yourself? Can you play a computer game to demonstrate your learning? Can you measure the ingredients to bake a cake? / measure the floor for a carpet / calculate the change from buying a birthday present? Can you teach me a new skill you have learned today? Can you demonstrate your skills development at the airport / on holiday / at the theme park /farm /zoo? Show me how you could solve this problem. Can you work with me / Mum / brother /sister to complete this challenge?

11. Hints & Tips Using Evaluative Language

12. Bullet Point Slide Bullet point –Sub Bullet

13. A Coaching Approach

14. ‘Unlocking a person’s potential to maximise their performance is about helping them to learn rather than teaching them’ John Whitmore

15. Why would we use a coaching approach? Coaching when used skilfully, is a powerful experience. Adults who use a coaching approach with young people can find the following benefits: Clearer thinking about learning Feeling valued and listened to Clarifying how they’d like learning to be as they get even better Understanding what needs to be done to get there Becoming more creative and optimistic Feeling more positive and confident

16. What is good coaching? Non-judgemental Based on trust and respect Focuses on solutions Works to the young person’s agenda Emphasises strengths Uses skilful questioning to challenge thinking Involves strong empathy Involves deep listening Holds young people accountable for their goals

17. Changing conversations Coaching is about creating change. Through asking respectful but challenging questions we trigger reflection and expand perspectives. Effective coaching should help the young person to consider: Where their learning is right now Where they would like it to be What changes they want to make in order to achieve their learning goals How they can achieve this change/improvement Why they want the change Conversations should focus on the solution/the preferred future for learning. Conversations should describe successful actions and attitudes, build up positive expectations and open up possibilities for change and improvement. It is also important to consider how the ‘coach’ will help to support this improvement in learning. Small changes in the right direction often lead to bigger changes Find out what works and do more of it If it isn’t working, stop doing it and do something differently

18. Some Questions How will you do that? What will that take? How would you know if you were,moving in the right direction? How will you stay focussed? How will you put in the necessary support? How will you celebrate your goal? What would be your best guess? What do you think? What did that involve? How did you do that? What else? USE ‘WHAT’ OR ‘HOW’ RATHER THAN WHY

19. More Questions What you like to be different about how you and school get on? Suppose over the next few weeks school (subject) got a little easier to manage – what would that be like? Imagine tomorrow is a good day. You’re at your best and you give it your best shot. You are pleased with yourself and school is pleased with you. What would you be doing for that to happen? Let’s imagine that this discussion turns out to be helpful. What will you be doing differently then?

20. Listening Talk less and listen more Demonstrate you are listening Shut down your inner voice Be comfortable with silences Maintain full attention Let go of your solution Listen with the curiosity of a fascinated stranger Be aware of what isn’t being said but avoid making assumptions

21. More advice on coaching …