Primary Learning Journals Guidelines and Framework

A learning journal at AIS, is a collection of student learning. It is developed over time. It shows students involvement in their learning. Its purpose is to demonstrate individual success, growth, higher-order thinking and creativity.

It is an authentic tool for reflection, identifying learning intentions and goals. It enables students to reflect with teachers, parents and peers in order to identify their strengths and growth as well as areas for improvement, and then to set individual goals and establish teaching and learning plans.

Learning Journals should document both the process of learning and the product, including images and evidence of students in the process of constructing meaning and should be from a range of experiences. The Learning Journal is a folder containing clear files. The organisation of the folder is flexible, however, chronological order and/or subject or unit categories are preferred systems. Individual classroom teachers are encouraged to use their professional discretion when negotiating the selection of Learning Journal pieces.

Learning Journals should: Incorporate elements of the IB Learner Profiles and PYP Attitudes Be student centred to give ownership to the students (different kids, different classrooms, different samples) Include learning intentions, learning goals, reflections on achieving (or otherwise) Include Parent Reflections

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Learning Journals pieces can also include: Connections with learning website, exhibitions and expos, live performances Authentic examples of learning Goal Setting Picture of progress over time Celebrating an active mind at work Action as a result of the learning experience Failures and Misfires Triumphs and Breakthroughs Timely Reflections - Written, Visual, Oral, Lists e.g. Reading Logs Images Samples of assessments (class tests to show improvement) Can be products or processes of learning Areas of improvement - Goal Setting throughout the year Certificates and Awards Examples of group collaborations

What should not be included? Diagnostic tests, tools and observations such as running records, Torch test, South Australian spelling tests Reading Levels

Who should select the pieces of work?

Student Teacher and Student Teacher (Classroom and Single Subject) Peers

What should accompany the selected pieces of work?

reflections self-assessment peer assessment peer reflections process explanations teacher reflections in the form of rubrics, checklists

How many pieces should be included in the Learning Journal?

A minimum of 20 over the school year showing a range of pieces

When does it go home?

At the end of Semester One and Semester Two

What should teams consider when managing the Learning Journals?

Co-create an Essential Agreement within the team - aligning with the guidelines and framework Develop a time line Negotiate with single subject teachers when Learning Journal pieces will be handed to class teachers for inclusion in the Learning Journal Annotate, sign or date each piece of work to show evidence that the teacher has had dialogue with the student regarding the piece at the point of learning Timing of reflection and documentation at the time of learning Regular focus on the learning journals at team meetings Development of a variety of rubrics, checklists, goal setting, reflections, proforma slips/slicks for students to use, including ones co-created with the students Engage in ongoing dialogue and negotiation with students about their learning. Supporting choices by scaffolding and prompting students learning intentions and goals Parent Reflection

WHAT CAN A LEARNING JOURNAL LOOK LIKE?

The rationale behind the Learning Journals is placed in the front of the Learning Journal for parents

Inventory students level of confidence, attitudes, interests

Different parts of the Inquiry Process

Student choice of engaging task

Summative Assessment understanding the Central Idea

Using Photos

USE PHOTOS

Thinking and Learning Journals

Visible Thinking Routines are excellent examples of student learning.

Explanation of the inquiry followed by student response

Student AND Teacher Evaluation

Clear articulation of the task

Self Reflection

Growth over Time prior knowledge followed by gained knowledge -Pre and Post Assessment

Feedback on student achievement

Open-ended tasks, allowing for diversity of thought and creativity

Investigations and Challenges explained and demonstrated

Reflection and Goal Setting

Encourage Parent Feedback

PYP and the Learning Journal

Is there
evidence of specific transdisciplinary skill development?

evidence of key conceptual understandings?

evidence of attitude and Learner Profile development? evidence of independent student action? personal learning goal setting and reflection?

ATTITUDES