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= Welcome to Our New Learning Journals Wiki! =

Here is a draft of our updated Learning Journals Guidelines and Framework. Please feel free to add or make comments - please make your comments in another colour so that we can see what has been added. To make changes, click on the Edit button.

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. Individual classroom teachers are encouraged to use their professional discretion when negotiating the selection of Learning Journal pieces. **Learning Journal Framework **

**//What should year-level 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
 * 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 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
 * All pieces should show evidence of teacher feedback to improve learning and should be signed and dated
 * Parent Reflection
 * The essential elements of the Primary Years Program; concepts, Learner Profile, Attitudes and an Inquiry based approach, should be conspicuous threads throughout the Learning Journal (Kerryl)


 * //<span style="font-family: "Calibri","sans-serif"; font-size: 15px;">What are the criteria for tracking the learning process for the Learning Journal? //**

<span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Learning Journals **should**:
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Incorporate elements of the IB Learner Profile and PYP Attitudes
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Be student centred to **give ownership to the students** (different kids, different classrooms, different samples)
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Include learning intentions, learning goals, reflections on achieving (or otherwise)
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Include Parent Reflections

<span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Learning Journals pieces **should also** include:
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Connections with learning – excursions, exhibitions and expos, live performances
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Authentic examples of learning
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Goal Setting
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Picture of progress over time
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Celebrating an active mind at work
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Action as a result of the learning experience
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Failures and Misfires
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Triumphs and Breakthroughs
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Timely Reflections - Written, Visual, Oral, Lists e.g. Reading Logs
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Images
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Samples of assessments
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">The process as well as the product of learning
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Areas of improvement - Goal Setting throughout the year
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Certificates and Awards
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Examples of group collaborations


 * //<span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Examples of what might be included: //**


 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Connections with the IB Learner Profile and PYP Attitudes e.g. student connections between the Learner Profile and characters in a story, student reflections on their actions in a UoI (I was an inquirer when I….),
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Focus on concepts e.g. child explains how a concept of their choice fits with a particular UoI
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Evidence of open-ended tasks and investigations e.g. in Mathematics – focusing on process
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Photos of meaningful moments e.g. child playing a Maths game with their explanation of the purpose of the game and their learning
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">At least one piece of writing showing the process from draft to published piece; with evidence of self-editing/partner editing as well as conferencing with the teacher. This piece should be authentic writing – student chosen topic and genre - not a dedicated writing sample
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Evidence of higher order thinking – mind maps, Venn diagrams,
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Student connections to a Central Idea
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Visible Thinking Routines e.g. I used to think…, now I think…
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Evidence of use of strategies e.g. comprehension strategies, number strategies


 * //<span style="font-family: "Calibri","sans-serif"; font-size: 15px;">What should not be included? //**


 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Diagnostic tests, tools and observations such as running records, spelling assessments
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Reading Levels
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Copied textbook worksheets


 * //<span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Who should select the pieces of work? //**


 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Student
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Teacher and Student
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Teacher (Classroom and Specialists)
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Peers


 * //<span style="font-family: "Calibri","sans-serif"; font-size: 15px;">What should accompany the selected pieces of work? //**


 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">reflections
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">self-assessment
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">peer assessment
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">peer reflections
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">process explanations
 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">teacher reflections


 * //<span style="font-family: "Calibri","sans-serif"; font-size: 15px;">How many pieces should be included in the Learning Journal? //**


 * <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">A minimum of 20 over the school year showing a range of pieces


 * //<span style="font-family: "Calibri","sans-serif"; font-size: 15px;">When does it go home? //**

<span style="font-family: "Calibri","sans-serif"; font-size: 15px;">In the first instance, Learning Journals are to be sent home with the student at the end of Semester One. They are then used as part of Student-Led conferences in Term Three and are sent home for the final time at the end of Semester Two.

**//<span style="font-family: "Calibri","sans-serif"; font-size: 15px;">Communication to Parents //** <span style="font-family: "Calibri","sans-serif"; font-size: 15px;">The place of the Learning Journal in the school’s assessment and reporting process is highlighted to parents in a variety of communications (e.g. Information Nights, through handbooks, newsletters - school, class and year group) that are sent out throughout the year.