Our class was recently invited to share how we are developing student voice, learning design & assessment, success criteria and feedback that moves learners forward as part of the annotating process. We were a little hesitant to share our learning because it is very much an evolving process, but we accepted the challenge to move out of our comfort zone. Below is the rough cut of what will become part of a film used by the professional practice team from our Department of Education. Well done to James, Aaliyah and Sophia for being brave enough to describe how they developed rubrics and use their Journey Journals to reflect on their learning. Thanks to Julie, Cathie and Jarrod for making the recording process easy for us.
We have been encouraging students to build their literacy “Learning Stories” – a reflection of learning we are calling Journey Journals. Entries are made most days, and help students build a better understanding of their habits, strengths, challenges and achievements. These are not compulsory, graded, or even shared unless students wish to. We use five learning lenses (credit to Monte Syrie) to frame our progress: learning targets; growth; proficiency; world; and self and the sentence stems below to prompt reflection.
Earlier in the year a student, Heath wrote about creating a skilled reader rubric with pre-service teachers:
In class we have been making rubrics for our learning. I think our most important one so far has been “Being a skilled reader for an audience”. We made this rubric after we picked a picture fiction book we thought younger students would enjoy. We read it with pre-service teachers and they recorded us. After that they picked us off one by one to ask us what we did well and didn’t do well on the rubric.
We made the rubric using a really quick LAUNCH Cycle to create some questions on the sheet to say if our reading skills were advanced or had areas of concern. Some of the goals are “able to read story fluently to enhance the enjoyment for listeners” and another one “Correct use of commas, full stops and brackets (punctuation). Can also emphasise key words. So now we can practice well because we know now what we need to improve on so we can become a skilled reader.