titleEpisode 5

Student Learning Goals Reflection Part 2

Welcome to iMasterclass-Episode 5Hume Region presents: Student Learning Goals - Reflections Part 2

Brendan OBrien, Gail Stanley and Libby Delbridge

Purpose of these Sessions

These online professional learning sessions will:

Build a community of teacher/learners beyond your school

Provide a framework for effective PLTs

Develop an effective process for Student Goal Setting

Provide confidence and skills in using Ultranet

The Learning Intention for today is...... How do my students reflect on their learning goals

The Success Criteria will include........

1. I will be able to explain how to support students to reflect on their learning goals

2. I will learn how to model reflecting on goals 3. I will be able to understand how a PLT can effectively

plan to support students to reflect on their goals

In Episode 4 we learnt what are reflections and why are they important

Reflections are self assessment…“Effective assessment empowers students to ask reflective questions and consider a range of strategies for learning … Students, as active, engaged, and critical assessors, can make sense of information, relate it to prior knowledge, and master the skills involved … Students are their own best assessors.”

Earl, L. M. (2003). Assessment As Learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin Press.

Where are we from?

POLL

As part of the series of sequential PL did you participate in iMasterclasses Learning Goals –

Reflections part 1 last Thursday?

Did you know? That prior to this series on Reflections there were three sequential episodes on Learning goal setting. You can watch the recordings of these sessions and pick up all the resources from the iMasterclasses Design Space

Setting learning goals is an ongoing and cyclical journey

reflections

Reflections on goalsCore conversations about the progress to

achieve learning goals between student and teacher

The teacher can support by asking students questions that will • Probe student’s evidence of progress towards their goal –

data, work sample• Investigate students thinking and opinion of their progress –

focus attention on students understanding of their own strengths and areas for improvement

• Revisit student understanding of their current knowledge and of what knowledge they need in order to improve

Metacognition is about:• Being aware of what needs to be done and what options and choices

are available to do it• Self-monitoring (or regulating) thoughts and actions to keep focused

on the goals and the best pathway to achieve them• Self-evaluating progress and taking steps to change direction if

necessary. (Wilson 2000)

More examples of metacognitive questions: – What are the steps I need to take? – Are there two possible strategies I could try? – Which is the best strategy to take? – What should I focus on first? – Am I concentrating on the right part?– Is there a strategy I haven’t tried? – What would improve my work?

Rubrics• Deciding on rubrics or sets of easily understood criteria that describe

qualities of successful achievement and show progress towards achieving personal learning goals. These rubrics or criteria can: – help students picture the type of knowledge, skill and behaviour they need to

have developed – help them to identify evidence – keep track of their progress towards achieving their goals.

• Rubistar http://rubistar.4teachers.org/• Find rubric • Keyword search eg. listening• Search found: Attentive listening in the upper grades by

Author: Ms. Greenwald Date Created: February 24, 2010 which was then saved and personalised

Eg. Rubric: Attentive listening in the upper grades http://rubistar.4teachers.org/

Author: Ms. Greenwald

Date created: February 24,

2010 Then saved

and personalised

with your students

Strengthening student reflection skills

Graphic organisers

YOUR IDEAS?

What have you found successful? What works for you to encourage students to reflect on goals? Have you tried one of the examples previously mentioned, how did it help students to reflect on goals?

Let’s watch a 3.30 minute video to see how PLTs might plan to support students to reflect on their goals

via Web Tour

FUSE LINK:https://fuse.education.vic.gov.au/

THEN ENTER FUSE ID W8DCMY

Please press PLAY yourself

Response to the Video

Put your hand up to grab the microphone

a) What makes a good reflection?

b) How can the PLT benefit teachers to support students to reflect on their SMART goals?

Possible starting points for reflections

Sentence stems See link below

http://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/proflearning/module4.htm

Resources are available in the iMasterclasses Design Space

How to join iMasterclasses Design space...

1. Join the Hume Region iMasterclass Design Space 2. Go to Design Spaces 3. Click Available Spaces tab4. Search by Space ID number (139211104) 5. The space is Open access so click the Actions

box and Join 6. After you have joined click on the title to open

the space

WHERE TO NEXT?THIS TAKES TIME

In Episode 6…• Make SMART Goals and reflections available to students,

teacher and parents 24/7..

• Extend the ways that students can reflect, using Web2.0 tools like VOKIs and more

AT THE END OF THE 3 REFLECTIONS EPISODES WHAT WILL YOUR PLAN BE?

How are you feeling about supporting students to reflect on goals in the classroom?

Open microphone/Questions

Thank You!

• Libby Delbridgedelbridge.elizabeth.n@edumail.vic.gov.au

• Brendan O’Brien @brendano

obrien.brendan.p@edumail.vic.gov.au

• Gail Stanley stanley.gail.d@edumail.vic.gov.au

Resources:Ultranet Online Support Module 9 (ultranet support site) https://ultranet.vic.edu.au/portal/web/support/reflect DEECD Student Reports-Personal Learning Goalshttp://www.education.vic.gov.au/studentlearning/studentreports/schools/personalgoals/suppmonitorplg.htm

DEECD Prep to Year 10 Assessmenthttp://www.education.vic.gov.au/studentlearning/assessment/preptoyear10/proflearning/module4.htm

References:Earl, L. M. (2003). Assessment As Learning: Using classroom assessment to maximize student learning. Thousand Oaks, CA: Corwin Press.

Acknowledgements: Alan and Dora Show Elaborating Mathematics eBookboxes