This is an overview of our Self Regulated Learning discussion from the afternoon session of the symposium last week. Thanks to everyone for their contributions.

Self Directed Learning Summary 29-5-2015

Discussion Facilitated by: Jane Lennon

1. Developing example of self-directed Learning (Westburn)

Suggested use of e-asTTle to identify the gaps in students' learning:

- Printed summary sheets inform individual pathways

- Group pathways inform class teaching

- Students identify and clarify own objectives

- Skills breakdown developed to meet the objectives is discussed/scaffolded with a teacher

 

Skill practice activities to meet identified gaps:

- Interactive websites eg.Kahn maths/ixl/mathletics

- Students opt into teacher workshops with post-it notes

 

How do students show evidence of their learning:

- Make a resource, PowerPoint/Prezi/Ultranet profile pages/Kahoot

 

Advice:

Remember to - "Do it, check it, show it" and "Gain and Maintain" balance

Key questions arising from presentation:

- How do you manage checking the students' progress? E.g. How do you check 16 power points?

- How do you maintain real world links in independent tasks?

- What are the alternatives to digital follow up tasks?

- How do you manage the time taken to find and create the follow up tasks?

Discussion of key questions:

- Try implementing the programme a few days a week.

- Encourage the students to challenge themselves but don't bite off more than you can chew. Emphasise the steps to take "in between"

- Shoulder tap those who need to come to the workshop.

- Using the students to lead teaching for lower levels

 

2. Alternative tracking model (Russley)

-Knowledge based Brick wall on student drive.

-Four questions correct to get a block on the brick wall.

-Can be completed day to day rather than term basis (as with asTTle)

-Students work out for themselves how to meet their goal.

2. Alternative example of self directed learning (Westburn)

 

Based on  AWS resource to identify gaps in students learning:

- Stepping Stone paths

- Students colour in learning intentions from tracking document

- Activities on stepping stones match the learning intentions

- Level 3/4/5 developed at this stage

- Mainly used for Strand. Not number and algebra.

- Workshops with teacher offered and suggested

Activities to meet gaps:

- Pre printed booklets containing key activities linked to stepping stones

- Room for development of links to Figure it Out, Numeracy Planning sheets, NZCM

How to prove the learning and understanding?

- Collaboration and interaction between the students completing the stepping stones is emphasised.

- Reporting to teacher

Advice

- Also good for fast finishers.

- Less technology intensive

Discussion arising

- 1:1 digital is definitely an advantage for the follow up activities because of sites such as Kahn Academy

- How do groupings/re-groupings work

- Do students show similar levels across the strands?

- Kahoot

- How can we better share these resources and develop it together? Update with new resources?