Using Student Voice to Influence Reflecting IN and ON Learning

In our Micro Move #19 we shared that the Year 6 Team at Trinity Gardens School, South Australia, were going off to move students from where they are now to increased independence as reflectors ‘in and on’ their learning through prototyping.

Christine McCauley, Karl Pope and Catherine Almond- thank you for sharing your innovation.

Implementing Learning Strategies for Independent Learning Frame 1

As part of their work with students, the teachers they used key ideas from Frame 1.

Here is the journey so far.

Idea 1: Student Clarity

The Year 6 Team approached the Learning Strategy of Reflection using language and concepts students were familiar with regarding learning intentions and success criteria such as Bump It Up (see Poster 1) and surface, deep and transfer verbs (see Poster 2) and goal setting (see Poster 2).

Poster 1

Poster 2

(see what we did there)

Idea 2: Strategies, Tools and Processes

The team created posters and prompts to support students (and teachers) to ask questions to support reflection IN and ON learning. Christine described that,  "Initially students were getting up and referring to it, but not so much now. Now it's more of an anchor chart for me - a visual reminder to intentionally use this learning strategy across the day."

Idea 3: Student Voice for Assessment

Remember this from Micro Move #19?

To support student clarity and self-assessment, students completed a survey to gather 'Pre-Continuum Data on Reflection'. Not only was this completed by students, but the results were shared with students to support goal setting. See how the Year 6 Team summarised this in the next Poster.

And for a closer look...

From this, targeted instructional strategies, such as scaffolds, are being used to support students moving towards their reflection goals.

Again, thanks to Christine McCauley, Karl Pope and Catherine Almond from Trinity Gardens School, SA.