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Joel Jackson

Self-Observation Reports: Joel completes reports detailing instances where he adjusts his learning strategies based on observations of his behavior.

Reflection Sessions: He participates in group reflection sessions, discussing how observation data helps him adapt his learning approach.

Aayansh

Peer Observations: Aayansh observes his classmates during activities and shares what he notices about their learning behaviors.

Simple Reflections: He engages in discussions about what he learned from observing others and how he can apply those lessons to his own learning.

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4. Involving Parents in the Learning Process

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4. Involving Parents in the Learning Process

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Joel Jackson

Parental Feedback Surveys: Joel helps design a survey to gather feedback from parents about the workshops and their understanding of self-assessment.

Showcase Events: He invites his parents to a showcase where he demonstrates his learning about self-assessment and peer feedback.

Aayansh

Parent Letters: Aayansh writes simple letters to his parents summarizing what he learned in workshops and how they can support his learning at home.

Workshop Participation: He encourages his parents to attend workshops, sharing what he hopes to learn and how it can help him.

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3. Fostering Student Ownership of Learning

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3. Fostering Student Ownership of Learning

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Joel Jackson

Goal-Setting Sheets: Joel creates a goal-setting sheet that outlines his learning objectives and tracks his progress throughout the semester.

Learning Portfolios: He compiles a portfolio of his work, reflecting on how his goals have influenced his learning journey.

Aayansh

Goal Visuals: Aayansh uses visual aids, like pictures or drawings, to represent his learning goals and the steps he plans to take to achieve them.

Class Sharing: He shares his goals with the class, explaining what he wants to learn and how he will get there.

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Joel Jackson

Feedback Workshops: Joel engages in peer feedback sessions, where he provides constructive comments on classmates’ projects using specific criteria.

Reflection on Feedback: He writes a reflection on the feedback he receives, discussing how he plans to apply it in future assignments.

Aayansh

Feedback with Pictures: Aayansh gives feedback using drawings or simple phrases, helping him express his thoughts on friends’ work.

Role-Playing: He participates in role-playing activities to practice giving and receiving feedback in a supportive environment.

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Joel Jackson (10 years old)

Self-Assessment Journals: Joel keeps a journal where he reflects on his learning experiences, noting areas he feels confident in and those he wants to improve.

Peer Presentations: He presents his self-assessment techniques to his classmates, explaining how he evaluates his own work and seeks feedback.

Aayansh (5 years old)

Visual Self-Assessment: Aayansh uses smiley faces or stickers to assess his feelings about his work, indicating what he enjoys and what he finds challenging.

Class Discussions: He participates in group discussions, sharing his thoughts on what he learned and areas he wants to focus on.

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Success Criteria Rubric for Young Learners

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Module -3-Learning engagement 1: Assessment capable students _Student Persona

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Module -3-Learning engagement 1: Assessment capable students _Student Persona

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Student_Persona_Aayansh

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Encourage Questions:

Invite students to ask questions about the feedback they receive. This promotes dialogue and ensures they understand how to improve.

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Use of Technology:

Utilize digital tools like Google Classroom or Seesaw to provide written or voice feedback, making it easier for students to revisit your comments.

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Self-Assessment:

Have students reflect on their own work using rubrics or checklists. This encourages ownership of their learning and helps them identify areas for growth.

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Peer Feedback:

Encourage students to give and receive feedback from classmates. This promotes collaboration and helps them learn to critique constructively.

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1. Specific Feedback:

Provide clear and detailed comments on strengths and areas for improvement rather than vague statements. For example, instead of saying "good job," specify what was done well.

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1. Specific Feedback:

Provide clear and detailed comments on strengths and areas for improvement rather than vague statements. For example, instead of saying "good job," specify what was done well.

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Review what self-assessment looks like.

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1. Understanding Self-Assessment Techniques

Goal: By the end of the semester, I will implement at least three different self-assessment techniques in my classroom, helping students identify their strengths and areas for improvement.

2. Enhancing Feedback Skills

Goal: I aim to improve my feedback strategies by incorporating specific, actionable feedback techniques, fostering a supportive environment for peer feedback among students by the end of the term.

3. Fostering Student Ownership of Learning

Goal: I will create a system for students to set and track their own learning goals, ensuring that at least 80% of my students can articulate their goals and steps for improvement by the end of the school year.

4. Involving Parents in the Learning Process

Goal: I will organize two workshops for parents this year to educate them on self-assessment and peer feedback, aiming for at least 75% parental participation.

5. Observation and Reflection Practices

Goal: I will develop and implement a structured observation method to assess student self-adjusting behaviors, reflecting on the data collected to adjust my teaching practices by the end of the academic year.

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Student Persona for Module 3: Learning Engagement 1 Assessment Capable Students.

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Chanel_Developing a student persona template