Over the past four weeks I've been using independent learning plans with my year 4 class. I've decided to call them independent learning plans, rather than personalised learning plans because I don't believe quality personalised learning is happening... yet!
I came back after the Edchatnz Conference buzzing with ideas, but decided independent learning plans have huge potential (even in a single cell class) so have decided to focus on those for now. The first thing we did as a class was have a discussion in our campfire space. We talked about what independent learners do, how the independent learning plans could work in our class, what learning spaces we could choose to learn in (based around caves, campfires, watering holes and sandpit spaces), what activities we do are whole class activities, group activities and independent activities. Children came up and scribbled their ideas onto the whiteboard.
It wasn't long before the whiteboard was covered in ideas. I loved their initial ideas around what independent learners do:
* They would know if they needed to sit in a cave space or a watering hole.
* They are responsible.
* They stay on task.
* They are organised.
* They have good time management skills.
* They be the best that they can be.
Hopefully their ideas will grow and develop as the year continues.
One idea that Hobsonville Point Primary School (HPPS) teachers shared that I really liked was having a learning wall. Our class learning wall includes examples of our weekly menu (timetable) and smorgasbord (check list of must do and can do activities), our Adventure Island map for Adventure Learning (based on Google 20% Time), examples of student reflections, step-by-step instructions that the children have put together to share how they plan their day, as well as photos of different learning spaces e.g. caves, campfires and watering holes. The posters also include photo examples of where you can find these learning spaces in our room and what each space is used for.
Sitting on the table is a plastic container that the children keep their planning/reflection books in. Each week they stick their new menu and smorgasbord into the front of their book. The back of the book is used for daily reflections and their independent activity log. The independent activity log is where they record what they did for their Daily 5 activities e.g. if it was buddy reading they will record who they buddy read with and the book. The activity log is also used for recording what they've used the iPads for e.g. I used Educreations on iPad 20 to show a maths strategy. It ensures they're being accountable and at a quick glance I can see what they've been using that time for, without there having to be a lot of writing in a book.
Below is an example of what a weekly menu in our class may look like. However; each children's menu will look different. Each menu is made up of whole class activities, group workshops, independent activities and opt in workshops. Opt in workshops is an area I would like to further involve, but for now includes things like the Kidsedchatnz chats on Thursdays and the Traveling Rhino Project. I want to start creating more opt in workshops around maths and literacy as well. This is where it would be great to have another teacher to work alongside. The day is broken into fifteen minute slots in the morning blocks. We trialed half hour slots, but have found the fifteen minute slots work better for us. This doesn't mean that the children have to change their activity every fifteen minutes, but has removed some of the barriers we had as a class with being able to read the time. This is another area we are working on together.
These two photos below are of children planning their learning before school, by choice!! We use a class Google site so that everything is easily accessible for the children. The Google site is projected onto the whiteboard in the morning, but there are also QR codes around the class. The children are allowed to get the iPads out before school to scan the QR code and start planning before the bell goes. Room 8 know they have to book in their group workshops first and then can choose from their independent activity 'must do' list. Any class workshops are already blocked in. After that they book any devices they made need during the day e.g. an iPad or laptop. This is all done on our Google site.
The first half hour of the day is allocated for planning and class notices. Early finishers help someone else who may need a bit of extra support to get completed in time. After planning their learning for a few more weeks I think I will be able to reduce the time needed to plan. We plan day by day for a couple of reasons. One of the reasons is because it's more manageable for my year 4 children. The other is because I only fully plan for the first couple of the days in the week and have the rest skeleton planned. My groupings are quite fluid and so things can easily change.
Most children write their reflections in their book, but a couple of children also use Audio Boo to record themselves instead.
The first two reflections are children who have read them straight from their written reflections. Josiah prefers to record himself each day. This prevents the writing being a barrier and enables the focus to stay on reflecting on his learning.
Awesome unpacking of what your journey with independent learning has looked like. I really enjoyed learning about all the useful ideas, especially the way that some of your more reluctant writers are dealing with the expectations. Are there any children that have required a little more scaffolding or have class experts started assisting other children with their planning?
ReplyDeleteBlocking in the class workshops has helped to limit the amount of writing, especially for the children who do find writing more challenging. I asked those children how we could work together to make it more manageable. One child said that photos would be helpful so we will look at some form of visual planner too. We will start off with something similar to HPPS and then will adapt it for the learners in our class, where needed. Or could possibly create something on an app or Google. Will have a think and get the children's input. The children who finish early are really good at helping others who require a bit of extra support. That's been a useful scaffold as now some of those children aren't needing a 'helper' and have become more independent.
DeleteKia ora SImone,
ReplyDeleteWhat a great start you have made with your class. I loved listening to the reflections and hearing them reflect on their new learning and challenges and then look forward to their new goals.
Like you I liked the learning wall at HPPS and also liked where they had some write on speech bubbles where the children were reflecting. I think I prefer your recorded reflections though for authenticity and student ownership. Maybe one way to scaffold the reflection would be to have one child interview another one to capture their thinking / learning. You could have set questions they asked and answered. Just some thoughts...