UOI Book Monitoring

UOI Book Monitoring - Thursday 1st September 2016

Today we met as a team with Beth (the PYP co-ordinator at Berkley) to look over our UOI books and discuss how we could improve our practice. 

- Collaboration with team members & wider school colleagues.

- Provide frequent written feedback and feedforward to students (be specific and ask questions).

- Our interpretation of the inquiry cycle and how it affects our planning. Is the inquiry cycle linear?

- What are our responsibilities to the learners?

- How can we involve the wider community?

- How can we allow for more student input?

• Decision making about the connections to the inquiry cycle. (student agency)
• What other paths can this inquiry take us on?

UOI Books - The Learning Process - Beth Germaine

To get the students to come up with their own title for each entry of work. They will then be able to make better connections in their learning logs.

I am encouraging the students to make their own learning links whether this be to the lines of inquiry, the inquiry cycle, key concepts etc. This is good. To keep doing this.

The top of the page should include the date, their title and the area of inquiry eg Tuning In.

To put more effort into entering all learning into the learning log even if the work is in the writing book or even a powhiri etc.

The learning log can be an acknowledgment of the learning journey it doesn’t have to a comprehensive reflection with this.

Need to have evidence of student reflection in the books. Whether this is a record of discussion or a deliberate entry. Guided reflection is an area in which I am going to focus.

Ask - What do I get them to reflect on/about?

What makes me a good learner? This isn’t always skills but this might include behaviours and values.

How can I get them to record their reflections in a creative way. This could even be a entry into the learning log. Date - Reflection on the or learning conversation about …. Connections. Etc

1 recorder for group discussion and photocopy/copy of notes into everyone’s books/e-portfolios.

Beth suggested the use of stamps as prompts and to take the ownership away from the teacher and to put it more on the students. They can pass the stamp about the group to make this process quick and easy as well as ensuring consistency in terms of form etc.

Targeting the feedback to ensure that my feedback has the greatest impact. For example, with our concept maps I was tuning in on those who were struggling to get ideas down as these were most likely to benefit from the prompts etc when they tried to complete another concept map.

Make sure we are consistently having the children complete an in-depth summative reflection or a statement linking to a rubric.