Learner Dialogue & Profiling
Transforming lives through learning
Session Aims
• To support our pupils to reflect upon their
learning.
• To share our understanding of learner dialogue.
• To consider how to recognise effective
evidence and how best to store and share it.
• To share national best practice in learner
dialogue and profiling.
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Transforming lives through learning
Curriculum for Excellence Working Group
on Tackling Bureaucracy
Professional dialogue is key to improving learning.
Paperwork should be kept to the minimum required to
support this process.
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In order to gather good quality evidence of learners’ progress through
relevant experiences, staff will plan to use a range of approaches that
reflect the breadth, challenge and application of learning and the wide
range of skills being developed. The active involvement of children and
young people in assessment is essential to ensure they have a welldeveloped sense of ownership of their learning and help one another.
Building The Curriculum 5
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Staff should discuss with learners what they are expected to learn.
They should clarify and share learning intentions and success criteria
and appropriate experiences for achieving these. Both staff and
learners should foster a sense of achievement by sharing challenging
and realistic expectations. Sharing success criteria along with learning
intentions allows learners to ‘see what success looks like’. With
practice, success criteria can often be devised by the learners
themselves.
Building The Curriculum 5
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Assessment – Key Messages
1.
Is integral to learning and teaching
- involves all stakeholders, most importantly the learner
- is ongoing, periodic, at times of transition
2.
Builds capacity in practitioners to make professional judgements
underpinned by professional dialogue
- assessment requires a variety of approaches generating
a body of quality evidence
- assessment and moderation are integral to each other
3.
Is holistic and informative
- has many purposes, the most important of which is to
support the learner journey
- goes beyond KU alone to include skills, attributes and capabilities
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So Where Does Learner Dialogue Come From?
•
•
•
•
AiFL
Critical Skills / Cooperative Learning
Higher Order Thinking
Profiling (PLP / Learning Log / Reflection
Jotter / Learning Ladders etc) / Portfolio /
Profile
• Self / Peer Assessment
• Parental / Carer Involvement
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Co-Operative Learning / Critical Skills
Facilitate pupils learning together with opportunity to promote learner dialogue
whilst interacting with groups.
Encourage children to use learner dialogue when feeding back.
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Higher Order Thinking Skills (HOTS)
Focus on effective questioning.
Listen for ‘nuggets’ of assessment information.
Careful, well planned
questioning
Teacher’s professional
judgement
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Profiling (PLP / Learning Log / Reflection Jotter /
Learning Ladders etc) / Portfolio / Profile
All tools for supporting learner dialogue
A vehicle for storing latest and best work
An opportunity for sharing pupil’s learning journey
A tool for reflecting on previous learning and informing
next steps
Pupil ownership
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Self / Peer Assessment
Learning Intentions
Success Criteria
Using ‘modelled’ learning dialogue with peers
NAR Flowchart
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Parent / Carer Involvement
Increased understanding of CfE
Sharing achievements
Less need for formal reporting / On-going Process
Another audience for pupils to talk about their learning and to
comment on their learning
Encourage parents / carers to use learning dialogue
“When Parents and schools work together, children do better”
Guidance on the Scottish Schools (Parental Involvement) Act 2006
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Reflective Question
Classroom Practitioners - With your shoulder partner,
discuss what strategies you already have in place in your
class to encourage reflective dialogue. Note these on the
post it notes on your table.
Senior Managers – With a fellow senior manager, discuss
what strategies you have in place in your establishment
to ensure consistency of practice in using reflective
dialogue with learners.
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Task 1 – Graffiti
Starter Statements. On your section of the page you have to write as many
starter statements as possible to engage a learner to reflect upon what they
have achieved in any given experience. This can be for both in and out of
school. Time – 5 minutes
Turn the page 90 degrees. Tick any statements you feel are quality starter
statements. Do this until you have read all of the other three colleague
contributions. Time 5 minutes
Using the information on the page, make a final list of the statements people
valued the most. Time 5 minutes
Feedback – Each group will read out their list. Tick any statements which you
have on your list.
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Why Bother With Profiling?
• Children need to understand their learning. Profiling will reflect this
understanding and give then ownership of, and responsibility for,
their learning.
• Profiling helps children understand and capture their strengths and
achievements
• Profiling (and the profile) is owned by the learner with support from
the school (and parents).
• The skills required for profiling must be developed and come from
dialogue between the teacher and the learner.
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Task 2 - Example Blogs
The following slides are all blogs where learners have
reflected upon their experiences.
Are they using good reflective language?
Do they show and understanding of reflective language?
Is there a link to skills?
Do they show an understanding of how they learn?
Is it clear to a parent / carer what the blog contains?
Pick the top 3 you feel show high quality learner reflection.
Be prepared to explain your choice.
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Say, Write, Make, Do
Designed to allow professional judgement and that there should be a
range of evidence to show achievement of a level.
Curriculum for Excellence Working Group on
Tackling Bureaucracy
Professional dialogue is key to improving learning.
Paperwork should be kept to the minimum required to
support this process.
Transforming lives through learning
Reflective Questions
Classroom Practitioners
•
How can I embed the language of learning in my classroom ?
•
How often do I talk to children directly about their learning compared to
how long I spend marking their work?
•
How effectively do I use Blooms when planning questions for my
learners?
•
How can I involve parents / carers in discussing learning with children?
Senior Managers
•
How can I embed the language of learning in my school ?
•
How can I moderate reflective language to ensure consistency across
the classes?
•
How often do I talk to staff and learners directly about the learning in
the classroom?
•
How can I involve parents / carers in discussing learning with children?
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www.educationscotland.gov.uk
Transforming lives through learning