Peter Panacci

Learning Logs

Reflective writing, specifically designed to increase metacognition and deeper learning is a field I've recently become obsessed with as an effective learning tool. A growing mountain of evidence has been put forward about the importance and relevance of writing in all subjects, particularly in mathematics, science and even physical education. I firmly believe writing is under-used, and often relegated to only journals or opinions, beyond specific writing activities. Writing should be extended into all subjects and topics, as it forces self reflection and enhances memory, retention and higher cognitive thinking strategies.

In this case Learning Logs are one of the most useful tools that help develop narrative reflection of student learning, progressive updates on learning, and a valuable strategy to see learning gaps or deeper understanding of important information. In the Capacity Building series Writing to Learn we clearly see the benefits of effective writing strategies. Learning logs are able to serve as diagnostic tools for prior knowledge, reflective summaries (ie. 'Explain what you've learned about fractions') and entry points for further interests or personal growth. They do need to be clearly defined and students must understand the explicit purpose and goals of writing them.

 I have asked students at the intermediate level to keep learning logs in history, showing the development of historical perspective as we explored residential schools and the harsh reality of Canada's past. Much more complex than journals, students not only reflected on their personal interaction with the material, but how being exposed to new historical facts and perspectives altered their view of history and their view of Canada. They were able to comment on how they were learning, how they perceived information and what that meant to them. These same benefits apply to units in math, as students are rarely asked to reflect on their learning, or how their understanding of mathematical concepts has changed or evolved over time.

Finally, the most incredible benefit of Learning Logs is the ability for students to develop a real Growth Mindset as they reflect later on their learning progression. Often when knee deep in the thick of a unit, students are unable to view their own development, and they feel that they haven't improved or progressed. Showing them their own reflections, their own words, and showing the development of new ideas is a powerful tool to showcase how much potential they have. I have personally seen students change their perspective on what they can learn after realizing how much they've developed and where their learning was only a few weeks before. Continually supporting students, fostering a growth mindset and encouraging future endeavors are incredible benefits of learning logs.

Inquiry Based Discoveries and Personal Stories

One of the more fun initiatives here, this is basically an opportunity for students to ask questions they would like to explore, and once a week, I take the time in class to answer some of those questions. I organized this by creating a tin for questions to be put into anonymously, with the expectation that only serious or real questions be asked, and every Friday afternoon, we would end the week by exploring those inquiries.

While I often employ an Inquiry Based approach to units and lessons, especially in science, this is a more free form opportunity for the class. Sometimes students will ask random questions (How fast is light? How do plants breathe?) that can lead into interesting topics or subjects. Sometimes the questions are difficult or sensitive, and lead to a sharing circle or reflective activity. Most importantly is the emphasis that we are learning together, and that pursuing our interests is something we should all do more of. By encouraging inquiry and intrinsic motivations, students feel more passionate about their learning and also have their interests validated and acknowledged in the classroom. This can also be turned into a Wonder Wall, where students post their questions and interests on a visual representation in the class.

A related teaching strategy my AT taught me is a visual map (he used Living Earth on his phone), to plot and explore all the family locations of the students in class. Students were given the option of choosing where in the world they identified as being from (could be their current home, or family backgrounds, completely up to them and it can be changed), and as a class, we explored some of the geographical features of those locations, time differences, weather, etc. This is another way of generating inquiry and interest, but with a cultural and personal incentive that develops awareness and sharing, while really pushing the ideas of inclusion, equity and diversity. I found this is a wonderful way of getting into the subject matter of Ontario's Equity and Inclusive Education Strategy in a natural, ongoing manner. Having discussions about differences, unique perspectives and a desire to understand them should be a continual practice that promotes an environment of acceptance, rather than a reactive practice that only arises after an incident or need. We would often combine this activity with the Inquiry questions as a fun, engaging way to end of the week, with the students being front and center as the focus of attention.

School Community Initiatives (Reading Buddies)

One of the regrets I had after my 2 practicums at York Street Public School was that I did not take full advantage of the small nature of the school. With only 190 students, the school community was rather close knit and the opportunity for collaboration was definitely there. I was able to see and participate in 2 cross grade initiatives that I thought were incredible, and they cemented in my mind the value and opportunities present when students of vastly different ages collaborate.

More recently, my grade 4/5 class participated in a Make-A-Monster project run by the grade 3 class, where they drew monsters, then wrote descriptions of them. My classes' challenge was to use only the written descriptions, and then try to draw them. After we completed our pictures, we visited their class and compared our drawings. It was very inspiring and fun for the grade 3's, as they saw their descriptions come to life, sometimes in almost exact replicas, and sometimes as totally different monsters. They learned the value of descriptive adjectives and writing, while my class took on the mentoring role, encouraging and supporting their efforts. It was a great activity and something I would like to do more of in the future.

In a similar vein, but with more differences in age, my grade 8 class last year would participate in a Reading Buddies program with the grade 1's, where two of my students were paired with one grade 1 student, and they would read to them in the library for a period. This was an incredible opportunity for everyone involved. The grade 8's took on leadership roles, and were able to foster an enjoyment of reading in their younger counterparts, while also providing a way for them to shine, especially those who normally are below grade level for reading, as they could be the heroes and sources of inspiration for others.

Another element to this was a benefit I did not foresee, but it was the effect these interactions had on both groups of students outside at recess and in the hallways. Grade 8's and grade 1's hanging out, playing together and taking an interest in each other, a truly unique and wonderful dynamic. I really believe these kinds of unique interactions should be encouraged and done a lot more frequently whenever possible. Both of these initiatives are closely tied into Ontario's Equity and Inclusive Education Strategy as they treat schools as whole ecosystems and encourage inclusion, respect and safe interactions with ALL students, rather than classes as microcosm's that remain separate and distinct. Collaboration needs to happen within classes, but also between them.

Personal Dictionaries

Along with a learning log, one of the truly interesting learning tools I found most beneficial for student growth, especially for ELL and ESL students, was a personal dictionary. This would often be a small folder or notebook which students kept in their desks, designed to be a resource they would constantly add to throughout the year. Students began by dividing the notebook into alphabetical sections, and would add entries to explain new vocabulary in a way they could understand. The goal was not to create dictionary definitions, but rather a working understanding of words, supported by text, pictures and explanations the students developed themselves. This could encompass any word, in any subject, as long as it held special interest for the student or class. Often new words which excited them or changed their perspective were the best additions.

I think this approach should be taken with an open contribution policy, where students can take time away from a lesson or activity, if they feel strongly about updating their dictionary. Similarly, I will use the dictionary to highlight and explain key words crucial for the students success, such as 'Empathy' or 'Criteria' or 'Hypothesis', words which will constantly be used in class, and often carry a great deal of weight. By having every student update their dictionaries with priority words, we reinforce understanding and deeper learning of the core concepts we want to touch upon. Simply asking a student if they understand or get it doesn't have the same effect.

Following the idea of Universal Design for Learning, this approach should be adopted for all the members of the class. Gifted or high level students can push themselves to include interesting and challenging words. English Language Learners can identify key words to focus on and build their vocabulary. Every student benefits from this framework. It also gives them a small avenue to be creative and expressive, adding the words which relate to them. One student might have a dictionary loaded with science terms and pictures to describe what he or she is learning. Another might have a love of poetry and be collecting synonyms or antonyms, or curious new words which sound beautiful and unique. I think there is a wide range of uses for this tool and that it's benefits, both for learning skills, language development, and even curriculum, are immense.