Reflective Learner

We have defined the four skills contributing to reflective learning as follows.

Set yourself challenges

Plan-do-review

Invite feedback

Share learning

Creating Opportunities to Practice these Skills

Use the following key to work out the level of challenge of any activity you are planning to do.  Simply answer yes or no to the first question.  If the answer is yes then progress to the next question.

Think of a time when pupils were able to set themselves challenges then get feedback to help them improve.

Q – Did all pupils get the chance to set themselves a personal challenge, try it out for more than 10 minutes, share what they learned and ask others what they thought about it?

If No then stop here, your activity is level 0.  If YES then carry on to the next question

Q – Did pupils receive feedback to help them improve their work AND did they try to use it?

If No then stop here, your activity is level 1.  If YES then carry on to the next question

Q – Did all pupils get the chance to reflect on their own work and other people’s then share positive ideas for how they could improve?

If No then stop here, your activity is level 2.  If YES then carry on to the next question

Q – Ethos is that a love of learning is expected.  Pupils talk openly of the extra challenges they have set themselves to personally improve and are proud to receive recognition.  In this environment pupils are given opportunities to hear other’s views on their work and can explain how they have learned from their mistakes.

If No then stop here, your activity is level 3.  If YES then carry on to the next question

Q – Is each pupil likely to be praised at least once each week for making decisions that are thoughtful, reflective or positive?  Including reflecting on feedback they have received and on what they need to personally improve or praise themselves for.

If No then stop here, your activity is level 4.  If YES then carry on to the next question

Q – Are opportunities provided for student extended self supported study (6 weeks?).  Teachers monitor pupils SMART targets, how they have managed to gain enough feedback AND that they are modifying as they go along by reflecting on this feedback and their own evaluation.

If No then stop here, your activity is level 5.  If YES then carry on to the next question

Q – Are public forums or presentation spaces used often by pupils that have been working on their own (self organised, ten week) challenge to share how they have been improving and experimenting with how they learn best each week and invite feedback?

If No then stop here, your activity is level 6.  If YES then carry on to the next question

Q – Are there coaching structures in place so that learners of all ages who are excellent self supported learners who know themselves well as learners can set ambitious annual challenges and then be linked up with people who can coach and inspire them to go even further?

If No then stop here, your activity is level 7.  If YES then carry on to the next question

Q – Did most pupils achieve a level 9 in their peer assessment or peer review using the criteria in the ladders?

If No then stop here, your activity is level 8.  If YES then your activity is a level 9

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