Collecting evidence of learning, keeping track of learning and sharing learning all contribute to the motivation of the student. The student has the power of success and control of their own learning and this breeds more success.
Knowing deeply about your own learning anchors the learning in the student’s long-term memory; the new learning is connected to established schema in the student’s brain and becomes a part of the student’s memory and stored knowledge.
This past term we have been using the iPad2 in the classroom to collect evidence of learning. What started off as a project for me to collect evidence very quickly became a student centred project where students collected evidence of their learning, reflected on their learning, set their own learning goals and shared what their improvements with peers, family and the teacher.
Confidence, motivation and engagement are all high.
Self-knowledge is developing, awareness of effort is developing, appreciation of differences – of strengths and areas for improvement are developing, and an objective and informed eye for what constitutes successful achievement of particular learning areas is developing as well.
Below, Michelle records herself reading out loud in order to improve her fluency scores.
She keeps track of what she can do and what she needs to get better at.
Her reflection shows that she is using the language of the rubric in her thinking.
Her test score sheet to keep tabs on her improvement.
