https://urcourses.uregina.ca/pluginfile.php/3987121/mod_mail/attachment/26776067/Learning%20Circle%20%234.m4a

February 7, 2024

• Group Members: Nahanni Adams-Lindberg, Alannah Uliski, Hannah Metheral, Nadia Leviste, Joshua Gampe and Erica Wilson
• Summary: Chapters 7 & 8
  • Chapter. 7 – Our group talked about the classroom clean up within the Using Assessment to Guide Instruction.  Classroom clean up helps with the teacher preparing the lessons and assessments of the involvement of the learners.  Students also enjoy helping with cleaning up the classroom, I remember within my pre-interns last semester, I was in a grade. 3/4 class and the students would help out with cleaning the class before the end of day.  By having classroom clean up within the classroom management, this teaches students responsibility, knowing what to do, respect for the classroom, and are accountable for their actions and goals.  Having a classroom clean up time is a good classroom management strategy too for the teacher.  We talked about as a group, how using a poster with a list of classroom clean up of what to do for the class would be useful, by having duties for what each student is responsibly for, and perhaps creating a check list to help them organize the list.  Chapter. 7 had great resources too with keeping evidence such as using T-Charts and a Science Lab data sheet.  Along with using samples and the Triangulation with Observations, Conversations, and Products.  Overall, Chapter. 7 was insightful for our groups with the clean up strategies and having this be a student lead task, teaching students responsibility.
  • Chapter. 8– For Chapter. 8, our group talked about how useful evidence is for assessment within the Collecting, Organizing, and Presenting.  What stood out to me the most was the process of keeping assessment simple.  We talked about how keeping assessment simple, overtime a system will help and I think this is working smarter not harder.  Another key point that stood out in Chapter. 8 for our group is having evidence for the parents, the evidence would be the students work if the parents were curious of what their child’s learning experience has been.  We talked about how the evidence is the students work and this work can be kept in a folder for each student with their assignments.  This is a simple way of having the students work stored in a folder.  Next, we furthered our conversation into portfolios with the chapter and how this is a great tool to use for documentation and having evidence of learning.  Each student would get a portfolio and they could also decorate it which students can personalize them (this would be a fun activity!).  By having a portfolio for each student this is student lead and students will be in charge of what to collect, how they will reflect on their learning journeys, and then sharing their learning to others.

• Team Functioning: 8.5/10, our group worked good with organization, staying on task and sharing insightful thoughts.  We worked as great team players with our group work and participation, and we finished our group discussion on time.  The group members were overall adequate and thoughtful for the Learning Circle Self-Assessment & Peer Group Assessment.  Within the assessment of the Learning Circle #4
  • Respect for Self & Others was Thoughtful for Sensitivity and Listening, and Adequate for Encourage Others and Acknowledge Others.
  • Next, for the Participation, the group was Insightful for Active Listening and Adequate for Contribution and Assistance.
  • For the Effort & Attitude, the group was Adequate for Flexibility, Encourage Others, and Positive Attitude.
  • Lastly, for Responsibility for the group it was Adequate for Work Production, and Thoughtful for Completion of Tasks and On Task Behaviours.