https://urcourses.uregina.ca/pluginfile.php/3987121/mod_mail/attachment/26869666/Learning%20Circle%20%235.m4a

February 14, 2024

• Group Members: Nahanni Adams-Lindberg, Alannah Uliski, Hannah Metheral, Nadia Leviste, Joshua Gampe and Erica Wilson
• Summary: Chapters 9, 10 & 11
  • Chapter. 9 – This chapter makes me connect to how students will learn that communication is a process within their learning.  I like the points this chapter has on making it more of a student lead and teaching communication skill and many others too.  Our group talked about how teaching students how to be successful communicators will teach them independence, how to take feedback, and teach them how to be life long learners.  The way that students can communicate, we talked about as a group, that portfolios are useful, time is involved, and it also involves parents with how we can communicate the students work through a file of their progress of learning.  I connect to portfolios and see myself implementing this within my future class.  The next topics we discussed as a group was a student-generated newsletter.  I think this is a fun way to assess students communication and it teaches collaboration with working together with their peers and being able to show case their work to guardians.  We chatted as a group that this process of teaching students projects like creating a newsletter, allows for parent involvement and teaches students responsibility, communication skills which in turn evolve into lifelong learning and contribute to learner focus and lastly sparking passion within learners.
  • Chapter. 10 – This chapter was about evaluating and reporting and our group talked about what stood out to us.  The first thing that stood out was how reporting can have that student involvement with the assessment process and we talked about how this involves many roles such as the parents, students, and teacher.  Another point that stood out during our discussion is seeing the triangulation come up again in this chapter.  The triangulation in the chapter helps in the collecting evidence process of assessment and we as a group talked about how we would use this method within our future classrooms, as a way to collect evidence from students.   The last point that stood out to me within this chapter is learning more about the reporting and I like how it involves a lot of student involvement.  The student involvement is with conferences and I like it would be a student-parent-teacher conference, with the student learning more about the process of reporting their work.
  • Chapter. 11 – This last chapter was about learning by ourselves and with others.  We as a group haven’t heard much about learning circles until this chapter, but we all agreed that this is an engaging way for students to learn skills like team work, how to be team players and how to work by themselves.  The learning circle, we talked about as a group we thought connects to self and peer assessment forms, and how its student lead and how there a need for a focus on student interest too.  What we liked about the learning circle as a group was that it teaches students how to work independently with collecting research and collect data for the learning circle group, and collaborate with one another within the learning circle group.  Each student within the learning circle group will learn leadership and team player skills.
•  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 #5

• • 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.