Within the Ontario’s Ministry of Education Document “Guide to the Provincial Report Card”, there are nine listed ‘learning skills’ for students in grades one to eight. As part of provincial report cards, there is a separate section for reporting on the student’s development of the learning skills required for effective learning. The learning skills identified are demonstrated by the student in all subjects and in other behaviour at school. By including this aspect of achievement, the report card allows teachers to provide more specific information to parents and thus to identify clearly the student’s strengths and weaknesses, and the next steps to be taken. As an educator, I acknowledge my responsibility in promoting these learning skills within my elementary classroom. These learning skills include: Independent work, Initiative, Homework completion, Use of Information, Cooperation with others, Conflict resolution, Class participation, Problem solving, and Goal setting. Below I will outline a few of my ideas that I believe will foster such learning skills in my students.
1. Providing Students with Choice
Giving students frequent opportunities to make choices will encourage them to reflect on their own interests and preferences. It will also make them start to take responsibility for learning; thus promoting independent work and initiative. I believe that offering choices allows students to seek out activities that are challenging and motivating, which will help to develop a positive attitude towards learning. Examples of choices could be 'Choose activity A or B for homework' or 'Choose someone to work with' or 'Answer 3 out of the 5 questions' or 'Choose one of these two essay topics.'
2. Encouraging Group Work
Group work is beneficial in that it provides learners with an opportunity to learn from each other in an active, involved way. As the teacher, I would model appropriate group work skills, demonstrating cooperation with others. I would allow for ample practice time, and provide the students with feedback related to their participation in the group work. I would monitor student interaction in the groups, and provide assistance and clarification as needed. Group work is also a great time to encourage the development of conflict resolution and problem solving skills, as these issues will certainly arise during group work time. Conflict resolution skills should be taught directly to the students. Having a class discussion about what types of conflicts may arise during group work, and brainstorming a variety of problem solving skills is an effective approach. Lastly, group work also temporarily takes the control away from the teacher and gives it to the learners; thus encouraging independence.
Group work is beneficial in that it provides learners with an opportunity to learn from each other in an active, involved way. As the teacher, I would model appropriate group work skills, demonstrating cooperation with others. I would allow for ample practice time, and provide the students with feedback related to their participation in the group work. I would monitor student interaction in the groups, and provide assistance and clarification as needed. Group work is also a great time to encourage the development of conflict resolution and problem solving skills, as these issues will certainly arise during group work time. Conflict resolution skills should be taught directly to the students. Having a class discussion about what types of conflicts may arise during group work, and brainstorming a variety of problem solving skills is an effective approach. Lastly, group work also temporarily takes the control away from the teacher and gives it to the learners; thus encouraging independence.
3. Encouraging Learners to engage in Self-Assessment
Before returning a test or assignment to the students, I would encourage them to predict how well they think they did. One example could be to give a blank copy of the test paper or assignment to students to review. This will start them reflecting about their strengths and weaknesses and the progress they are making. The reflective aspects of this process could help the students make an appropriate learning plan. It will also help learners see that they are responsible for their learning and behaviour, which is part of independent learning. As students discover their strengths and weaknesses through the creation of a learning plan, I would teach the students the benefit of goal setting to improve their work, which I believe is a key learning skill. Along the same lines, included in the “Guide to the Provincial Report Card” is a ‘Student Assessment/Conference Form’ that I believe is an excellent tool for students, parents and teachers to use to reflect on report card progress, and take responsibility for individual learning.
Before returning a test or assignment to the students, I would encourage them to predict how well they think they did. One example could be to give a blank copy of the test paper or assignment to students to review. This will start them reflecting about their strengths and weaknesses and the progress they are making. The reflective aspects of this process could help the students make an appropriate learning plan. It will also help learners see that they are responsible for their learning and behaviour, which is part of independent learning. As students discover their strengths and weaknesses through the creation of a learning plan, I would teach the students the benefit of goal setting to improve their work, which I believe is a key learning skill. Along the same lines, included in the “Guide to the Provincial Report Card” is a ‘Student Assessment/Conference Form’ that I believe is an excellent tool for students, parents and teachers to use to reflect on report card progress, and take responsibility for individual learning.
4. Using ‘Authentic Texts’
Authentic texts are materials that are not originally designed for learning purposes. They might include newspaper or magazine articles, TV, radio recordings and so on. These materials can be motivating as they connect the classroom with the outside world and make the students see that learning does not take place only in the classroom. I would also encourage students to bring in their own authentic texts to contribute to classroom activities in order to make them more meaningful. This type of teaching promotes the students use of information, including interpreting the material and applying newly acquired knowledge. Furthermore, I would teach the students effective ways to gather information, and to access a variety of sources, in order to reach a conclusion.
Authentic texts are materials that are not originally designed for learning purposes. They might include newspaper or magazine articles, TV, radio recordings and so on. These materials can be motivating as they connect the classroom with the outside world and make the students see that learning does not take place only in the classroom. I would also encourage students to bring in their own authentic texts to contribute to classroom activities in order to make them more meaningful. This type of teaching promotes the students use of information, including interpreting the material and applying newly acquired knowledge. Furthermore, I would teach the students effective ways to gather information, and to access a variety of sources, in order to reach a conclusion.
5. Involving Learners in Lesson Planning
I believe that teachers should invite their students to help plan the lesson from time to time. This will ensure that the lesson is interesting and relevant for them. In addition, it involves the students in the learning process gives them the opportunity to reflect on their needs, including pursuing their goals that they have set for themselves. In addition, I believe that engaging students in their learning will certainly contribute to developing their work habit skills, which is another crucial learning skill outlined in the “Guide to the Provincial Report Card”. Students will be more likely to demonstrate an interest in, and have enthusiasm for homework assignments that they have been involved in planning.
I believe that teachers should invite their students to help plan the lesson from time to time. This will ensure that the lesson is interesting and relevant for them. In addition, it involves the students in the learning process gives them the opportunity to reflect on their needs, including pursuing their goals that they have set for themselves. In addition, I believe that engaging students in their learning will certainly contribute to developing their work habit skills, which is another crucial learning skill outlined in the “Guide to the Provincial Report Card”. Students will be more likely to demonstrate an interest in, and have enthusiasm for homework assignments that they have been involved in planning.
6. Encouraging Self and Peer Editing
Before students hand in their work for marking, I would encourage them to check it carefully with a friend, and/or practice self-editing. I would help students to make an editing checklist that encourages them to check for errors that they frequently make, (which then may be included in their personal goal plans that they have created for themselves). Cooperation with others and class participation are two of the skills which will also be promoted during this type of activity, as it involves a willingness to work with others and active communication with peers.
Before students hand in their work for marking, I would encourage them to check it carefully with a friend, and/or practice self-editing. I would help students to make an editing checklist that encourages them to check for errors that they frequently make, (which then may be included in their personal goal plans that they have created for themselves). Cooperation with others and class participation are two of the skills which will also be promoted during this type of activity, as it involves a willingness to work with others and active communication with peers.
7. Creating a Self-access Facility in the Classroom
A self-access facility can be as simple as a cupboard or shelf containing activities that students can do on their own in order to give them extra practice or extension to what they do in class. Materials could include: magazine articles with questions and answers; puzzles; quizzes; graded readers and so on. Students could even be encouraged to bring in and or produce materials for the self-access facility, which promotes initiative. Self-access materials have the advantage of allowing learners to work at their own pace on an activity targeted to their needs which is not always possible in a regular classroom. If students finish their class work early or want to work on something during their free time, they can choose something from the self-access facility. As learners become more self-aware, through the fostering of goal setting and work habits, they will recognize that they need extra practice in certain areas and this facility will make sure that I assist them with finding appropriate activities.
A self-access facility can be as simple as a cupboard or shelf containing activities that students can do on their own in order to give them extra practice or extension to what they do in class. Materials could include: magazine articles with questions and answers; puzzles; quizzes; graded readers and so on. Students could even be encouraged to bring in and or produce materials for the self-access facility, which promotes initiative. Self-access materials have the advantage of allowing learners to work at their own pace on an activity targeted to their needs which is not always possible in a regular classroom. If students finish their class work early or want to work on something during their free time, they can choose something from the self-access facility. As learners become more self-aware, through the fostering of goal setting and work habits, they will recognize that they need extra practice in certain areas and this facility will make sure that I assist them with finding appropriate activities.