Learning/Response Logs

Learning Logs are used for students' reflections on the material they are learning.  This type of journal is in common use among scientists and engineers.  In the log, students record the process they go through in learning something new, and any questions they may need to have clarified.  This allows students to make connections to what they have learned, set goals, and reflect upon their learning process. The act of writing about thinking helps students become deeper thinkers and better writers.  Teachers and students can use Learning Logs during the formative assessment process, as students record what they are learning and the questions they still have, and teachers monitor student progress toward mastery of the learning targets in their log entries and adjust instruction to meet student needs.  By reading student logs and delivering descriptive feedback on what the student is doing well and suggestions for improvement, the teacher can make the Learning Log a powerful tool for learning.

Response Logs are a good way to examine student thinking.  They are most often connected with response to literature, but they may be used in any content area.  They offer students a place to respond personally, to ask questions, to predict, to reflect, to collect vocabulary and to compose their thoughts about text. Teachers may use Response Logs as formative assessment during the learning process.

Math Journals

Websites on Learning Logs and Response Logs:

Instructional Strategies Online: What Are Learning Logs?
http://olc.spsd.sk.ca/DE/PD/instr/strats/logs/

Writing to Learn: Learning Logs
http://www.wku.edu/3kinds/mfllmpg.html

Field Trip Planner: Active Learning Log

http://www.omsi.edu/teachers/fieldtrips/all.cfm

Learning (B)logs: Time to Give Students a Voice

http://edu.blogs.com/edublogs/2005/10/learning_blogs_.html

Learning Logs Online:  Examples and Photos of Learning Logs

http://www.learninglogs.co.uk/

Response Logs for Content Classrooms

http://www.wku.edu/3kinds/rjprlmain.html

Reading Response Logs - PDF 
http://faculty.owc.edu/CHSForumForSuccess/best-practices-reading/1ReadingResponseLogs.pdf

Rubric for Response Logs

http://www.geocities.com/EnchantedForest/Mountain/9112/journalrubric.html

Kinesthetic Assessments

These examples of the formative assessment process require students to incorporate movement to demonstrate their understanding of a topic or concept.  Although usually connected with the Arts (dance, playing a musical piece) or physical education (dribbling a basketball, serving a volleyball), kinesthetic assessments can be used in the core content classrooms to furnish teachers with insight into their students' understandings and misconceptions concerning a concept.  Kinesthetic assessments are a good way to add movement in the classroom and allow teachers to determine the depth of student learning to inform their instructional decisions.

Math Graphing Example

ELA Grammar Example

Instrumental Music Example

Debate Circles

Inside-Outside Circle

Websites on Kinesthetic Assessments:

Ideas for Learning through Movement in the Classroom
http://www.ehow.com/list_7793126_ideas-learning-through-movement-classroom.html

Individual Whiteboards

Individual slates or whiteboards are a great way to hold all students in the class accountable for the work.  They actively involve students in the learning and are a terrific tool in the formative assessment process because they give the teacher immediate information about student learning.  When students complete their work and hold their whiteboard up, the teacher can quickly determine who is understanding and who needs help and adjust his/her instruction accordingly.  Individual whiteboards are easy to make from melamine or tile board which are usually carried at a local home supply store. 

Links for Individual Whiteboards:

Education World:  Whiteboards Stimulate Student Learning

http://www.educationworld.com/a_lesson/lesson/lesson251.shtml

Using Individual Whiteboards in the Math Classroom

http://www.associatedcontent.com/article/1064895/using_individual_whiteboards_in_the.html?cat=15

Using White Boards: Fun Ideas for Reading & Language Arts

http://www.brighthub.com/education/k-12/articles/4730.aspx

Teachnet.com: White Boards

http://www.teachnet.com/how-to/manage/082398.html

Teaching Tools: 7 Ways to Use Individual Student Whiteboards

http://www.minds-in-bloom.com/2010/02/7-ways-to-use-individual-student.html

Four Corners

Four Corners is a quick strategy that can be used effectively in the formative assessment process for gauging student understanding.  It can engage students in conversations about controversial topics.  The four corners of the classroom can be labeled as Strongly Agree, Agree, Disagree, and Strongly Disagree.  Present students with a statement, like "All students should wear uniforms to school," and have them move to the corner that expresses their opinion.  Students could then discuss why they feel the way they do.  The teacher can listen to student discussions and determine who has information to support their opinion and who does not.  Another way to use Four Corners is associated with multiple choice quizzes.  Label the corners of the classroom as A, B, C and D. Students respond to a teacher-created question by choosing the answer they feel is correct.  They must be able to give a reason for their answer.

Links to Four Corners:

Four Corners Teaching Strategy

http://www.ehow.com/way_5809507_four-corners-teaching-strategy.html

Four Corners Activities

http://www.suite101.com/content/four-corners-activities-a170020

Four Corners

http://www.angelfire.com/ok/freshenglish/fourcorners.html

Four Corners Strategy

http://vels.vcaa.vic.edu.au/support/tla/collab_strategies.html#corners

Appointment Clock

The Appointment Clock is a simple strategy in the formative assessment process that can be embedded within a lesson.  The teacher directs students to find thee people with whom to schedule appointments at the quarter hour, the half hour, and the 45-minute mark. The teacher begins the lesson and provides information to move students to higher-order thinking.  The teacher determines the stopping point and asks students to meet with their quarter hour appointment to discuss their thinking about a couple of questions the teacher has posed.  The teacher walks around and listens to the conversations taking place between partners, noting any misconceptions or misunderstandings.  The teacher uses this information to adjust instruction by redirecting the next segment of the lesson.  Students meet with their half hour appointment and the teacher conducts the same informal observation and adjusts the third section of the lesson.  Students continue this process until the lesson is complete.  By structuring a lesson in the manner, the teacher is able to determine the current level of understanding for the class and for individual students, and make immediate adjustments to instruction to assist students in their learning.

Websites on Appointment Clocks:

Appointment Clock Buddies 
http://www.teamstraus.com/SchoolDaysBorder_files/Teacher%20Farm/clockbuddies_Lower_El.pdf

Appointment Clock Partners
http://www.ronnashandassociates.com/pdfs/Appointment%20Clock%20Partners.pdf