P7 Profiling

A twilight session for P7 teachers

New Elgin Primary School

14th February 2012

Jools Oatridge & Jim Morris

“Thanks for being here.”

Check in: Jim’s Magic Wand

“If you could change anything, what would you change?”

P7 Profiling twilight

Learning Intention:

“To understand the profiling process to enable your pupils to produce their own profile.”

Success Criteria:

“To have confidence to engage your pupils in meaningful profiling conversations.”

P7 profiles in place by end of June 2012

Profiling guidance 2012/2013

S3 profiles in place by end of June 2013

Profiling is an ongoing process of dialogue and reflection

Profiling

• Reflection time needs to be built in to discuss and reflect

• Establish a routine

To make profiling work ….

How do you store evidence of

the learning?

diaries

e-folderssupport for

learning files

portfolios

ofwork

tracking systems

planning files

jotter work

Systems of recording, storing & gathering evidence of achievement

e-portfoliosusing blogs

jotter work

learning logs

portfoliosof work

reflective

diaries

learning journals

PLPs

Teacher-pupildialogue

Profiling approaches

blogs ase-portfolios

Coaching Questions

Coaching Questions

Tell me

What?How?

Who?Which?When?Where?

Why?Explain

Describe

How can learners review their own learning?

1. One lesson set aside for planning or reviewing targets each week.

2. Space in homework diary to record strengths and next steps.

3. Send home to be shared with parents/carers.

The electronic method

• Use of a Glow wiki or blog to record work undertaken, strengths and development needs.

• E- portfolio lesson

• Learners can share and comment on each other’s work

• Can be shared with parents/carers

Self reflection

Pupil Reflections on learning

Can your pupils tell you the difference between what they did in class and what they have learned in class?

“My strengths are Robert the Bruce and the Vikings.”

“When I research I can decide if the author is just giving facts or also giving anopinion.”

“We do not learn from experience – but from REFLECTING on our experiences.”

John Dewey

“Where am I now?”•Discussion with teacher•Self/peer assessment

“Where am I now?”

•Discussion with teacher•Self/peer assessment

“Where do I want to get to”?•Set targets

“Where am I now?”

•Discussion with teacher•Self/peer assessment

“Where do I want to get to?•Set targets

“How do I get there?”•I can do this by …?

“Where am I now?”

•Discussion with teacher•Self/peer assessment

“Where do I want to get to?•Set targets

“How do I get there?”•I can do this by …?

“How is it going?•Am I achieving my target? •If not, why not?

“Where am I now?”•Discussion with teacher•Self/peer assessment

“Where do I want to get to?•Set targets•Skills I need to work on

“How do I get there?”•I can do this by?

“How is it going?•Am I achieving my target? •If not, why not?

“How did I do?”•Did I get there? •If not, why not?

“Where am I now?”

•Discussion with teacher•Self/peer assessment

“Where do I want to get to?•Set targets•Skills I need to work on

“How do I get there?”•I can do this by….

“How is it going?•Am I achieving my target?•If not, why not?

“How did I do?”•Did I get there?•If not, why not?“How did I

get there?”•What skills did I use?

“Where am I now?”

•Discussion with teacher•Self/peer assessment

“Where do I want to get to?•Set targets•Skills I need to work on

“How do I get there?”•I can do this by….

“How is it going?•Am I achieving my target?•If not, why not?

“How did I do?”•Did I get there?•If not, why not?

“How did I get there?”•What skills did I use?

Ardnamurchan School

Discussion

How do you / could you help learners record and reflect on their learning?