Learner Dialogue

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Learner Dialogue Profiling
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Session Aims

• To support our pupils to reflect upon their
  learning.
• To share our understanding of learner dialogue.
• To consider how to recognise effective evidence
  and how best to store and share it.
• To share national best practice in learner
  dialogue and profiling.

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Curriculum for Excellence Working Group on
Tackling Bureaucracy
Professional dialogue is key to improving
learning. Paperwork should be kept to the
minimum required to support this process.
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In order to gather good quality evidence of
learners progress through relevant experiences,
staff will plan to use a range of approaches that
reflect the breadth, challenge and application of
learning and the wide range of skills being
developed. The active involvement of children
and young people in assessment is essential to
ensure they have a well-developed sense of
ownership of their learning and help one another.
Building The Curriculum 5
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Staff should discuss with learners what they are
expected to learn. They should clarify and share
learning intentions and success criteria and
appropriate experiences for achieving these.
Both staff and learners should foster a sense of
achievement by sharing challenging and realistic
expectations. Sharing success criteria along
with learning intentions allows learners to see
what success looks like. With practice, success
criteria can often be devised by the learners
themselves.
Building The Curriculum 5
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• Assessment Key Messages
• Is integral to learning and teaching
• - involves all stakeholders, most importantly
  the learner
• - is ongoing, periodic, at times of transition
• Builds capacity in practitioners to make
  professional judgements underpinned by
  professional dialogue
• - assessment requires a variety of approaches
  generating
• a body of quality evidence
• - assessment and moderation are integral to each
  other
• Is holistic and informative
• - has many purposes, the most important of which
  is to
• support the learner journey
• - goes beyond KU alone to include skills,
  attributes and capabilities

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So Where Does Learner Dialogue Come From?

• AiFL
• Critical Skills / Cooperative Learning
• Higher Order Thinking
• Profiling (PLP / Learning Log / Reflection Jotter
  / Learning Ladders etc) / Portfolio / Profile
• Self / Peer Assessment
• Parental / Carer Involvement

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Co-Operative Learning / Critical Skills
Facilitate pupils learning together with
opportunity to promote learner dialogue whilst
interacting with groups. Encourage children to
use learner dialogue when feeding back.
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Higher Order Thinking Skills (HOTS)
Focus on effective questioning. Listen for
nuggets of assessment information. Careful,
well planned questioning Teachers professional
judgement
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Profiling (PLP / Learning Log / Reflection Jotter
/ Learning Ladders etc) / Portfolio / Profile
All tools for supporting learner dialogue A
vehicle for storing latest and best work An
opportunity for sharing pupils learning
journey A tool for reflecting on previous
learning and informing next steps Pupil ownership
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Self / Peer Assessment
Learning Intentions Success Criteria Using
modelled learning dialogue with peers NAR
Flowchart
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Parent / Carer Involvement
Increased understanding of CfE Sharing
achievements Less need for formal reporting /
On-going Process Another audience for pupils to
talk about their learning and to comment on their
learning Encourage parents / carers to use
learning dialogue
When Parents and schools work together, children
do better Guidance on the Scottish Schools
(Parental Involvement) Act 2006
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Reflective Question
Classroom Practitioners - With your shoulder
partner, discuss what strategies you already have
in place in your class to encourage reflective
dialogue. Note these on the post it notes on your
table. Senior Managers With a fellow senior
manager, discuss what strategies you have in
place in your establishment to ensure consistency
of practice in using reflective dialogue with
learners.
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Task 1 Graffiti
Starter Statements. On your section of the page
you have to write as many starter statements as
possible to engage a learner to reflect upon what
they have achieved in any given experience. This
can be for both in and out of school. Time 5
minutes Turn the page 90 degrees. Tick any
statements you feel are quality starter
statements. Do this until you have read all of
the other three colleague contributions. Time 5
minutes Using the information on the page, make
a final list of the statements people valued the
most. Time 5 minutes Feedback Each group will
read out their list. Tick any statements which
you have on your list.
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Why Bother With Profiling?

• Children need to understand their learning.
  Profiling will reflect this understanding and
  give then ownership of, and responsibility for,
  their learning.
• Profiling helps children understand and capture
  their strengths and achievements
• Profiling (and the profile) is owned by the
  learner with support from the school (and
  parents).
• The skills required for profiling must be
  developed and come from dialogue between the
  teacher and the learner.

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Task 2 - Example Blogs
The following slides are all blogs where learners
have reflected upon their experiences. Are they
using good reflective language? Do they show and
understanding of reflective language? Is there a
link to skills? Do they show an understanding of
how they learn? Is it clear to a parent / carer
what the blog contains? Pick the top 3 you feel
show high quality learner reflection. Be prepared
to explain your choice.
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Say, Write, Make, Do Designed to allow
professional judgement and that there should be a
range of evidence to show achievement of a level.
Curriculum for Excellence Working Group on
Tackling Bureaucracy Professional dialogue is
key to improving learning. Paperwork should be
kept to the minimum required to support this
process.
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Reflective Questions
Classroom Practitioners

• How can I embed the language of learning in my
  classroom ?
• How often do I talk to children directly about
  their learning compared to how long I spend
  marking their work?
• How effectively do I use Blooms when planning
  questions for my learners?
• How can I involve parents / carers in discussing
  learning with children?

Senior Managers

• How can I embed the language of learning in my
  school ?
• How can I moderate reflective language to ensure
  consistency across the classes?
• How often do I talk to staff and learners
  directly about the learning in the classroom?
• How can I involve parents / carers in discussing
  learning with children?

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