P7 Profiling A twilight session for P7 teachers New Elgin Primary School 14 th 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-folders support for learning files portfolios of work tracking systems planning files jotter work Systems of recording, storing & gathering evidence of achievement e-portfolios using blogs

jotter work learning logs portfolios of work reflective diaries learning journals PLPs Teacher-pupil dialogue Profiling approaches blogs as e-portfolios

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 an opinion.”

“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?