Learning logsAlso known as: learning journals, learning diaries
Learning logs are a place for students to reflect on their learning and record observations. They:
- are most effective when educators provide students with some broad guiding questions and a limit on the space they have to work
- encourage students to develop a habit of reflection and enhanced metacognition so that they become more aware of how they learn
- are formative, as opposed to project or activity logs which are summative. (Please note: Summative project logs are those mandated for project documentation in subjects such as Industrial Technology or Design and Technology).
Google G Suite
How to use with ICT
Both Office 365 and Google G Suite have options for setting up student learning logs. Microsoft Word, Google Docs and Microsoft OneNote all provide cloud storage, flexible structuring of journals and easy sharing. If students have internet access at home, completing their learning logs could be a task to be completed outside school once they are comfortable with the process.
Print off copies of the provided templates once you have adapted them and give students time to complete the logs daily or weekly. The time for self-reflection is critical for this strategy to be effective, and students will not get that if they are all waiting in line for one machine.
|Learning logs/Reflection journals||Learning logs/Reflection journals||Material from the New Zealand Ministry of Education about using learning logs, including short videos that demonstrate the strategy being used in both primary and secondary classrooms.|
|Reflective journals||Reflective journals||Examples of using learning journals in a primary school context.|
Links to third-party websites:
The department accepts no responsibility for content on third-party websites.
Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement. School leaders can access the Evaluation and Planning Tool to support strategic improvement planning.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.