How do you know your students are LEARNING?

To know my students' learning, first I need to know their learning profile. A good teacher would know her students in and out. It can be done by a positive approach and motivation. It is so important to know their interests, the fallbacks, who might need mental support and a push to flourish, who are good with logical connections and explanation and what might help to build upon some skills to boost the academic gear. Of course, it takes time to build upon that rapport and trust, but totally worth spending enough time to build a class community.

I usually keep my observation sheets ready before starting a new academic year. It helps me to provide enough data about my students' interest areas, strengths, areas of improvement and what type of learners am I looking forward to. These observation documents are so helpful even later when I grade the kiddos on report cards for learning skills. (Responsibility, Organization, Independent Work, Initiative, Collaboration, Self-regulation)

Once I have initial notes ready, I'll look for a few indications and evidence to make sure my students are learning. Let's have a look:

Asking related questions and showing curiosity about the topic

Asking questions is a positive sign of getting involved. Questions not only related to unfamiliar or not UNDERSTOOD things but about making further connections and extending the knowledge on related topics. Last year in my Grade 6 class when we were talking about invasive species as a part of Biodiversity unit, I could see many hands raise with wonderment on which invasive species we find locally OR how do we control them OR what harm do they cause and so on. I could see that many of them were trying to find a personal contribution to prevent the spread. That gives me positive vibes, yes they are learning!

When they explain something in their own words

As a part of showing understanding, when students are being asked to explain and they are able to share their interpretation in their own words instead of the exact paraphrasing of definition, you know they are learning and reflecting. It is essential that they do not lift whole phrases or sentences from the original because that is mugging up and simply vomiting it.

Creating and recreating information rather than reproducing

Last year in Grade 6, as a part of history subject, we learned about the First Nations and European Explorers. It was interesting to learn about their lifestyles, routines, weapons and tools, outbreaks and trading patterns. At the time of assessment, I wanted to check their understanding as application-based rather than just relying upon regular test papers. To make the assessment interesting, I integrated it with creating some journal entries. They had to select a few day-to-day events from that era and imagine to be a part of living during those times when the trading between groups happened Or when the treaties were created Or when those tools and weapons were used to make life safe. They had to feel and experience the events and write them as an entry of a personal diary. It was fun for them too because they get to choose the related name and date of those historical events. At times creation is far better than just reproduction.

Justifying their decisions and explaining their thinking (Especially in Math)

As a teacher, you would like to know what strategies and skills they use to solve the problems. When students are working on Math problems, process and justification are equally important as finding the right solution.

Talking to each other shows there is progress in learning

Active participation is a core component when it comes to great group work. It depends on the activity if I would like to make a homogeneous group set-up or heterogeneous. At times pair share is so effective and builds upon the confidence to share their thinking.

Active - Doing something with the grasped information

Learning is celebrated through linking extension and making real-life connections. In Grade 3 while learning about soils, we explored a lot of related information matching the given expectations by the board. However, once students have learned about soil, do they make any suggestions while buying soil for home gardening? Do they build connections on which type of soil to buy for a pottery project? These are a few reflecting questions for teachers while planning.

Making analogies and metaphors of their own

While explanation or during the internal logical battling, when you hear the phrases like 'I get it...' OR 'It's a bit of THIS and THAT (use of real-life instances and connections)... means progress in learning. During the group works, teacher works as a facilitator and her main job is to observe, listen, keep an eye open if any facilitation is required, and feel proud of their intellectually funny conversations.

Re-drafting, Re-thinking, Revising, Editing are all the doors to progress

When a student decides to redraft or to revise and make amendments for a better output, I know he/she is making conscious efforts to produce a masterpiece. Editing skill is rethinking about all the possible alternatives to create something new, unique and reflect ME in every each of my product.

At last, when those frowns ☹️🥺 and upset experiences turn into a broad smile 😃🙃, I know my students are learning. As a teacher, I enjoy the process of learning and progressing better than the product.