Hey guys! I’m back with post #4, I will be talking about how LiD is relevant to the curriculum and some assessment tools you can use!
Personalized learning is huge part of the new BC Curriculum and we are moving toward a more inquiry-based approach at teaching and I think this program really encompasses both of those ideas and allows students to learn about something that is different from their classmates. This program really as no one subject area it belongs in, it can be used across the curriculum.
Students are given time each week to learn about and explore their topic at their own pace with the guidance of the teacher. This program can be a stand alone subject on your weekly schedule (my sponsor teacher last year had it on the schedule once a week) but it can also be woven into. As I said in my last post, the students in my class last year all had nature topics so it was very easy to weave that into their Outdoor Ed and Science. You can also have students do writing activities or drawing activities which could be Language Arts or Art Education. There are so many great ways to personalize this program to your liking and their really is no wrong way to do it. It is a very personalized form of learning for both the student and the teacher.
How do you assess LiD? I was always wondering how to know if a student has learned anything about their topic or how to know when they have learned enough about their topic. The learning about their topic is virtually endless because their are so many paths you can take when researching your topic. My sponsor teacher last year actually wrote her Master’s Thesis on LiD, it is called Student engagement: Experiencing the Joy of Learning Through Learning in Depth Research Study by Terri Zolob. It can be found on the VIU Library site or I have attached the link to the bottom of this post. At the end of her paper, she attached two assessment tools that could be used with this program.
The first one is a Student Self-Assessment form. This is used to see how the student is enjoying LiD; they can choose “No Joy,” “Small Joy,” “Normal Joy,” or “Big Joy.” Then they write some words or draw a picture that describe how they felt or what they learned during LiD that day. This is a good what to differentiate for students who may struggle to write or for students who do not like drawing, they have a choice. Click the link below to see a picture of the form.
The second one is a Teacher Check-in Form. This is used for the teacher to speak with students individually to assess how they are doing with their LiD. They can ask the students how they are doing with their LiD topic, what they have learned or found interesting, and what feelings they are experiencing while doing LiD. This is a more in-depth assessment of the students and with give teachers a better picture of how students are doing. Click the link below to see a picture of the teacher assessment form.
Lastly, I talked in my last post about a final LiD showcase the students did where they created a project and shared it with parents/guardians and their classmates. This is also a good concrete piece of assessment where you can see what they.
Thanks for reading!
Hi again! For this blog post post I would like to talk about activities you can do for LiD in your classroom!
Last year, my sponsor teacher had the students read a book about their LiD topic and make a LiD booklet about their LiD topic. The booklets had 4 pages. On the front cover, students had to put their name, topic, and draw a picture of their topic. The next page was the “L” page which was where they wrote something that they learned. The prompt was “I learned…” The next page was the “i” page which was where they wrote something interesting about their topic. The prompt was “Something interesting about my topic is…” The last page was the “D” page which was where the wrote a “did you know?” fact. The prompt was “Did you know…” The students completed these booklets over a few days and were able to share them with the class. It was an awesome way to see what they have learned so far.
Another thing my sponsor teacher did was a thing called “LiD-atine” on Valentine’s Day. The students were all sent home with a list of the topics in the class and were told that, if they wanted to, they could bring a picture from a magazine or the internet or an object that has to do with another student’s LiD topic and give it with their Valentine. This was not meant to be a huge thing, just if you had any magazines or pictures around the house you could bring it in. This is a fun and easy way to incorporate LiD into Valentine’s Day.This was the letter that was send home to the parents last year:
For one of the field trips my class took last year we went to the Vancouver Island Public Library on the city bus and the students were able to take out one or two books about their topics to take home. The teacher arranged for students to all have library cards ahead of time (if they didn’t already have one). The teacher also called the library ahead of time and asked that they set out some books on all the topics for the students to look through.
My sponsor teacher also had the students take home a worksheet over Spring Break which asked the students to draw a picture of their topic, find a joke that has to do with your topic (e.g. if your topic is mushrooms you could say “Why does the mushroom have so much fun at parties? Because he is a fungi!), and write one fact about your LiD topic. Then at lunch time throughout the week the students shared their learning with the class.
At the end of the year, students made a diorama about their LiD topic and had a LiD presentation day where parents/guardians or other teachers could drop in and see all of there presentations on display. This is an awesome end of the year showcase of learning. The students were able to show off their handwork and let others know more about their LiD topic! This was the cover of the brochure we got when we went to the celebration!
“If one is master of one thing and understands one thing well, one has, at the same time, insight into and understanding of many things.” ~Vincent Van Gogh
Hey again! After introducing my topic of LiD (Learning in Depth) last week, I would like to talk a little bit more about how to choose a LiD topic before discussing how to introduce this program,to your class. I would first like to preface by saying that LiD can be done with ANY grade level, it is a way of personalized learning and that is important for every grade. According to the LiD website http://ierg.ca/LID/how-we-can-help/topics/
, some experience has shown that giving early primary students a topic randomly instead of allowing them to choose is beneficial. Then, as they get older, allowing them to choose off a list of approved LiD topics that meet the criteria and lastly, when they are in the higher grades, allowing them to choose a topic as long as it meets the criteria.
Criteria for Choosing LiD Topics:
- Students will have easily accessible resources on the topic (e.g library books)
- The topic needs to deep enough that students are able to consistently learn new things and do not get bored of their topic
- Keep the topic general enough that students can research a lot of things but not too general (e.g the topic of animals is way too vague, instead given them a specific type of animal like bears – there are many different types)
- Keep the topics ethically appropriate to all students – their parents/guardians must be comfortable with the topic assigned to their child
- Topic will provide all students with a rich and deep learning experience
Introducing LiD to Your Class:
LiD is a very interesting and engaging program once it has been implemented but first, as a teacher, you must introduce LiD to your students and their parents/guardians (especially in primary).
First, here is a short video from Keiran Egan about LiD that you may want to show parents/guardians or your students before you start.
Last year I was in a K/1 class and my sponsor teacher has provided me with how she goes about introducing the program to her class. First she starts by sending home a brochure or flyer to the parents/guardians about what LiD is and how it will be beneficial to their children. Second, she sends home an letter inviting parents to come to a open house event in her class where the parents/guardians will get to watch their children choose their topics from a hat! I think this parent/guardian involvement is very important at this age level. Then, parents are able to look through books with their children about their chosen topic and help their children formulate questions and ideas to build off of.
Introducing the program is definitely adaptable to how you want to, as a teacher you may not want to host an event. This particular introduction method is more aimed at a primary setting as well. You may want to do things differently in higher grades. It is up to you as a teacher how you want to go about starting the program.
I have attached my teacher’s introductory letter that she shared with me to this blog post as an example. See below: