Relating LiD to the Curriculum and LiD Assessment Strategies

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.
This is the link for the Master Thesis that she wrote (http://hdl.handle.net/10613/2019).
Thanks for reading!