Learning Record Do’s and Don’ts

Many ESs have asked for more input about how to write a learning record. Please watch the Learning Record Video and Webex trainings, use the Learning Record Checklist, and Review the Learning Record Policy and Procedure.

Activities and means of assessment/evaluation of course of study included:

DO:

Chelsea is reading about arctic animals and doing a unit study About Owls. She:

* Discussed the scientific method as it related to owls

* Drew a food web from predators to insects

* Dissected an owl pellet, pulling out bones of at least six rodents

* Completed an overlay of the owl's skeletal and muscular systems

* Drew pictures showing the growth cycle of the owl

* Filled in a worksheet showing the differences between the owl and another bird of prey the hawk

Jaliyah is reading and completing written comprehension exercises for non-fiction selections relating to social studies, literature, mathematics, science, the arts, philosophy, logic and language. After reading the selections, Jaliyah writes out comprehension exercises including short answer questions, short essay answers, true and false questions, ordering of events, and matching vocabulary words which she encounters in reading. This period the selections read related primarily to science and social studies.

Reading and writing paragraphs about the free Imperial cities in Germany.

Added two events to the Middle Ages timeline - Thomas Aquinas and Marco Polo.

Listening to In Freedom's Cause by G.A. Henty, an historical fiction book about William Wallace and Robert the Bruce. Discussed life in Scotland in the Middle Ages. Watched "Braveheart".

Listening to and answering written questions with book Story of Western Civilization: The Middle Ages with topics of Knights & Tournaments and The Great Cathedrals.

Algebra 1A: Using Saxon Algebra, Marshall completed eleven lessons. Marshall reads the introduction, reads the explanation, studies the sample problems, and then works out solutions to the practice set of problems at the end of each lesson. After that he goes through the chapter review and then takes the chapter quiz.

DON’T:

I actually couldn’t find any records that didn’t include activities! Excellent!

Fictitious examples would be:

-Student studied early Americans.

-Student completed 4 chapters in his algebra text.

High School course titles included:

DO:

English 9A Basics - Zachary has completed work in his Holt American Literature text. He read the text and answered written questions. He studies new vocabulary words. He completes exercises in his workbook that include true/false questions and multiple-choice questions. He read "The Far and the Near" by Thomas Wolfe "and Theme for English B" by Langston Hughes.

Physical Science 1A: Whitney read Chap. 6-9. She responded in writing to section comprehension questions with an average score of 87%.

English 10 B Basics: Using Lakeshore English Work text, Writing Sentences and Paragraphs. Completed short answers to questions; rewrote paragraphs; completed worksheet pages.

a-g courses include textbook titles:

DO:

English a-g 9B: The student working in the following texts published by Holt, Rhinehart, and Winston: Elements of Literature, Vocabulary Workshop and Elements of Writing. He reads the lessons and completes the written exercises in grammar, writing and reading literature and comprehension.

a-g Algebra 1: Klaus is using the Glencoe 2001 text Algebra 1: Integration, Applications, Connections.

Klaus read the text materials, practiced procedures and solved problems using related workbook pages, wrote out lessons and took the review tests.

Contract Programs Activity included if applicable:

DO:

Contract Program Activity: Better Writing

Deja has practiced and applied the correct use of punctuation. She has written in her journal in response to writing prompts. Deja has analyzed written passages and rewritten paragraphs applying what she has learned. She has written a fictional personal narrative. She has been involved in the brainstorming process for writing a persuasive essay and has applied the use of a graphic organizer in planning her essay.

On a Contract Program Activity Kimberly observed and interacted with exhibits on animals, bees, and the history of flight.

DON’T: Timothy went on a field trip to the Chabot Space and Science Center, where he viewed exhibits, participated in activities, and listened to presentations. (Although this is an EXCELLENT example of how to write about learning that occurs, please do not use the word "field trip". If paid for by the school, use "Contract Program Activity" otherwise, just leave out the first phrase and state the activities.)

No location is listed- only what is learned, not where it's learned:

DO:

Nick is involved with a Youth Community Group where he is learning to use Power Point by changing screens and writing subtitles to put up on the screen. He is also learning how to work a sound board and sound amp.

Community Service: Taure is involved with a local group who are preparing for fund raiser for the local history museum. She is working four hours per week helping prepare costumes, period displays, and learning dances for demonstration. In addition to the four hours she actually is at the site, she practices and continues research as well at home.

Careers Exploration 1A: Jacob completed applications for several jobs in town. He went through the interview process at a local restaurant, was offered the job and completed the process of obtaining a work permit through his school. This process required that he obtain information from the employer, his ES and his parents. He began training at his new job.

DON’T:

Daniel went on a church retreat with other 5th and 6th grade students. Special events included ice-skating and tobogganing.

Leadership B: Matthew is a Youth Leader at his church and spends time training and guiding small groups in his youth group.

Boy Scouts - Caleb continues to work on his first aid merit badge in Boy Scouts, and is working on a study of mammals.

Threasa is also playing slow-pitch softball on 2 teams. On Sunday evenings she is playing on the Misfits" a team in the Modesto Parks and Recreation league.

Central Valley Youth Symphony rehearsals:

~Overture to The Magic Flute, by Wolfgang Amadeus Mozart

~Hymn to the Fallen by John Williams, from the motion picture, Saving Private Ryan

~Night on Bald Mountain by M. Mussorgsky

~Carnival of the Animals, by Camille Saint-Seans

She volunteers in the nursery at their church.

No religious reference or wording except in the study of World Religions:

DO:

WORLD STUDIES 1A

Jacob read in his Glencoe World History text.

Jacob finished selected portions of the section and chapter reviews consisting of matching vocabulary with fill-in sentences, completing comprehension questions, and reading maps. Questions fell into many categories, including culture, government, economics, history, technology, innovation, cultural diffusion, geography, movement, etc.

DON’T:

Daniel has been studying Ancient History from a Biblical perspective. He has studied the Creation and the Fall of Man in-depth. He has had a brief overview of the Flood and the Nations through the line of Noah's three sons, Shem, Ham, and Japheth. Daniel's study is integrated into his reading lessons through a workbook.

Eva participated in a church Christmas play called, The Bethlehem Project. After many weeks of practice, the performance was held December 7th, 2003, during the first and second church services. Eva's role as an angel in the choir added to the dimension of the play. The plays' theme that God could bring two rival gangs, the Shepherd Kids and the City Kids, together through a miracle, brought an interesting insight to the birth of Christ. A video was made of the production.

No time references as these are dealt with in portfolio samples:

DO:

PE: The student lifts weights on a regular basis. He has a set schedule of endurance and strength training. He keeps a log of his hours doing physical activity.

Career Exploration: Margaret kept a log of her clerical duties of filing, receptionist, envelope stuffing, sorting incoming & outgoing mail, applying postage, sorting checks, and processing monthly newsletters.

DON’T:

P.E. The student walked for 16 hours during this learning record period.

P.E. Jon participates in a swim class 2-3 hours per week.

CAREER EXPLORATION 1A: Julia works approximately 16 hours a week at McDonald's in Manteca. She is responsible for taking orders, handling monetary transactions, cooking hamburger patties, cleaning the lobby, and unloading new shipments. She keeps a log to record activity.

Teacher comments if applicable:

DO:

Typing : Nick is using a computer program to learn his typing skills. He started out with one computer program learning the home keys, but he switched to another one where he can print out his results every once and awhile. He knows the home keys of a,d, and f very well, and s, j, k, l adequately. Nick's goal is to type 35 WPM. As of this learning record, he was at 14 WPM.

TYPING 1A: Matt will be typing portions of his Health, U S History, English, and U S Government assignments. This learning period he typed his English assignment. Although brief, he is re-introducing himself to the typing keyboard. Nice beginning.

Eva is progressing through a workbook series called Primary Phonics by Barbara W. Makar. Eva has completed pages 1 through 52 in Workbook 4 this learning period. Eva is self-motivated and frequently does extra pages in her workbook. Eva has read the coinciding books with these series: Fish Fun, The Chicken Ranch, Ring the Bell, The Little Skunk, The White Hen, The Go-cart, and The Lost Horse.

Kara made an art collage using real objects and symbolic objects to represent words in a sentence. A very clever idea!

Voice: She worked on; an Italian song & three other songs. She practiced breathing and relaxing her chest and throat muscles as she sings. She is practicing singing the melody in solo in a private lesson each week. She worked between chest and head voice. Her voice range is becoming stronger and increasing.

Non-traditional learning listed if applicable:

DO: WORLD HISTORY -Spencer read and discussed Ch. 1. Spencer simulated a message on painted walls by using hieroglyphic symbols as letters.

He gave an oral report on how snow melting from the top of the mountain, overflows the Nile and the soil softens so people can farm.

Spencer also made a poster of his large imaginary Egyptian kingdom. He wrote a story about himself as a King, and the rules he would have for his kingdom and buildings.

Cooking: Spencer made four recipes: grilled chicken, macaroni and cheese, strawberry red-head drink, cake cookies. He is creating a cookbook by collecting the recipes he makes.

Leadership 1A: The student attended a leadership conference sponsored by community leaders. She participated in listening to speakers and discussions in small groups.

Nutrition 1a: Briana continued keeping a detailed journal on her meal preparation. She developed the menus, made the shopping lists, prepared the meals, served them to her family, and endured the reviews. This learning period Briana prepared tacos, homemade chicken soup, teriyaki chicken bowls, pancakes, and eggs. Briana's cooking was well received by her family.

Went to SF, toured and listened to history of Cable Car museum, transition and change in transportation, watched video, rode different Cable Car lines; rode in car down Lombard (crooked street); toured Golden Gate Bridge, rode bike across and spent day in Sausolito; returned on Ferry from Sausolito. He toured USS Hornet berthed in Alameda; watched videos to see how ship used in wars; observed living conditions on board for sailors, observed aircraft, noted the huge elevators which bring up the planes to the deck, the anchor.

On his hike to lake with backpack, he: observed nature, enjoyed the peace, swimming in cold mountain lake water, listening to bird song, observing flora and fauna.