What is a Learning Agreement Document?
Every Monday/ Tuesday, the students will receive a new copy of their Learning Agreement Document. This document presents to the students their learning during the Learning Agreement Sessions and their timetable for the week. The document is put in place to help students organize the week during their Learning Agreement sessions.
The four distinct sections within the document is explained below.
Learning Intensions Each week, the neighbourhood will have shared learning intentions focusing on literacy and numeracy. Goals may include specific activities, routines and understandings of concepts.
Non-Negotiable Activities (Must-dos) The ‘Non-negotiable’ section of the Learning Agreement document is mostly focused on finding out what students know and understand about a given concept especially in the areas of numeracy, reading and writing. The information collected from these activities will allows us to plan differentiated workshops and target learning sessions. This section also has activities that allow students to practice the skills they have acquired through workshops.
Although students are expected to complete as many tasks as they are able in this section by the end of the week, for many students who are new to our neighbourhood, their main challenge will be to manage their learning time during LA sessions so that some of the boxes are ticked off.
Learning Possibilities The ‘Learning Possibilities’ section focuses on wider disciplines within the curriculum, containing activities that explore the inquiry topics from a variety of angles using a diverse range of methods.
Signatures and comments During the Learning Agreement sessions, teachers will conference with individual students on their progress of their work and their achievements. A signature by the teacher demonstrates that this conference has been completed. Parents are also asked to add their signature after they have viewed the completed document during the weekend and discussed the learning with their child.These signed documents should be returned bp parents to acknowledge that learning has been discussed.
To introduce concepts
These relate to the inquiry learning and skill based learning. They take the form of discussions, group activities and collective information gathering.
This is the teaching of specific skills and concepts based around the acquisition of skills. This might be a numeracy workshop based on a number concept. However there will be three workshops running based on where the child sits on that knowledge continuum. Explicit teacher modeling and practice of that skill concept occur in these workshops. Examples of workshops could be number, problem solving strategies, reading strategies, writing structures, using Excel to make charts and graphs, PowerPoint animation, spelling strategies, performing arts as a means of exploring spoken persuasion, blogging or film making.
The groups are devised based on need. If all children are to be introduced to a concept it could involve the whole neighbourhood or home groups. Where there is differentiation in need the groups are organized into skill-based groups. It is important to note that children have a range of skills and these groups change based on their need not on a generic streaming model.