Learning logs
Also known as: RIQ (recall, insights, and question), learning journals
Learning logs are a place for students to reflect on their learning and record observations. They are most effective when not assessed or marked on the content. Learning logs work well when students have some broad guiding questions and a limit on the space they have to work with. The focus is on encouraging a habit of reflection and developing metacognition so that students become more aware of how they learn. Learning logs are formative and not to be confused with project or activity logs, which are summative options that may be required to meet syllabus outcomes in specific subjects. Summative project logs are those mandated for project documentation in subjects such as Industrial Technology or Design and Technology.
ICT templates
Make sure you are logged into your Microsoft (new window) or Google (new window) account before accessing these templates. For more support refer to Getting started with technology (new window).
| Office 365 | Google G Suite |
|---|---|
| PowerPoint - Learning log (new window) | Slides - Learning log (new window) |
| Word - Learning log single page (new window) | Docs - Learning log single page (new window) |
How to use with ICT
Both Office 365 and Google G Suite have options for setting up student learning logs. Microsoft Word, Google Docs and Microsoft OneNote all provide cloud storage, flexible structuring of journals and easy sharing. If students have internet access at home, completing their learning logs could be a task to be completed outside school once they are comfortable with the process.
Single computer
Print off copies of the provided templates once you have adapted them and give students time to complete the logs daily or weekly. The time for self-reflection is critical for this strategy to be effective, and students will not get that if they are all waiting in line for one machine.
ICT tools
External resources
| Title | Link | Description |
|---|---|---|
| Learning logs/Reflection journals | Learning logs/Reflection journals (new window) | Material from the New Zealand Ministry of Education about using learning logs, including short videos that demonstrate the strategy being used in both primary and secondary classrooms. |
| Reflective journals | Reflective journals (new window) | Examples of using learning journals in a primary school context. |
Disclaimer
Links to third-party websites:
If you use the links provided on this website to access a third party’s website, you acknowledge that the terms of use, including licence terms set out on the third party’s website apply to the use which may be made of the materials on that third party’s website or where permitted by the Copyright Act 1968 (Cth).
The department accepts no responsibility for content on third-party websites.
Personalised learning
Disability, Learning and Support
When planning to use technology in the classroom it is important to consider the diversity of your learners. Universal Design for Learning (UDL) is a framework to guide the design of learning environments that are accessible and effective for all. For UDL guidelines, information and additional materials, visit the CAST website.
Many students require technology as an adjustment to support their access to learning. Adjustments (NESA) are actions taken that enable a student with disability and additional learning needs to access syllabus outcomes and content on the same basis as their peers. Enrol in the Personalised learning with technology online course to help you make more informed decisions regarding technology.
For a range of simple, how-to videos visit the Assistive Technology page on the Disability, Learning and Support website. Resources are organised into four sections; Literacy and Learning, Vision, Hearing, Physical and Motor Skills.
High potential and gifted learning and support
When planning to use technology in the classroom it is important to consider the full range of abilities of all learners. High potential and gifted learners may require additional adjustments and deliberate talent development. These strategies include differentiation, grouping, enrichment and advanced learning pathways so students can be engaged, grow and achieve their personal best.
Assessing and identifying high potential and gifted learners will help teachers decide which students may benefit from extension and additional challenge. Effective strategies and contributors to achievement for high potential and gifted learners helps teachers to identify and target areas for growth and improvement.
For further support and advice about how to tailor learning for high potential and gifted students from all backgrounds, visit the High Potential and Gifted Education web section, High Potential and Gifted Education Policy or attend one of the professional learning courses on offer.