Personal Learning Booklet Name:___________Topic_______________

Complete this booklet fully to guide your Personal Learning Project in Term 3. Presentations are due in the last week of term. The schedule will be available for bookings two weeks prior to this. Students can pair up but will be assessed individually and must complete their own Personal Learning Booklet. All pairings must be agreed upon by Craig. Some pairings may not be accepted if students have not demonstrated the ability to carry their fair share of the work, focus with others around and negotiate effectively with a partner. All students must research their topic of choice using the booklet as a guide. The booklet has important timings in it. Follow it and everything will be alright! If you need any resources, write a note to Karen, Laura, your parents or I asking politely if we can get what you need ( we'll try our best to support you but cannot guarantee we'll be able to get it). You may work on your PL at home, or in school when ever you have some free time. You will have Monday afternoons to work exclusively on your PL. Parents are encouraged to enhance thinking, provide direction, resources and friendly nudges where required. You MUST have your PL booklet at school to be working on your Personal Learning. If you forget it, please read or draw quietly at your desk during PL time on a Monday afternoon. Re-member, Personal Learning doesn't help you push your limits, it redefines them. Good Luck! Craig Murphy

Are you going to research with a partner? ___________________ If yes what is their name? ________________________

Explain why this person is going to enhance your PL_____________________________________________________________________________

_______________________________________________________________________________________________________________________

_______________________________________________________________________________________________________________________

Everything you know about your topic ( this should be at least 10 things)

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Write at least 5 questions you want to know about your topic. _________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

_________________________________________________________________________________

Where, how or who can help you find out these things?

_________________________________________________________________________________

_________________________________________________________________________________

Do you need any help contacting any experts? ______________________________________If so, write a note or email to Karen, Laura, your parents or Craig asking for help to do this. Be sure to include who or the type of expert you are look-ing for. Make sure you ask in your note to make a time that suits the adults to help you. ( we want to help you but are sometimes busy and need to schedule a time).

Do not go past this page without an interview! Have a quick interview with Craig, Karen, Laura or a parent before continuing your PL. Show them you PL Booklet so far. Adults to check

for completion and suggest ways to enhance thinking so far. Interviewed? ________. Adult name and signature______________________________ __________________________________.

Question, Answer and References. Rewrite your questions on the left. Record any information you find out in the middle and reference where and when you got the information on the right.

Original Question? Information found out? Where you got the infor-mation?

Date and time of finding out?

New questions you have thought of when you did your research? ( Hint: great researchers always generate extra questions through the process

of finding out about their original questions)

Do not go past this page without an interview! Have a quick interview with Craig, Karen, Laura or a parent before continuing your PL. Show them you PL Booklet so far. Adults to check

for completion and suggest ways to enhance thinking so far. Interviewed? ________. Adult name and signature______________________________ __________________________________.

How you are going to present what you learned page? Year 3s must choose 3 things plus a PowerPoint, Prezi or Scratch item. Year 4s must choose 4 things plus a PowerPoint, Prezi or Scratch item

Do not do scratch just for fun! Use it if you can create something to teach what you learned!

Below are some ideas. You may have your own idea. You can use it as long as it fits into one of these categories.

Circle what you are going to do.

Interactive Physical edu-cation or health

Geographical Written Languages Mathematical Scientific Artistic PowerPoint Prezi or scratch

Game quiz drawing compe-tition tasting in-teractive experi-ment feeding opportunities

Health impacts health game physical game negative health effects health safety poster exercises

Map topographi-cal or geograph-ical key dis-tances

Report news-paper article story poem writ-ten song written interview in-structions recipe

Translations written or spo-ken

Word problems percentages pie bar graph line graph measure-ments millime-tres centimetres metres kilome-tres areas pa-rameters chance and probability

Original experi-ment hypothe-ses variables in-dependent vari-able is depen-dent variables controls video recording re-sults conclu-sions

Drama play song instrumen-tal lyrical poetry rap painting I was pastilles watercolours sculpture clay modelling clay YouTube tech-niques photog-raphy collage

You threes and year fours must do one of these PowerPoint scratch or Prezi.

Do not go past this page without an interview! Have a quick interview with Craig, Karen, Laura or a parent before continuing your PL. Show them you PL Booklet so far. Adults to check

for completion and suggest ways to enhance thinking so far. Interviewed? ________. Adult name and signature______________________________ __________________________________.

Designing pages. Plan, create, design and record each part here These pages should include things like diagrams, materials lists, instructions for games, etc.

Designing pages. Plan, create, design and record each part here These pages should include things like diagrams, materials lists, instructions for games, etc.

Speech pageDo not START this page without an interview!

Have a quick interview with Craig, Karen, Laura or a parent before continuing your PL. Show them you PL Booklet so far. Adults to check for completion and discuss their thinking for their speech techniques and being organised for it (writing it, rehearsing it, order of items,

etc) Interviewed? ________. Adult name and signature______________________________ __________________________________.

Answer these questions.. 1. Introduction. How will you make your introduction 'hook' your audience's interest?

_________________________________________________________________________________

_________________________________________________________________________________

2. What speaking techniques will you use to keep them interested throughout your presentation? E.g. The emotional roller coaster, telling relevant stories to make a point, varying pitch and tone, the pause effect, building up passion, intensity of emotional communication, etc.

_________________________________________________________________________________

_________________________________________________________________________________

3. What will you do and or say in your conclusion to leave a powerful lasting impression on your audience?

_________________________________________________________________________________

_________________________________________________________________________________

Personal Learning presentation on ______________Presented by Overall Learning Achievement ____________Area of Learning

Beginning Learner

Learner Learner Plus Advanced Learner Comment

Speech No eye contact. No evidence of

Some eye contact, faces

Attempts with some success speaking techniques such as

Shows mastery of some speaking techniques such as the emotional roller coaster, telling

notes or re-heasal

audience and successfully completes speech.

the emotional roller coaster, telling relevant stories to make a point, varying pitch and tone, the pause, building up passion, intensity of emotional commu-nication, etc.

relevant stories to make a point, varying pitch and tone, the pause, building up passion, in-tensity of emotional communication, etc. Makes each audience member feel like the presenter is speaking to them personally. En-gages their audience fantastically!

Introduction Introduces topic only

Introduces topic and themselves

Introduces topic, themselves and an overview of what they are going to do and or at-tempts to 'hook' our interest.

Dazzles us and hooks our attention. E.g. Tells a relevant story, asks a passionate rhetorical question, creates a fascinating situ-ation leaving us intrigued about their topic. Has the X factor. Makes their audience de-cide to sit on the edge of their seats!

Conclusion No conclusion Thanks audi-ence

Summarises topic and thanks audience

Summarises topic, thanks audience and has a call for action. Links their conclusion to their introduction.

Editing No evidence of draft

Work drafted but not edited

Work drafted and some parts edited

Work drafted, fully edited and consideration given to publishing options

Information related to questions

Questions not answered

Some ques-tions an-swered

All questions answered Questions answered and new questions gen-erated and explored

PowerPoint / Prezi / Scratch.

One main part. Simplistic.

Simple parts with some rel-evant info and visuals. Teaches their audience about their topic.

At least five relevant parts with visuals and complex functions. Teaches their audience about their topic

Shows mastery of two to three elements of PowerPoint, Scratch or Prezi. Visually im-pressive, professional and makes an impact on the viewer. Teaches their audience about their topic

Locating In-formation

Needs adult or peer help to lo-cate all infor-mation.

Seeks help from peers. Uses only one source of info. Some adult help needed

Uses a variety of sources of info. Independent after being shown

Uses a variety of sources of info. Indepen-dent after being shown. Uses multiple sources to confirm one fact. (Triangulation of research)

References No evidence of One type of A variety of sources refer- A number of sources referenced with dates

referencing source refer-enced. E.g. Websites used only.

enced including website URLs, books, quotes from experts, observations from experi-ments.

and times for websites as well as the URL. Books have author and title and experts have full name title, organisation and date or con-tact.

Artistic Produces sim-plistic artwork

Attempts a new type of artistic skill

Uses a variety of artistic tech-niques to demonstrate learn-ing. Explains the new tech-niques to their audience.

Has learnt a new art technique to an ad-vanced level of technique and understanding. Explains techniques in detail to the audience.

Science Simplistic sci-ence idea copied

Detailed sci-ence experi-ment demon-strated

Original scientific hypothesis created. Conclusions made

Science process followed to create an origi-nal experiment. Diligent science procedures of observation and recording followed

Mathematical Simply record-ing of a Maths concept

Concepts are explained to the audience

Concepts are developed and explained to the audience

A number of complex maths processes are utilised. E.g. Relevant numbers are turned into a graph, then turned into percentages and then used as the basis for a prediction for future populations or alternatively, as a three step word problem. Concepts are de-veloped and taught clearly so the audience can understand the maths processes used.

Current SAS language be-ing learned.

Some words translated

Translation of more complex sentences

Demonstration of speaking and writing complex sentences

Demonstration of speaking and writing com-plex sentences plus translation to the audi-ence

Written Simplistic draft Interesting with no evi-dence of draft-ing

Interesting with evidence of draft

Dynamic, developed, interesting and pub-lished. E.g. Reports, newspaper articles, in-struction text (how to, recipe), poster, short story, warning poster, original song lyrics pre-sented on an original CD cover, etc).

GeographicalHint: use the international section of www.nation-master.com

One or two ge-ographical facts demonstrated

Some geo-graphical facts demonstrated

Detailed geographical of the topic shown

The geography of the topic is clearly ex-plained with a detailed map or report pre-sented in a creative manner.

Physical Edu- One of two Some ele- All health impacts of the topic Health impacts explained in a detailed and

cation/Health health impacts demonstrated

ments of health impacts demonstrated

demonstrated clever manner.

Interactive Only a few stu-dents involved and/or no plan-ning for class order

Involved some students. Planned for class order

Involves everyone and has CLEAR instructions for order

Involves everyone in the class, has clear in-structions for order and ACTUALLY manages to keep order

Time Limit Way to short or long

Needed some reminders of how much time is left

Kept an eye on time left inde-pendently

Kept and eye on the time independently and showed evidence of planning how long each item would take. Appears to have rehearsed the whole presentation more than once

Personal Learning Booklet

No serious at-tempt

Partially Com-pleted

Mostly completed Fully completed