|
4 |
3 |
2 |
1 |
| Recording |
I neatly, thoroughly, and accurately record data in usable, appropriate formats, such as charts, lists, outlines, and diagrams.
When I read about a topic or listen to information that is presented, I take notes in my own words to show the difference between important information and supporting details. I include connections, predictions, and questions about the topic. |
I record data in appropriate formats.
When I read about a topic or listen to information that is presented, I take notes in my own words to show the difference between important information and supporting details. |
I try to record data accurately, but I sometimes choose a format that is not appropriate, and some of my data may be inaccurate.
When I read about a topic or listen to information that is presented, I try to take notes in my own words, but sometimes, I just copy what I read or hear exactly without showing what information is important. |
I often do not record data accurately.
When I read about a topic or listen to information that is presented, I copy exactly what I read or hear without thinking about it at all. |
| Exploration |
I can explore many different ideas in my writing without worrying about which ones are good.
I accurately and completely describe my past, present, and future feelings about people and experiences. |
I can explore different ideas in my writing.
I describe my feelings accurately. |
With help, I can explore some ideas in my writing.
With help, I can describe my feelings. |
I do not explore ideas in my writing.
I cannot describe my feelings. |
| Reflection |
I write about what I am learning from an experience by explaining how the new learning connects to what I knew and believed before, how my thoughts have changed, what questions I still have, and what is important about what I have learned.
I thoroughly explain my working and thinking processes and analyze what went well and what I could do differently and better. |
I write about what I am learning from my experiences.
I explain my working and thinking processes and write about how I could improve them. |
I have difficulty writing about what I am learning from my experiences.
I describe my processes in vague language, and at times, I think about how I could improve them. |
I do not write about what I am learning from my experiences.
I do not describe my processes or think about how I could improve them. |
| Goal Setting |
I use my analysis of my own learning styles and understanding of the subject to set goals for future learning.
I use my learning log to check on how well I am progressing toward my goals and to change them if I need to. |
I use my analysis of my past learning to set goals for the future.
I check to see how I am doing at achieving my learning goals. |
Sometimes, I set goals for future learning.
Sometimes, I check on my goals, but sometimes, I forget all about them. |
I hardly ever set learning goals for myself. I expect my teacher to set them for me.
When I set goals, I rarely check to see if I am making progress to achieve them. |
| Conventions |
I write so that I can read and understand what I have written, and if someone else is going to read my learning log, I follow the conventions so the audience can understand it. |
I usually write so that I and others can read and understand what I have written. |
I try to write so I and others can read what I have written, but sometimes, I cannot figure out what I was trying to say. |
I often cannot figure out what I was trying to say in my learning log. |