M
e r n r I D a Le y
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M
D
LEARNER I Y
First published 2019 Suzanne Parkinson
2019
Illustrations by Sarah Treanor www.SarahTreanor.com All rights reserved. No part of this publication may be reproduced or transmitted in any form or by any means, including photocopying, recording or electronically without written permission of the author. Such written permission must also be obtained before any part of this publication is stored in a retrieval system of any nature. Requests for permission should be addressed to the author. While every care has been taken to trace and acknowledge copyright, the publishers tender their apologies for any accidental infringement where copyright has proved untraceable. They would be pleased to come to a suitable arrangement with the rightful owner in each case. ISBN No. 978-1-84536-870-8 This edition 2019
The Educational Company of Ireland, Ballymount Road, Walkinstown, Dublin 12 www.edco.ie A member of the Smurfit Kappa Group plc
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Contents
Section 1: The ‘Who’ of Learning 1
About Me
15
My Strengths
27
My World
37
About School
Section 2: The ‘How’ of Learning 49
My Learning Ways
104 Opportunities to Respond 104 Rubrics 115 Start Ups 117 Stop and Think 119 Let’s Review
S
To do at school
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To do at home
I
To do independently
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Welcome
Dear Sixth Class Student,
My Learner ID is about you. My Learner ID invites you to tell everyone about you: your strengths, your world, your wishes and dreams, what you like about school and how you like to learn. My Learner ID helps you to think about how you grow as a learner and gives you ideas about how to improve your learning. My Learner ID invites you to use Opportunities to Respond (OTRs) in your learning. Your teacher will guide you on when, where and how to use the OTR materials. You will also explore, design and develop your own Rubrics which will help you to evaluate and improve your learning. At the end of the year, you will know more about how you learn best and so will those who work with you.
Have fun and enjoy! Suzanne
Welcome
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e M t u o Ab
About Me
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Who am I? I lik e . ..
I hate ...
I can ...
ot ... n n a c I
d oul w I
... r e nev
uld o Iw S
2
r he t ra
...
About Me
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... o t ve o l I
o ... t n lear o t nt I wa d of ... i a r f a e ob I used t I would be better off ...
I will some day . ..
I ha ve ab ad hab Ih it o av f ... ea go od ha bit of ...
About Me
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Me, Myself and I I wish I w ere ...
e I c ar
T he
nam
... bout a t mos
eI like to
be c all e d is . ..
When
S
4
My pe rfect d ay is .. .
I get older I ...
About Me
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Ib elie ve ...
.. use . a c e b yself m e I lik
if ... etter be b
my . se au bec life
f ess o c c u as ake m l I wil
would My life
..
I could be a better person if ...
About Me
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e This is M
How I See Myself
Link your qualities to the cards at the top of the pages.
ul pf el H e bl lia Re
t es on H
s ou al Je r la pu Po
zy La
6
nd Ki
sy es M
H
About Me
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How Others See Me
How I’d Like to Be
e lit o P
e siv s re gg A
y Sh
e tiv a lk Ta
d oo n G u F
y dl n ie Fr
py p a H
ry g n A
About Me
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ade M e v ’ I s n o Impressi
Fill in your footprints! What impressions have you made on others over the years?
ful? t h oug
Ki nd ?
Th
He lpfu l?
H
8
About Me
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H
ng? i k or w ard
Patie nt?
About Me
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ac k B g n i k o o L
oin rd ga‘ e b m
Ir e m e
One of m
for ... ish
I did hing t s ou r e
M
y
v fa
ou
e rit
TV
e whe amm n r g o pr
I was yo u n ger w a s .. .
One da ng
... as w
ories is ... em
as er w ... ng
10
y
rliest m ea
en I was you wh
S
whic r, h ge
s younger a , w
sed to w Iu
When I
when I was re’ yo a un d
About Me
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d
money for ... up
n
er, I save oung y as Iw
One of my fav
unger was ... as yo Iw
laces whe ite p n r ou
Wh e s younger a w
,I
The job Id isl
ost when I he m w t d e ik
... About Me
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ng you er wa s as
Th e
be st
... hen w
d when I a e Ir
was younger w as ...
ok bo
felt silly
When I
.
The best pres e
I ever got nt wa s. .
11
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ard w r o F g Movin I’m looking fo rwar
In t en yea rs …
n
…
I’d lik e if …
a Ic
ti l n u it a w ’t
d to …
S
12
About Me
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l de o t e As I g
Ih op e
r…
…
About Me
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file My E-Pro
I am
MY O W
N B RA
ND
YEAR: NAME:
OTHER NAMES: VIEWS: CHECK-INS: APPS AND GAMES: LIKES: EVENTS: REVIEWS: GROUPS/CLUBS:
S
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About Me
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s h t g n re t S y M
My Strengths
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est B e h t n a Th I’m Better
Think carefully about each word and write something you have done that shows how you demonstrated this characteristic.
Responsib le
nd i K
Fa
S
16
t n es o H
ir
My Strengths
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y Lo
al
Cou r
ag eo
us
Po li
te
Mi n
an t
ed
Open -
Tol er
d
y nn u F
My Strengths
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be ... d ’ I , e s o o ch If I could Choose your qualities and record in the empty shapes.
Responsible
at er p -o Co
Ad ven t ur ou s
ive
Ba la nc ed
Spor ty
d te r ea -h m ar W
S
18
od Go ner ste Li Fair
My Strengths
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Sen sibl e
Int
Able
elli gen t
F un
Hardwor
king
S
ic thet a p ym
Kind
sing Amu
A quality I wish I had is ...
My Strengths
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I’m Here
S
20
My Strengths
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This is where I most like to be because ...
My Strengths
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gths n e r t S p i sh My Friend
Invite a friend to help you to consider these questions and then write in an agreed response of:
Sometimes
help ful?
D
m A
m A
S
22
Never
a oy l I
l?
Ic
u rf e he
argue? oI
l?
gettin g my own w ay?
on sist n i I Do
Am
I
Always
My Strengths
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Do
a
ep I ke n Ca
ice ay n thin Is
? et cr se
s Do I
y m
go n’t o d gs thin
things abou sty a n
thers ? to
ay
ut othe rs abo ? gs
Do I blam e ot hers ?
Do I get angry if
y? wa
w ith
Am I easy t o wor k
in a
I
gr o up ?
o D
? se a te
ers? to oth
en Do I list
Two things that would make me a better friend: 1. ______________________________________________________ 2. ______________________________________________________
My Strengths
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able? p p a w s r o Essential
1.
Review all your character strengths. Choose three character strengths that for you are essential and place them in the centre of your heart.
S
24
My Strengths
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2.
3.
Swappable strengths can be placed in the shapes that are attached by strings.
My Strengths
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ve a H A T T O IG Strengths
I GOTTA
You can do it!
Believe in myself!
Don’t give up!
have STRENGTHS Give it your best shot Fill this page with all the strengths you GOTTA have!
I
26
My Strengths
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ld r o W My
My World
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Illusions
Draw your own illusions.
I
28
My World
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My World
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are D r o h t u r T
The truths I’ve told:
S
30
My World
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The dares I’ve given others:
My World
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Me Success for Write what you have achieved so far on the signposts.
S
32
My World
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I Made It!
My World
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uture F e h t r o f Concerns
My concerns for the future are:
S
34
My World
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209 9
0 205
O t he r con cerns
I ha v e:
My World
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Life y M n i y a AD
I I I get up at
I have my dinner at
A DAY
I go to bed at
IN MY
LIFE
I watch TV from to
I study from to
I’m on the phone I exercise from
from to
to
S
36
My World
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l o o h c S t u o Ab
hool c S t ou lf Ab e s y to M r e t t A Le Me, r a e D
l choo My S
About School
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My Style
Give each statement on the page one of the following scores: 1: Not like me
2:
Mostly me
3: Definitely me
For each coloured box, add up your scores to find your total. The coloured box with the highest total best represents your style. Score I like to be given problems to solve.
Score I like to talk things through with other people.
I like to work out answers for myself.
I use my imagination a lot.
I have many ideas.
I understand how people feel.
I like to try my ideas out even if people think they are odd.
I like to use drama, art and music.
I like to find out how things work.
I like my work to be fun.
I like to have something to show for my efforts.
I like my work to be about people.
Score
S
Score
I like to do practical work.
I like reading.
I like to be told exactly what to do.
I am happy to work alone.
I like to take things one step at a time.
I like to find things out from books, from talks and from other sources.
I like to be organised.
I weigh up different ideas.
I pay attention to detail.
I am keen to do written work.
I like to get things right.
I organise my studies carefully.
38
About School
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When you’ve added up your scores, see which coloured box below best represents your style.
Red
Blue
• You like to be given problems to solve.
• You like to talk things through with other people.
• You like to work out answers for yourself.
• You use your imagination a lot. • You understand how people feel.
• You have many ideas. • You like to try your ideas out even if other people think they are odd.
• You like to use drama, art and music. • You like your work to be fun.
• You like to find out how things work.
• You like your work to be about people.
• You like to have something to show for your efforts.
Green
Yellow
• You like to do practical work.
• You like reading.
• You like to be told exactly what to do.
• You are happy to work alone.
• You like to take things one step at a time.
• You like to find things out from books, from talks and from other sources.
• You like to be organised.
• You weigh up different ideas.
• You pay attention to detail.
• You are keen to do written work.
• You like to get things right.
• You organise your studies carefully.
About School
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eport R l o o h c S My
MY SCHOOL REPORT SIXTH CLASS REPORT
EARNER I YL
D
My Learning Ways include …
Improvements I can make ...
M
I can ...
My future goals include ...
Signed:
S
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About School
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ck u t S ’m I n Whe g n i k c i t s n U
THINGS TO TRY IF YOU GET STUCK ✓ Share the problem ✓ Check the internet ✓ Use a dictionary ✓ Break the question up into smaller questions. ✓ Ask myself: what do I already know?
✓
✓
✓
✓
About School
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Dealing with Feeling What ‘feeling’ words will you choose to describe school? Start with A and work your way through the alphabet.
I
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About School
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My School Alphabet
About School
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come r e v O e ’v I Challenges Write the challenges you’ve overcome on the signposts below.
ss Four th Cla
Class d r i Th
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About School
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I mad e it!
Sixt
h Cl ass
Fifth Class
About School
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t Me s e r e t n I t ha Subjects T
Colour in the subjects you think you will be interested in.
LEAV
English
Science
Physical Education
Mathematics
Woodwork
Technology
Irish
Technical Graphics
Music
Home Economics
History
German
46
Art
Drama
Social, Personal and Health Education
E
French
Computer Science
S
ING CERTIFICAT
Religious Education
Spanish
Geography
Classical Studies
Chinese
About School
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Like t h g i M I s Job Circle your own preferences.
I would like a job that offers ...
The place I would like to work ... In a town / city Office
Library
Shop
Restaurant
Travelling around Sports centre
In the country
Supermarket
Hotel
Farm
Factory
Training
Overtime
Park
I would like to work with ...
Work with animals Work with food Work with plants Work with numbers Work with money
A small group
Lots of people
Friendly workmates
A good boss
People of my own age Animals
Help other people Other:
Ideal Jobs:
Security
Other:
I would like to ...
Work with machines
Good wages
Promotion prospects Accommodation Danger
Other:
Sell things
Supervision
Responsibility
1 ________________________________
Other:
2 ________________________________ About School
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ts h g i l h g i H s Sixth Clas
I
48
About School
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s y a W g n i n r a e L y M TO DO
Assess the Task
THINKING ABOUT THINKING
Reflect
Apply Strategies
Evaluate Strengths and Weaknesses
Plan the Approach
ORGANISATION
TO DO
EH
REA ? D AGA IT IN!
My Learning Ways
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nking i h T t u o b Thinking A
What is my GOAL?
Reflect
1. Logical Thinking / Problem-solving
Let me REFLECT.
S
50
Apply Strategies
How did it turn out?
My Learning Ways
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2. Decision-making
Am I on the RIGHT track? TO DO
Assess the Task
Evaluate Strengths and Weaknesses
Let me Evaluate.
Plan the Approach
3. Self-Evaluation
My Learning Ways
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ing v l o s m e l Prob / g n i k n i Th 1. Logical Task A
1. On the picture shown above, mark a place where you might hide some treasure. 2. Allow your partner to ask ten questions in an attempt to discover where the treasure is hidden. 3. If your partner fails to locate the hiding place, provide help, giving only VERBAL instructions. 4. Repeat the exercise, changing roles with your partner.
S
52
My Learning Ways
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Logical Thinking / Problem-solving Ring the star:
Not like me
Mostly me
Definitely me
Do I ... Start with ‘What am I trying to achieve?’
Stop and ask myself ‘Does this make sense’?
Give reasons for my thinking?
Consider other points of view?
Try to fit new ideas in with what I already know? Re-read the question if unsure?
Ask more questions if I don’t understand or if meaning is unclear?
Ask for more time if I need it?
Re-check my answers?
My Learning Ways
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lving o s m e l b o / Pr g n i k n i h T Logical el e h W y g e t Stra
w
wn o d
Doe s
thi
T
a of nk ilar hi im lem ob
s fi wit t hp r io know r led ge ?
pr
s
ra w diag m Dra
Expla in t ask to so s me on e else
Sl o
Prepare
t
ou
L e av pa e r ts a ba ck
ha
rd
e m o c nd ter la
Predi ct w ha t’s nex t
Work kwards bac
PROBLEM SOLVE!
and re-read!
uestion Read q
Brea k u pt ask into p ar t s
54
ce pa lfSe
S
My Learning Ways
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ving l o s m e l b Pro / g n i k n i h Logical T Task B A
B
C
D
E
F
G
H
I
1
2
3
4
5
6
7
8
9
Create a story that makes sense of the details in the picture. Share your story with your partner. Choose six clues to justify your hypotheses. Grid reference numbers Problem-solving strategies I used: 1. 2. 3.
My Learning Ways
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te a u l a v E f l Se Put an X on the line to represent how often you apply these strategies to problem-solving. Slow down
Fit with prior knowledge
Think of a similar problem
Draw diagram
Predict what’s next
Self-pace
Re-read question
Break task into parts
Leave out hard part and come back later
Work backwards
Explain to someone else
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My Learning Ways
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ess c o r P g n i v sol Problem-
...
STEP 1
STEP 2
What’s the problem?
Think of some solutions
What will happen if I do this?
STEP 4 STEP 3 Make a choice
Identify possible consequences
STEP 5
Evaluate my choice
My Learning Ways
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lving o s m e l b o / Pr g n i k n i h T Logical Task C 1. Choose one of the situations below. Situation: ____ 2. Fill in solutions and consequences for the problem. 3. Make a choice! Circle your chosen solution.
Think of solutions Situation A I got the wrong bus home
1. 2.
Situation B I locked myself out of the house
Situation C I forgot my homework
3. 4.
Identify consequences (i.e. how your actions make other people feel)
1. 2.
Situation D I told a lie to my best friend
3. 4.
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My Learning Ways
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te a u l a v E f l Se
Put an X on the line to represent how often you apply these strategies to problem-solving.
Identify the problem
Think of some solutions
Identify possible consequences
Make a choice
Evaluate my choice
My Learning Ways
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ing k a m n o i s 2. Deci Task A
Decisions I Make Every Day ve d I ha Shoul in? a lie-
Shall I wa tch TV or do homework ?
1. 2. 3.
Will I go to training?
W ha
t sha ll I e for s uppe at r?
4. 5.
I find it difficult to make decisions:
YES
NO
SOMETIMES
Two important decisions for me: 1. 2. Two difficult decisions for me: 1. 2.
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My Learning Ways
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ing k a m n o i s Deci
Ring the star:
Not like me
Mostly me
Definitely me
Do I ... Make careless decisions?
Panic about making decisions?
Rush decisions?
Find out information that will help me to make decisions
Consider choices I may have?
Consider the choices I’ve made?
Learn from the decisions I’ve made?
My Learning Ways
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el e h W y g e t Stra g n i k a m Decision RE
my lain p x E king thin
gh enou I ve Ha e? tim
MAKE A DECISION!
L i st s o l ut io
p plan ack-u ke b Ma
A dv a n ta g e d i s s a dva an n d t ag es 62
ns
S
Iden tify wh at imp ort is an t
isks? the r re ta ha W
Stat e th ed ec isi on
HE T AR ST
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19 15:01
ing k a m n o i Decis up! our mind
ke y a M : B k s Ta
DECISION TO BE MADE Will I go to the school disco?
Best Outcome
Worst Outcome
My decision is ...
The decision-making strategies I used were ...
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at e u l a v E f l e S Put an X on the line to represent how often you apply these strategies to decision-making.
Explain my thinking
Identify what was important
List risks
List solutions
Make a back-up plan
Consider advantages and disadvantages
Consider if I had enough time
State my decision
S
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n o i t a u l a v E 3. SelfTask A
Looking at My Learning
This week I was successful in ...
The bits I didn’t understand YET are ...
I can make improvements by ...
The mistakes I made that helped me learn were ...
What I will do to ensure I learn well ...
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ation u l a v E f l e S Ring the star:
Not like me
Mostly me
Definitely me
Do I ask myself ... What am I about to do?
Why I am doing this?
Why is it important?
Where does it fit with what I already know?
What is my plan of action?
How can I make use of this in real life?
How can I measure my success?
Do I need to do more?
What other questions need to be answered?
S
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heel W y g e t a r n St o i t a u l a v E Self-
k As
y wh
Exp l or
eo th
er
ew
vi
r t my thin Suppo king
Evaluate my think ing
s
ng
SELFEVALUATE!
Lo
nce evide for ok
Tes t
m y
th in
ki
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ation u l a v E f l e S Task B
‘ALL CLEVER PEOPLE SHOULD LIVE IN ONE TOWN’ Argue in favour of this.
PROS
CONS
Self-evaluation strategies I used:
S
68
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Self-Evalu
at e
Put an X on the line to represent how often you apply these strategies to self-evaluation.
Ask why
Explore other views
Support my thinking
Look for evidence
Test my thinking
Evaluate my thinking
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My Review
HINKING T T U O B A THINKING
Where am I now? Where would I like to be? I'm as good as I can be!
10 9 8 7 6 5
I'm OK
4 3 2 I could improve
1
1. Logical Thinking / Problem-solving
2. Decisionmaking
LIKE TO BE
NOW
LIKE TO BE
NOW
LIKE TO BE
NOW
0
3. Self-Evaluation
On the left side of the column, shade in where you are now for each strategy. On the right side, shade in where you would like to be for each strategy.
S
70
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n Organisatio
1. PLANNING SKILLS
ASAP
2. TIME MANAGEMENT 3. STUDY SKILLS
ER B EM M E R
MORNING CHECKLIST
TO DO
Do I have ... Full uniform, tie, school jacket, shoes? School bag packed? Lunch and water? Locker key? Swipe card? Books / zip files / folders for all lessons? PE / Music / Art / Technical Graphics / Woodwork requirements?
Evenin g Chec klist
Do I ...
Empty lu bottle? nch box and water Get rid of loose pages? Organis e bag f or tom orrow? Know my tim etable somew o here I can see r have it it easil y? Put pen s and r ulers in pencil c ase? Get un iform r eady t o go?
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Skills g n i n n a l 1. P n A: Zoo Pla Task
COME TO
DUBLIN
ZOO
S
72
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Grass
Caged Area
Water
Building
Viewing Stand
Wall
Trees
Ditch
Fence
Draw on the map where the animals belong.
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Planning Skills Ring the star:
Not like me
Mostly me
Definitely me
Do I ... Spend time working out a plan before I begin a task? Work out a rough time schedule? Know where to start?
Ask myself what I already know? Break down the work into sections and complete one-by-one? Summarise the information in my own words rather than just copying down everything? Stop at certain points and check the work I’ve done? Work for some time and then take a break? Resist having a drink or snack until I’ve completed some of my work? Move on to another task if I get stuck? Ask for help if I’ve been trying unsuccessfully to do something two or three times?
S
74
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heel W y g e t a r ls St l i k S g n i n Plan
ners lan p e Us
Us e
ca le n
da r
Use a time r
s Use timetabl
BE ORGANISED!
w
k ee
ly
es
otes ky n tic es Us
Dec lut t e ra n
d
ti d y
–
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Self-Evalu
at e
Put an X on the line to represent how often you apply these strategies to help you plan and organise.
Use planners
Use calendars
Use timetables
Use sticky notes
Declutter and tidy weekly
Use a timer
S
76
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ills k S g n i n n a Pl Task B
Organise a celebration for a school / town / person that is one hundred years old.
What planning skills do I have?
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EM AIL
Skills g n i n n a l P e My r o l p x E ’s t Le H
O
✓ Mind Maps ✓ Concept Maps
RS
ES
CA T
S
FIS H
C
P OM
UT E
RS T INTERNE
S HOBBIE
ANIMALS
R OCK
-H
IP
FOOTB A
RTING PO
SU P
AN
O
H
G
M
RD
IN AY PL
GI NG
E RIV
G
TV
A TE
✓ My Long-Term Project Planner
IC
PO P
IN NC DA
✓ My Assignment Planner
MUS
LL
N SI
✓ My Portfolio Planner
BAL L
P
TA P ET
CE
LONG-TERM PROJECT PLANNING SHEET Step 1: Select Topic ork? this w chose Why I
letion Comp Date
What are possible topics?
Work Title of
What I like about this choice
What I like don’t like
1. 2. 3. 4. 5. Final topic choice: Step 2: Identify Necessary Materials What materials do I need?
How will I get them?
When will I get there?
1. 2. 3. 4. 5.
ay Mond
ay Tuesd
esday Wedn
day Thurs
Step 3: Identify Project Tasks and Due Dates
Friday
What do I need to do?
When will I do it?
Tick when done
1. 2. 3. 4. 5.
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s Mind Map
ANIM
FI S H
O
TING
O
CH
P
AI LS
EM
OP H
H
PP
OR
TA P
M
RIVE
TE A
SU
IN G
G
PIT
SIN
FOO
L AL P
G
MUSIC
G CIN DAN
N
INTERNET
R O CK
TV
YI A PL
C
TERS
HOBBIES
GS
TB
D
ALS
PU OM
-
R SE S
CAT S
ES
IP
HO
GA
M
Mind mapping lets you organise your thoughts on a page through words or pictures.
BA L
A RD
N
LET
CE
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ed ... t r a t s t e g Let’s
Fill in your hobbies below using words or pictures.
HOBBIES
S
80
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hop S m a e r D My Complete
TS SWEE
MY
RT
S
CH
LIPOPS LOL
SHOP
SP
O
DREAM
CO L O
RT
BU
SPO
UM G AT E
GRAPHICAL BB LE
R
BIO
O KS
RY P O T T E
IC
BO
HAR
CO
Y STOR ADVENTURE
M
BO
B A S K ET B A L L
TB AL L
LS
O
B AL
FO
O
G LIN HUR
TS
My Learning Ways
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day i l o H t c e f r My Pe e t e l p m o C
MY PERFECT HOLIDAY
S
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ps a M t p e c n Co
A concept map shows how things are connected.
CAUSES
RELIEF EFFORTS
THE GREAT FAMINE
EFFECTS
EMIGRATION
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ap M t p e c n o the C Complete
SAVE OUR WORLD!
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ner n a l P o i l o f My Port
Use this form to log the contents of your portfolio.
Completion Date
Title of Work
Why I Chose this Work
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anner l P t n e m n My Assig Record weekly assignments.
Monday
Tuesday
Wednesday
Long-term projects
Thursday
Friday
Assignments I need to hand in
Parent Signature:
S
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ner n a l P t c e j o rm Pr e t g n o L My Use this sheet for a long-term project you may complete in sixth class.
LONG-TERM PROJECT PLANNING SHEET Step 1: Select Topic What are possible topics?
What I like about this choice
What I like don’t like about this choice
1. 2. 3. 4. 5. Final topic choice: Step 2: Identify Necessary Materials What materials do I need?
How will I get them?
When will I get them?
1. 2. 3. 4. 5. Step 3: Identify Project Tasks and Due Dates What do I need to do? (List each step in order)
When will I do it?
Tick when done
1. 2. 3. 4. 5.
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ment e g a n a M 2. Time
Prioritising means I need to understand ...
• The overall goal • The time available • Prioritising the main work • Keeping an eye on myself doing the work
S
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ent m e g a n a Time M Task A
LOADS OF THINGS TO DO AT ONE TIME? Thursday
Déardaoin Homework
Subject Spellbound p. 66
Léigh sa Bhaile, p. 75 Grammadach Test
Maths Magic p. 55 Maths Sheet A Way with Words, p. 29 A + B Super Troopers and Mathsletics Silent Reading Signature/Síniú of Parent (Guardian)
Where will I start? How much time do I have? What’s the easiest thing for me? What’s the hardest thing for me? I can only achieve my goal if: It would be good to: This is my plan:
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ent m e g a n a M Time
Ring the star:
Not like me
Mostly me
Definitely me
Do I ... Get things done when asked?
Speed up and finish something quickly when given a reason to do so?
Finish a small job within expected time?
Get out for school in the morning with teeth brushed, bag packed, etc? Adjust my homework schedule to allow for after-school activities?
Plan for long-term projects to avoid stress?
Make good decisions about priorities when time is tight, e.g. come home and do my homework rather than playing with friends?
S
90
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el e h W y g e t t Stra n e m e g a n Time Ma
p
Us e
U s
e
a
ule ched s e ur t c i
a
w r it
te n
du he sc
le
Use a t i me r
r che a e T
su p p o r t
MANAGE MY TIME!
or t and nudges fr o m Su p p
pa re
nt s
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Self-Evalu
at e
Put an X on the line to represent how often you apply these strategies to help you manage time.
Use a picture schedule
Use a written schedule
Use a timer
Get support and nudges from parents / guardians
Get teacher support
S
92
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kills S y d u t S . 3 Task A
Timetable – do out a study schedule!
STUDY SCHEDULE
SCHOOL TIMETABLE TIME
MON
9.00-9.40
ENG
R1
9.40-10.20
SCI
LAB3
10.20-10.55
HIS
R6
TUES
WED
THURS
FRI
MONDAY:
GAE
R14
HIS
R3
METAL
MR
PE
RE
R11
SCI
LAB3
METAL
MR
ART ART R
MAT
R3
MAT
R3
GEO
R10
MAT
RE
GYM
R3
BREAK
10.55-11.10
R11
TUESDAY: WEDNESDAY: THURSDAY: FRIDAY:
EN
R1
BUS
R5
GAE
R14
MUS MUS R
FREN
R7
ENG
R1
ENG
R1
HIS
R3
SATURDAY:
SPHE
PE
CSPE
R2
MAT
R3
FREN
R7
SUNDAY:
ART ART R
ENG
R1
R5
GEO
R10
TIME ALLOCATED TO EACH SUBJECT:
LAB3
GAE
R14
11.10-11.50
GAE
11.50-12.25 12.25-13.05
R14
R20
GYM
LUNCH
13.05-13.45
R7
MAT
R3
BUS
14.25-15.05
FREN
R7
ART ART R
GAE
R14
BUS
15.05-15.45
GEO
R10
HIS
RE
R11
SCI
SUBJECT CODES: ENG = English SCI = Science HIS = History GAE = Irish MUS = Music MAT = Maths
R5
FREN
13.45-14.25
R3
SUBJECTS I LIKE:
SUBJECTS I FIND HARD:
FREN = French RE = Religion PE = Physical Ed BUS = Business ART = Art METAL = Metal
SPHE = Social Personal & Health Ed GEO = Geography CSPE = Civic, Social & Political Ed
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ls Study Skil
Ring the star:
Not like me
Mostly me
Definitely me
Do I ... Set aside a time for specific study? Try to study at the same time each day? Choose a time when I’m at my most alert? Have a study place that is quiet and away from distractions? Have a place to store books, notes and handouts? Keep my study place clean and tidy?
Keep my notes organised and up to date? Keep a calendar and mark when projects are due? Know what to study first? Identify what is important?
Build in rest times? Remember to exercise and eat well?
S
94
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oring nd b a lt cu fi f first di ts c e bj dy u s
Av oid
lon g
st
u
dy
St
u
eel 1 h W y g e t a ls Str l i k S y d u t S
s se
id Avo
Find a re gu l a r st u
noise
ns sio
STUDY SKILLS 1
dy
sp a
ce
Don’t get too comf o r t abl before I stu e dy
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G
eel 2 h W y g e t a ls Str l i k S y d u t S
et
o
e hon p e th ff
Pa y
at t
ge 96
e section s o n Outlin a bl a n k pa
S
t no
STUDY SKILLS 2
Looking a t a boo k mea n d I oe kn o s w it
bulary without oca v n efinitions lai p at d x g E kin o o l
y m to n io nt
ow ent n i at on te
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eel 3 h W y g e t a lls Str i k S y d u t S
ga Or
tes e no s i n
Re cit e
m ai n
po t in
Make list
s
ap
Outline tex t
STUDY SKILLS 3
gh Hi
ht lig
/ n o te s text
Ma k
ec
on c ep t
m
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el 4 e h W y g e t Stra s l l i k S y d u St
ke Ta
ct pra
st ice te
Qu iz
m ys e
Study with grou p
lf
nd
Use study flash ca rds
STUDY SKILLS 4
M
o em
rise
e a r se / Reh
S
tud y w ith
ie 98
fr
S
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ls Study Skil Task B
LOADS OF DEMANDS AND TASKS AT ONE TIME! What will you do first? Why? Number the tasks from 1-12, beginning with what you think is the most important task. Discuss your choices with your partner.
Project due in two days
Irish e ssay d ue tomor row
o foli or t p to h Add Englis in
Fix Ma t hs cor rec tion s
Woo dwo rk P rojec t next week
Lunc
usic Practice m ance – perform on Friday
h mo ney
Return library book
st Science te tomorrow
PE gear to be washed
Camogie Hurling / gear for ’s tomorrow match
Par ent to s hom ign ewo rk d iary
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at e u l a v E f l e S Put an X on the line to represent how often you apply these strategies to how you study. Study difficult and boring subjects first
Avoid long study sessions
Find a regular study space
Don’t get too comfortable before I study
Avoid noise
Get off the phone
Pay attention to my own attention
Looking at a book does not mean I know it
Outline sections on a blank page
Explain vocabulary without looking at definitions
S
100
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Self-Evalu
at e
Put an X on the line to represent how often you apply these strategies to how you study. Organise notes
Recite main points
Outline text
Highlight text / notes
Make concept map
Make list
Take practice test
Quiz myself
Use study flash cards
Memorise / Rehearse
Study with friend / group
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My Review
What study skill strategies work for me? 1.
2.
3.
I need to keep working at: 1.
2.
3.
S
102
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My Review
ATION ORGANIS
Where am I now? Where would I like to be? I'm as good as I can be!
10 9 8 7 6
I'm OK
5 4 3 2
I could improve
1
1. Planning Skills
2. Time Management
LIKE TO BE
NOW
LIKE TO BE
NOW
LIKE TO BE
NOW
0
3. Study Skills
On the left side of the column, shade in where you are now for each strategy. On the right side, shade in where you would like to be for each strategy.
My Learning Ways
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d n o p s e R o t s e i t i n u t r o p p O STEP
READING RUBRIC FLUENCY
DECODING
COMPREHENSION
1
STEP
Reads with good pace and intonation Sounds out unfamiliar words accurately
STEP
Answers all comprehension questions correctly
C FOR I R B RU
RE U T C I AP G N I 2 W A R D 1 red in Colou letely comp side red in u o l o C nes the li round Backg ed includ
2
ST
3
3 2 1 3 2 1 3 2 1
with Draw ls detai
S
104
OTRs
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s Rubric
What skills or actions do I want to assess?
er onse or an answ sp re a e ak m What would stand out? se? respon r o r e se? answ respon y good l r l o a e r r e is a nsw W ha t poor a y r e v is a W ha t
P 3
STE P4 S TE P5
e. pons s e r ty quali a s e ak hat m w t ligh High s: nse o p es re r u s ea o m bers? t how r num e d o i Dec words ate e r c h ) wit you 2-3 s on 1pti ers ( . i r ) c b des num ellent e h c e t with d-ex n i oo mb ers Co nsw air-g a (f for ords w or
S TE P6
OTRs
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106
OTRs
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ap M t p e onc C r o ap M d n i or M f c i r b Ru
CATEGORY
EXCELLENT
SATISFACTORY
POOR
Arrangement of Idea/Concept
Main idea or concept easily identified. Secondary ideas branch appropriately from main idea.
Main idea or concept easily identified. Most secondary ideas branch from main idea.
Main idea or concept not clearly identified. Secondary ideas do not consistently branch from main idea.
Links
Links are in the right direction and linking words accurately describe relationship between concepts.
Most links are in the right direction and most linking words accurately describe relationship between concepts.
Links are not always pointing in the right direction and linking words are not clear and do not accurately describe relationship between concepts.
Graphics
Images and graphics enhance the topic and help with understanding.
Images and graphics enhance the topic most of the time and help with understanding most of the time.
Images and graphics do not enhance the topic and do not help with understanding.
Content
Essential information is recorded. Content is logically arranged. No misspellings or grammatical errors.
Nearly all essential information is recorded. Content is well arranged. Fewer than three misspellings or grammatical errors.
Contains irrelevant information. Content is not logically arranged. Contains a lot of spelling and grammatical errors.
Written Work
Easy to read. Text is appropriate size. No more than three fonts used. Words are in bold to emphasise key points.
Most text is easy to read. Uses no more than four fonts.
Text is too small to read. More than four different fonts used. Too much text is included.
Design
Clear design. Looks appealing.
Design is fairly clear. Uses colour effectively most of the time.
Cluttered design - not clear. Requires a lot of viewing to understand. Choice of colour is either absent or poor and distracts viewing.
OTRs
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ric b u R p shi Friend
AM I A GOOD FRIEND?
I AM UNFRIENDLY
I AM AN OK FRIEND
I AM A I AM A GOOD FRIEND GREAT FRIEND
I Share
I don’t let anyone share my things. I prefer to play on my own.
I don’t really like anyone sharing my things, but sometimes I will let them.
I share my things with my friends and they share their things with me too.
I always share with my friends, even if they don’t share with me, because that way we have more fun.
I Have Fun
I prefer to have fun, laugh and enjoy myself on my own.
I sometimes like to laugh and have fun with my friends.
I enjoy playing and having fun with my friends: they make me laugh and we all play.
I always like to make my friends happy and make them laugh. We all play together well.
I Listen
I don’t usually give compliments.
I sometimes give a compliment to my friend. I sometimes get a compliment.
I often give and receive compliments. I find it easy to think of nice things to say.
I always think of good things to say to my friends and they give me compliments too.
I Give Compliments
I find it hard to listen to other people talking. I prefer to talk.
I remember to look at my friends when they speak. I sometimes don’t ask questions.
I am a good listener. I look at my friends, don’t interrupt and ask them questions.
I am a great listener. My friends are always talking and sharing things with me.
I Play
I don’t like to ask people to play with me.
Sometimes I will ask someone to play with me, but only if I am in the mood to.
I usually ask my friends to play and ask them to be my partner or in my group.
I always ask my friends to play and like it best when everyone joins in and is included.
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bric u R k r o Homew With your partner, design a rubric for homework. You might include elements like: 4-
I aced my homework.
2-
I needed to do more to have completed my homework.
3-
I completed my homework
1-
I did not complete my homework or follow directions.
and followed directions.
Then rate yourself on your rubric. Your teacher will also rate you. POINTS
LOOKS LIKE
4 I aced my homework.
✓ Thorough answers ✓ Complete sentences ✓ Extra examples ✓ More than required written ✓ Beautifully presented
STUDENT RATING
TEACHER RATING
3 I completed my homework and followed directions. 2 I needed to do more to have completed my homework. 1 I did not complete my homework or follow directions.
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ric b u R n tio a t n e s e Pr Poster With your partner, consider what elements you would like to include when evaluating a poster project. Then consider a scoring system and what scores or descriptive words you would like to use. This is a draft rubric that might help you get started.
CATEGORY
4
Content
Details on the poster capture the important information about the topic.
Use of Graphics
All graphics are relevant and help viewers understand the information.
Organisation
Information is well organised and makes sense.
Layout and Design
All information on the poster is relevant and design is clear and clean.
Spellings
No spelling, punctuation or grammatical errors.
3
2
1
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ps U t r a St
S t ar
t Up I MA s D E A AS F OLLO PLAN WS . ..
Start Ups
BEFORE I start I ...
S t ar
t Up s
This
CONN
E C TS
with
...
Start Ups
I’m READY to GO as I ...
S t ar t U ps
I’m gett ing STUCK IN by ...
S t ar t
Ups
INK L n a Ic o ... t s i h t
Your teacher will guide you on when and where to use these stickers. They may be placed in your copybook, in your homework diary, or on a noticeboard / response board.
OTRs
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ink h T d n Stop a k Stop and Thin
Stop and Think
I’m on the RIGHT track because ...
hink T d an Stop
D E W E VI E R I’VE AT I’M WH BY ... G DOIN
hink Stop and T
I MADE a ... MISTAKE in
I STILL need to ...
k Stop and Thin
I can COMPARE this to ...
Stop and Th ink
I’m going to
CONNECT this by ...
Your teacher will guide you on when and where to use these stickers. They may be placed in your copybook, in your homework diary, or on a noticeboard / response board.
OTRs
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w e i v e R s Let’ w Revie s ’ t e L Let’s Review
I ENJOYED this because ...
ED L G G TRU se ...
I S his becau with t
w Let’s Revie
Let’s Review
THIS WAS FRUSTRATING FOR ME BECAUSE ...
Let’s Review
I need to
K NO W M O R E about ...
ASY This was E for me ...
Let’s Review
NEXT TIME I WILL ...
Your teacher will guide you on when and where to use these stickers. They may be placed in your copybook, in your homework diary, or on a noticeboard / response board.
OTRs
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Learne
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� � �M �u �ng�h Ab S �� �l� M� � o�� W� �y M� u� S�h � W �n � �� Ab Le� M�
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1
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11:29 25/06/2019
www.mylearnerid.com
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LEARNER I Y
D
M
s yet? ird b you named the ve a H
Do you see the birds? At times, the bird is unsure and needs help to move on. At times, the bird needs a little push to take off. Other times, the bird is flying away, high up into the sky. These birds are just like you as a learner! My Learner ID tracks how you become a learner and how you feel about learning. Enjoy every page as you uncover how you learn best!
ISBN 978-1-84536-870-8
9 781845 368708
www.mylearnerid.com
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