b
Learning and
Self-management Tools and Techniques: The student keeps records of work
activities in an orderly manner; that is, the student:
| • | sets up a system for storing records of work activities; |
| • | maintains records of work activities in a way that makes it possible to find specific materials quickly and easily. |
The students kept copious records of their work activities. Included here
is a record of all the Cozy Cushions they gave away as gifts and a list
of special orders.
This chart
records the students’ work rotations for shredding. The facts are
presented in a way that makes it possible to find specific information
quickly and easily. The days of the week are written in bold on the left-hand
side and the corresponding names of the students who would be working
on the shift are written to the right. This is a format used often on
shift/rotation rosters of this kind. The chart also notes the additional
responsibilities of students working these shifts, “You must clean
up when through.”
A student’s journal
records the development of the schedule.
Because
the students were also running a competition to see which classroom produced
the most paper for recycling, the students had to keep records of the
amount of paper each classroom recycled every week. Included in the right-hand
column are the reasons for the disqualification of a classroom, e.g.,
“coffee cup in the bin,” and “Tissues and food in the bin.”
All of these record keeping activities were student-designed and directed.
c
Learning and Self-management Tools and Techniques: The
student identifies strengths and weaknesses in his or her own work; that
is, the student:
| • | understands and establishes criteria for judging the quality of work processes and products; |
| • | assesses his or her own work processes and products. |
This is
an excerpt from a student’s log about the plan for selling Cozy Comfort
pillows at the book fair during Grandparents’ Day. It establishes
some of the tasks that the students had to complete before Grandparents’
Day: making many more pillows to sell and deciding what to do with the
profits. The log provides evidence of students’ monitoring of their
work processes and products.
The students
assessed their own work when planning to sell their product at Grandparents’
Day. They recorded the criticism that their designs were “to [sic]
girly” and came up with a solution, “…train the bubble
writers to make designs that are boyish.” They also decided to plan
for the Fall and the Harvest Festival in the following year, “to
make a lot of Cozy Comforts and make Halloween designs over them and sell
them.”
The students put together
a list of the most important things to remember when managing the Cozy
Comfort business. This list was compiled for the incoming class who were
going to take over the business. It reflects what the students learned
from their ongoing evaluation of their work.
