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Learning Logs Sarah Mohr, Kelcy Currin – La Vista West Josh Allen – Papillion-La Vista Schools
<ul><li>One way to help all students increase the amount of information they retain from their hours in the classroom is t...
<ul><li>Learning logs allow students to choose how they wish to connect to the information, although students are still ac...
<ul><li>For each new class or topic during the day, depending on student age and ability, students make new entries in the...
<ul><li>Students can list, sketch, chart, or diagram three to five main points, new items they learned, or facts that were...
<ul><li>Because students have choice in how they log their new learning, the material becomes more personally meaningful. ...
<ul><li>Willis, Dr. Judy;  Brain-Friendly Strategies for the Inclusion Classroom;  ASCD, 2007 </li></ul>
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Lvw Model

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Quotes from a book on learning logs.

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Transcript of "Lvw Model"

  1. 1. Learning Logs Sarah Mohr, Kelcy Currin – La Vista West Josh Allen – Papillion-La Vista Schools
  2. 2. <ul><li>One way to help all students increase the amount of information they retain from their hours in the classroom is to have them keep personal learning logs. </li></ul><ul><li>(Willis, 2007, p. 30) </li></ul>
  3. 3. <ul><li>Learning logs allow students to choose how they wish to connect to the information, although students are still accountable for including the important nuggets from each lesson. </li></ul><ul><li>(Willis, 2007, p. 30) </li></ul>
  4. 4. <ul><li>For each new class or topic during the day, depending on student age and ability, students make new entries in their logs. </li></ul><ul><li>(Willis, 2007, p. 30) </li></ul>
  5. 5. <ul><li>Students can list, sketch, chart, or diagram three to five main points, new items they learned, or facts that were emphasized during the class. The ideal time to complete this activity is immediately after the lesson. </li></ul><ul><li>(Willis, 2007, p. 30) </li></ul>
  6. 6. <ul><li>Because students have choice in how they log their new learning, the material becomes more personally meaningful. Using their preferred learning style to record the material prompts students’ most receptive brain centers when they review their logs. </li></ul><ul><li>(Willis, 2007, p. 30) </li></ul>
  7. 7. <ul><li>Willis, Dr. Judy; Brain-Friendly Strategies for the Inclusion Classroom; ASCD, 2007 </li></ul>
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