The Scottish Government launched the Scottish Attainment Challenge in 2015, and prioritised “Closing the Poverty-Related Attainment Gap” by ensuring equity within education in Scotland, enabling every child to reach their full potential, this was underpinned by The National Improvement Framework (The Scottish Government, 2016).
In a bid to raise attainment educators must ensure that learners are aware of how to bridge the gap between what they know and what they want to know. It is the responsibility of the teacher to help them bridge that gap and enable them to reach their goal. Learners must have the opportunity to take ownership of their success and achievements in class (Fisher and Frey, 2004). Therefore, the focus of this enquiry is to use the reflective learning logs strategy in class to assess the impact it has on bridging the gap, in addition to activating pupils as owners of their own learning (Williams, 2006)
Research has shown that if learners are given ‘individual accountability’ (Laal et al, 2013.) they will then become accountable for her/his performance and learning. Generally speaking, studies show that reflective learning logs seem to be effective in personalising and deepening the quality of learning and in helping learners to integrate the material of learning. (Moon, 2003)
- To analyse the impact of reflective learning logs on pupils’ achievement in class.
- To observe any changes in pupils’ motivation during enquiry period.