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Learning Logs

A structured record where learners regularly reflect on what they have learned, how they learned it, and what they need to work on next.

Assessment for learning
Learning Logs diagram

What is learning logs?

  • Give each learner a dedicated section or booklet for their learning log
  • At regular intervals, learners write brief reflections on their learning
  • Use prompts such as "What did I learn?", "How did I learn it?", "What do I need to do next?"
  • Review logs periodically to track progress and set targets

How it works

A learning log is a structured record of reflection. At regular intervals, learners write brief entries about their learning: what they have learned, how they learned it, what they found difficult, and what they need to do next. The entries can be structured with prompts or more freeform depending on the age and experience of the learners.

The purpose is to develop metacognition. By regularly reflecting on their learning, learners become more aware of how they learn best, what strategies work for them, and where they need to focus their effort. Over time, the log becomes a personal record of growth that both the learner and the teacher can refer to.

Learning logs work best as a routine. Five minutes at the end of a lesson, or ten minutes at the end of a week, is enough. The key is consistency. Occasional reflection has limited impact. Regular reflection builds the habit of self-assessment.

The teacher should read the logs periodically and respond with brief comments. This creates a written dialogue about learning that complements verbal feedback. Logs also provide valuable evidence of learning for both formative assessment and reporting.

Classroom example

A Year 6 class in a Powys primary school keeps a weekly learning log. Every Friday afternoon, learners spend ten minutes writing in response to three prompts: "The most important thing I learned this week was...", "I learned it by...", and "Next week I want to get better at..." One learner writes: "I learned that fractions and decimals are the same thing shown differently. I learned it when we used the fraction wall. Next week I want to practise converting fractions to decimals without the wall." The teacher reads this and plans a targeted activity for the following week.

Curriculum for Wales connection

Learning logs develop the "Reflect" strand of thinking skills by building habitual self-assessment and metacognition. They develop cross-curricular literacy through reflective writing and support the development of "ambitious, capable learners" who can take ownership of their own progress.

Rainbow Curriculum's Thinking Tools lens helps you plan where reflective practices are embedded across your curriculum, ensuring metacognition is developed consistently.

Tips

  • Keep prompts simple and consistent. Changing the prompts every week confuses learners.
  • Five minutes of focused reflection is better than twenty minutes of unfocused writing.
  • A common pitfall: never reading the logs. If learners know no one reads them, they stop taking them seriously.
  • For younger learners, use drawings or sentence starters instead of open-ended prompts.
  • Distinguish learning logs from writing journals. Learning logs are structured and focused on metacognition. Writing journals are freeform and personal.

Source: Adapted from "How to develop thinking and assessment for learning in the classroom", Welsh Assembly Government, Guidance 044/2010.