‘My Learner ID’ tracks the voice of the learner in their journey through education and on becoming a learner.  The LID Series offers a coherent developmental and stage appropriate framework to track the voice of the learner over the school years. Activities are designed throughout the series to elicit the perspectives of the learner and to prompt the learner to record their voice about the learning process and learning experiences.

My Learner ID Series nurtures learner responsibility, efficacy and ownership. Learners are encouraged to reflect on the learning process, to understand how to become an effective learner and to choose strategies that enable greater efficiency and success in learning. My Learner ID is designed to shift responsibility in learning from teacher led practices to learners claiming responsibility, ownership and autonomy for their own learning.

My Learner ID Series presents a section on ‘My Learning Ways’. This section addresses learner dispositions and growth mindsets. The inclusion of this section reflects an understanding that there are tendencies towards particular patterns of intellectual behaviour and that dispositions are acquired.  The intent of this section is to build learner consciousness  and understanding of the meaning of learner disposition and to develop the capacities, tools and tactics to use that disposition effectively.

The LID series addresses the ‘how’ of learning and encourages learners to reflect and develop key learner dispositions associated with effective learning. Attention, Memory, Organisation, Metacognition, Mindsets and Learning Behaviours are explored in third to sixth class.  Themes from Aistear are explored in the younger years.

My LID series scaffolds teachers practice in their use of formative assessment  methodologies by providing learners with Opportunities To Respond, Assist Cards and Cubes, Reflect Cards, Rubrics, Self and Peer Assessment schedules. In a national and international policy climate of increased dialogue about student engagement, formative assessment, student well-being and whole school evaluation, Opportunities to Respond (OTRs) augment student participation, achievement and educational outcomes. The inclusion of OTR ideas in Part 2 provides teachers with a tangible range of tools to support the development of Learner Identity in all students.

This unique publication is timely in supporting key current policy documents. ‘My Learner ID’ supports 43 Statements of Highly Effective Practice from the new framework for school self-evaluation (Looking At Our Schools, 2016). It offers a foundation block for Learner Support Files (NEPS, 2017) providing a holistic and balanced view of the learner, centred on the perspective and voice of the learner.

My Learner ID offers a coherent developmental and stage appropriate framework to track the voice of the learner over the school years. This repository will offer insight into the development of the learner at various points in time and across time and will be invaluable as a research tool and to learners themselves as they look back on the process of becoming a learner.