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Portfolios are a means for students to be in charge of their learning and show their growth through a variety of ways.

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Portfolios are a means for students to be in charge of their learning and show their growth through a variety of ways.

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The reading (text A) reminded me of the components of a portfolio and how it should be used. I liked the part about how the purpose can change. During the year the portfolio is a place to hold the process and at the end of the year students select which parts they want to make public.

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Portfolios can be individualized so that the pieces included are reflective of the students growth and self-reflection

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Portfolios can be individualized so that the pieces included are reflective of the students growth and self-reflection

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Us magnets or clips to label learning targets and skills to help students notice and name

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Need to think backwards about kind of evidence and learning experiences used to create them as well as forwards designing learning opportunities - how will we document

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Journal entries at the end of the day, allow students to select anything to write about that may relate to the skill

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making it organic

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Students learn to communicate their thinking around their strategies.

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For number talks, I plan to use sticky notes or small sheets that students complete.

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For number talks, I plan to use sticky notes or small sheets that students complete.

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Making a connection between how I as the teacher have been modeling the documentation of evidence on sticky notes, to creating a student interactive bulletin board to do the same thing.

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for reflection

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Portfolios give students an opportunity to have choice in how their learning is documented.

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Portfolios give students an opportunity to have choice in how their learning is documented.

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i love that students are curating these to make it authentic!

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Using the rubric to give the students feedback, especially in the lower grades

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What a great idea to have the students log.

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teaching skills to teachers and students

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teaching skills to teachers and students

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As we begin to implement more explicit instruction around POG skills, we can use book talks as an authentic vehicle for demonstrations of communicator and collaborator skills. We might add to this by recording specific students comments or conversations that are good examples of sharing ideas, speaking for an audience, and working together towards understanding.

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Portfolios are not synonymous with cumulative files, but rather are an encapsulation of the student as a learner. Which artifacts would they choose to represent their learning? What conclusions would they draw or insights would arise upon reflection?

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We need to find a way to have students practice presenting on their learning. Flipgrid?

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Being deliberate in how incorporate these skills and knowledge into our daily conversations and reflections

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Being deliberate in how incorporate these skills and knowledge into our daily conversations and reflections

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Portfolios provide flexibility so that all students can be monitor growth!

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Portfolios provide flexibility so that all students can be monitor growth!

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Working weekly so that students are constantly curating their evidence and reflecting

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Make sure we are teaching skills and expectations.

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Noticed that teachers are focusing on the preparation of the project/lesson.  Teachers need to focus on what to do during the process of learning.

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Noticed that teachers are focusing on the preparation of the project/lesson.  Teachers need to focus on what to do during the process of learning.

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We need to build capacity in students to understand how to communicate the skills they are using and how they know. Their ability to articulate their growth will not only support their meta-cognitive ability but also the skills of their peers.

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Number talks are a great way to work on the "speaking clearly  so that others can understand."  I/they need to work on ways to collect the evidence.

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Number talks are a great way to work on the "speaking clearly  so that others can understand."  I/they need to work on ways to collect the evidence.

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It's important to begin the curation of evidence early and to provide the guidance and rubric needed to help students understand how to choose their artifacts. An abundance of evidence will allow the students to choose work they're proud of and the reflections will come more naturally and be more authentic.

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scaffolding lessons so students learn how to self reflect and describe their growth.   

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scaffolding lessons so students learn how to self reflect and describe their growth.   

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Students set goals directly related to the skills, then track their growth over time to help curate evidence.

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I love how student driven portfolios are.

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I love how student driven portfolios are.

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Can be in progress throughout the year- students take ownership of what goes in and can make final decisions before POL

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Portfolios allow for students to exhibit learning that may not be evident in assessments

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I love how portfolios can be personalized and can show student growth.

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Flip chart that students could use to name skills within an attribute-like a POGLOG

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Flip chart that students could use to name skills within an attribute-like a POGLOG

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Teachers supporting, facilitating, scaffolding...

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Portfolios are an intersection of instruction and assessment, and together these two are more powerful than separately

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Must have self-reflection that demonstrates the students' understanding of the learning process.

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I love this idea of the kids keeping a running document of pog evidence. This can help them with awareness throughout the year and accountability for their learning.

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How to have the students invested in demonstrating their accomplishment over time in an authentic format?

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Progress and growth focused.
Can change throughout the year and end product is what they want the audience to see.

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We need to develop teacher capacity  and confidence in developing this approach to evidence gathering and student ownership.

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We need to develop teacher capacity  and confidence in developing this approach to evidence gathering and student ownership.

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I like the idea of a weekly reflection in a pog log and would be interested in incorporating this in my classroom

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Portfolios are a great way to show authentic growth.

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Portfolios are a great way to show authentic growth.

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Folders for daily/weekly reflection (POG LOG)

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Folders for daily/weekly reflection (POG LOG)

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Should be student-centered and allow student choice and reflection.

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Really being intentional in our incorporation of POG in our daily routines

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I appreciated brainstorming different ways to show evidence for POG POLs and that there are many types of evidence you can use - there is no wrong piece of evidence. I also want to continue remembering to make student reflection a part of every day and give many opportunities for this.

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When creating portfolios, they need to show evidence of learning for the student. This means, teachers may help GUIDE the students to what they should place in their portfolios, but they should not be TELLING them what needs to go in the portfolio. Teachers should scaffold the selection process for the students. Allowing them to have autonomy.

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The portfolios can be fluid through the year, but final product mus

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The portfolios can be fluid through the year, but final product mus

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Giving students the choice to select and reflect on a skill.

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Portfolios can show a variety of evidence and learning. Students can take ownership of what is in their portfolio.

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Common understanding of rubric and look-fors by staff is key for both instruction and scoring.

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Portfolios are an excellent way to gather student progress and to develop independence and ownership of learning. 

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Portfolios are an excellent way to gather student progress and to develop independence and ownership of learning. 

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Portfolios by nature help students to reflect and help nurture growth

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I want to find more effective ways to collect evidence. I loved the idea of POG Logs.

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Portfolios show growth of student learning

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Portfolios show growth of student learning

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Self-reflection/metacognition - understanding how we know what we know.  This could be applied across other curriculum

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Self-reflection/metacognition - understanding how we know what we know.  This could be applied across other curriculum

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Wondering how to keep the guidelines vague enough to allow for creativity and authentic reflection/products, but still having guidelines/rubrics to assess with equity and the process in mind.

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I would like to correlate portfolio/evidence collection to report cards. Could students collect work samples that demonstrate Progress Report Standards?

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Portfolios play a very important role, and can show evidence that test scores do not show.

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Portfolios play a very important role, and can show evidence that test scores do not show.

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POG POL - it's the process, not the product

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POG POL - it's the process, not the product

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I appreciate my partner during the reading who discussed how the process is important. Developing these skills takes time and a continued focus on our POG attributes.

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When curating evidence for portfolios, rubrics help students understand expectations for what supports their growth

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When curating evidence for portfolios, rubrics help students understand expectations for what supports their growth

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Clear criteria is key for students to make strong selections of evidence for their portfolio.

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Students need to have ownership over their learning. In my class I work to give students choice of learning and time to reflect over their skills and growth.

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Evidence can come from many sources and doesn't always have to be in the classroom. It is important that it is authentic to the student and their POG skill.