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natashya@erinkentconsulting.com

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VIS Empowerment Portfolios Session 1 - Google Jamboard

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mrs.justine.otte@gmail.com
@justine_otte
@EKC_Literacy
#EKC

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Attached, Ch. 4 Getting Clear on Portfolio Purpose, Ownership, and Content

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The Power of Portfolios: Lesson 4 Purpose, Ownership, and Content

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Our students just finished a second round of Student Led Conferences (SLC) this school year (one in Semester 1 and another in Semester 2).

SLCs are a formal opportunity for students to present to their parents about the state of their learning. The students' advisor (a teacher responsible for a specific group of students during the school year) serves as a facilitator to prompt and guide the students if needed, but is a silent presence as the students share their learning with their parents. SLCs are not a time to talk about grades, student behavior, but about learning habits, process, improvements and goals.

Although there was emphasis placed on an ongoing documentation of each subject area as learning and reflection happened throughout the school year, a significant amount of time was dedicated to prepare for the SLCs
Preparation for Student Led Conferences

Each subject area had to be represented with at least one blog post. Each SLC blog post was to contain a title, an artifact, a reflection and be properly labeled.
Min Kyung's Blog Karin's Blog Juan Carlos'Blog Ji Won's Blog
Using the documentation posted to their blogfolios (process and showcase items), they select posts and artifacts that best demonstrated improvement or mastery of a learning target. Students connected their learning to specific school identified Core Values.

The slides below were shared with students to guide them through the process of preparing for the SLC. (Thank you Claire Arcenas for written directions as well as Visible Thinking Routines)

Student Led Conference
Students and parents gathered with the advisor for up to 30 minutes in a classroom setting. The student's blog site was projected to the screen and students used the artifacts as a trigger to talk about their learning. They spoke about their challenges, successes and areas of growth in relationship to the Core Values. Parents were encouraged to ask clarifying questions at any time. To wrap the SLC up, students spoke about the learning that occurred by going though the process of preparing for the conference and their learning goals for the last quarter.
Notes and Reflections
There was a loud rumbling noise among students in the days that lead up to the SLC.

Comments such as the ones below were expressed by many:

"We are tired of writing reflections"

"I am sick of having to write a blog post in EVERY SINGLE CLASS!"

"Why do I have to do this?"

"I am writing what my teachers want to hear, but not really what I think."

I seriously started to doubt the approach to support Blogging Beyond One Classroom. Was it inevitable, if students were expected to "learn, reflect, share"for all their classes (from Math, Humanities, Science to Orchestra to Physical Education), that they were going to burn out? Could the "exponential explosion" of reflective blog posts clumped together in the immediate days before the SLC be blamed for it?

Was "too much of a good thing".... well simply too much?

Did we need to be more selective with WHAT types of reflections we asked students to make their learning visible? (Not every assignment, project or activity needs to be documented and reflected on?)

Did we need to adjust our language to not bunch everything under an umbrella of "Please write a reflection on your blog".

I am reminded that "It's one thing for us as teachers to articulate the kinds of thinking we are seeking to promote; it is another for students to develop a greater awareness of the significant role that thinking plays in cultivating their own understanding." ( Making Thinking Visible by Ron Ritchhard, Mark Curch and Karen Morrison). Do we need to double our efforts in helping students develop that awareness and continue to give them the why behind maintaining a blog (learning, reflecting and sharing as part of an overall process)?

Did we need to change/alter/modify the routine of adding the reflection as a separate piece, tagged on the end of a assignment, project or activity?

Despite the fact that students openly did not seem to "enjoy" the process of blogging and reflecting as it was happening in the days before the SLC (among my advisory students), it was unanimous (again informal survey from among my advisory students) that the process of reflecting, thinking about one's learning and going back to re-read/watch/look at previous posts and artifacts to identify areas of growth HAS helped and they are glad to have gone through the process. Students also recognized and articulated in their SLC specific learning opportunities and teaching methods from many of their classes that inspired and supported them in their learning process.
SLCs are an opportunity for:

Authentic opportunity to showcase skills in information literacy (organizing, categorizing and archiving of information created and published)

Building blocks of a positive digital footprint ( How do we support and guide our students to positive online publishing? What does it mean to be "googlable?" How do we not only build, but also maintain a positive digital footprint?)

Digital citizen issues come to surface ( What is shared? Why should we share? Observance of copyright. How do we keep ourselves safe? )

Evidence of using technology to demonstrate learning ( Technology is not only about Facebook, Instagram, Snapchat, or video games. "Digital natives might be wizards in using technology in other domains, but need guidance for using it for learning)

Resource or non-academic subjects are given time in conference and equally contribute to the students' learning profile

Advisors have a chance to step outside of their own classrooms and learn about their colleagues' work

As compared to first semester's SLC:

Overall blog quality has improved (communication through a variety of media forms, logistics of inserting & embedding different media, beginning of hyperlinked writing, advantages of writing in digital spaces became evident)

As blogfolios are continued being maintained, it is possible to track learning over time

The connections to the Core Values seemed much more natural and not an add-on

Student (oral and visual) presentation skills were practiced in a supportive environment

Students and parents focused less on academic grades and more on learning habits and process

SLC served and supported parent education in terms of modern skills, literacies and learning pedagogies

Juan Carlos ' Blog:

"I used to think my learning was accomplished by simple things such as paying attention , doing my work and taking it seriously but now I know that learning has more than those things , you need to be reflective , critical thinker and also a communicator. You need to apply all the core values to able to learn in an effective way."

Kari's Blog

"In which of the core values did you show the most progress or growth? What makes you say that?
I am getting better at communication. I am learning more Portuguese and improving with my blog and other technologies. This is very important in terms of communication. Balanced says that you can communicate in multiple languages. Improving in Portuguese means that I can communicate more to people who do not speak English. Also, I am getting better at using my blog which is another form of communication. People can come on and see my work and how I use my Blog."

"I used to think my learning was mostly about critical thinking, but now I think my learning is more about being reflective. Sometimes you cannot really grasp what you have learned unless you reflect on what you have done. This is an important part of learning and changing your learning habits and becoming better at something. If you just do something once and then never again, you don't really learn anything . Reflection makes you rethink again and understand better. "

Now what?
Where do we go from here? My hope is to continue:
Where are you in your journey of student digital portfolios/blogfolios? How do you prepare, run and learn from Student Led Conferences? Contribute to the exchange of ideas, thoughts, experiences, doubts, failures and successes? We are all pioneers. No one has done this for years and is an expert. We are all learning along the way. Let's help each other. Leave a comment or connect on Twitter, but don't keep your observations and perspectives on the topic to yourself.

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Student Led Conferences: Sick and Tired of Blogs & Reflection?

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Our students just finished a second round of Student Led Conferences (SLC) this school year (one in Semester 1 and another in Semester 2). SLCs are a formal opportunity for students to present to their parents about the state of their learning.

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As promised, here is my second post about Making Learning Visible and Digital Portfolios . . . Forgive me for any technical problems, or the lack of digital craftsmanship; I am still learning.

As an administrator and classroom teacher, I find myself in a wonderful position to make some important differences in how we communicate student progress and make learning visible. I have decided it is time to share my journey in communicating my students' learning using FreshGrade, an online student digital portfolio system.

My first message to my parents. As I reflect back on the year, it has been a journey of careful decision-making, exploring, and celebrating. Together with my students and parents, we have embraced the challenge of making the learning visible in our classroom in ways that I believe are authentic, meaningful, and instrumental in improving and enriching students' learning.
Pedagogical Documentation
When I began teaching in the early 80's, the ideas behind the pedagogical documentation developed by the preschool educators of Reggio Emilia in northern Italy inspired many teachers who valued and understood the importance of making learning visible. It has been my practice to document the learning that goes on in the classroom as a way of shaping how, and what, students learn and how teachers can continue to deepen student learning. This type of documentation was formative assessment at its best.

The most crucial component to documenting student learning was the voices of the children. It placed the child at the centre of the learning process; students were invited to reflect on and talk about their learning in real and informed ways, and to identify and set new learning goals.
A New Kind of Digital Documentation
As we began this new kind of digital documentation using FreshGrade, we first had to learn how to use it. This wasn't the difficult part. Thank you to all the wonderful resources that FreshGrade provided us. Our challenge making sure that what we were capturing and uploading into our portfolios was truly making learning visible.

I continued to find ways not only to show what students were doing and learning, but also to invite and document students talking about what they were doing and learning. I continually stopped and asked myself: "Where was the learning?" "Have I invited my students to make sense of their learning, to articulate what they are thinking, feeling, and attending to so that I could use this knowledge to further engage and support them in the process of understanding?"
Remember the Guiding Principles
As I reflect back on our journey and look at what we documented in our digital portfolios, I can identify three important guiding principles that I kept in mind to ensure that the very "stuff" we were making visible really did demonstrate student growth and learning:

Documentation that shows growth over time through revisited curriculum tasks or experiences, demonstrates concrete change in abilities, skills, behaviours, attitudes, and understanding.

Artifacts that invite student reflection and analysis of student learning, incorporate the thinking operations of observing, comparing, contrasting, analyzing, hypothesizing, imagining, and making conclusions.

Evidence that demonstrates student behaviour and growth in the three competency areas: thinking, communicating ideas, and personal/social development, reflects meaningful and relevant learning across all curriculum areas and provides opportunities for students to show their learning in a variety of ways.

As I continue to reflect on this past year, I can also identify some important big ideas that guided my decision-making in ensuring that what we were collecting would be of value in not only communicating student learning and progress with parents, but also providing feedback for students, which informed, improved, and deepened their learning.
The Teacher's Role
To capture and document student learning, I must be a careful observer, listener, and questioner. I have to help students create artifacts that are worth "putting their brains on" to talk about and analyze. I need to be patient and remember that it takes "a lot of slow to grow".

The importance of modelling, guiding, and scaffolding my learners' understanding and abilities so that they may become reflective and skilled in talking about their own learning progress, is essential. It is my job to help students become thoughtful practitioners who can make connected and meaningful observations and assessments about their learning. 'Where are they now? Where are they going? And how are they going to get there?" - this has to come first.

My interactions, the way I invite student observations, the way I ask questions, clarify reflections, and respond to students' words are key to helping students become skillful at analyzing and talking about their own learning. I need to remember it is the students' voices that need to be heard; this is how I access their thinking and understanding, in other words, their learning.
The Pedagogy Behind the Documentation
As we built our digital portfolios, it became very clear to me that the curriculum tasks I invited students to engage in completely determined if learning was made visible or not. It's not about documenting test scores, worksheets, and spelling lists. The tasks behind the documentation have to be well constructed, process-centered, open-ended, thinking tasks in order to invite students to reflect on and talk about their learning.

For example, if students are to talk about learning how to write, the way I teach students to become skilled writers makes a huge difference. How I help students understand and talk about what it means to be a "good" writer" and how they identify evidence to support their observations as writers, reflects my own understanding of what it means to be a "good" writing teacher. It's more than uploading a photo, or recording them reading a written task
Four Kinds of Documentation
When organizing and collecting data for our digital portfolios I am able to categorize them into four kinds of documentation:

Two of the Same - Student completes two of the same tasks which are documented over a period of time. For example, an impromptu write completed in October, and one completed in January; the two similar artifacts invite observations and comparisons, demonstrating student's growth and learning.

Showing the Knowing - Demonstrations/process-based sharing: student presents or "walks" through an activity, task, or process, explaining thinking, strategies, connections, decision making, problem solving skills, and understandings.
"How Do I Find the Missing Boxes" "It's Not just About Memorizing the Algorithm"
As I became more comfortable with using the digital tool, the way we documented and shared the learning became deeper and more meaningful. It wasn't always easy to find the time to work with every student, but I knew our collections had to share more. For example, sharing a child's development as a reader. It has to be more than simply recording the decoding of text and telling them what they need to do to get better.

Celebrating the Learning - Documented student artifacts show skill and ability reflecting criteria of success. May include performance standard descriptors or task generated criteria; comments are made based on observed evidence that meets criteria.

"Lights, Camera, Action, A Stop Motion iMovie" - individual projects are documented and shared to celebrate the learning and the end product.

"See I Can Dribble" - at the end of our Basketball Unit in P.E. every child was invited to show of their skills in a 12 second video and then write about their learning.

"A Holiday Book Talk Poster" - along with this video I documented the task criteria, as well as included photos showing the different activities the partners went through to complete the task.

Communicating the How and Whys - The fourth component documented by the teacher provides parents accessing the documentation a lens through which they can understand and support their children's learning. Descriptions and explanations about the curriculum activities are documented which inform, instruct, and communicate the big ideas, learning intentions, purpose, and goals behind the artifact.
Students Taking Ownership of Their Learning
In our classroom students are now documenting their own learning. With devices in hand they access their own Fresh Grade accounts to upload photos, videos, and, most importantly, their reflections. When children view the documentation as more then a record and a display, and move to share their observations, thoughts, feelings, values, and understanding, this is making learning visible.

It is exciting to watch and listen as students talk and write about what they did, and how they learned; what they struggled with, what was successful for them and how they know this is true. Through this language of reflection and analysis, students learn to monitor, assess, make decisions, and goals to move their learning forward.

I must remember, it takes time, modelling, and instruction for children to develop understandings and skills. Not only does it depend on rich and engaging process-orientated curriculum tasks, but also a safe and inclusive learning environment wherein every child feels prized and cared for and able to succeed.

As I prepare for our upcoming school year, I am excited to see where are journey using FreshGrade will take us. Through these reflections and writings, I have become clearer and more organized in my thinking and understanding of what it takes to make the learning in our classroom. Together, my students and I will focus on gathering and documenting evidence that not only communicates their progress, but also informs my students' learning and my teaching.

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Digital Portfolios . . . Making the Learning Visible

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As promised, here is my second post about Making Learning Visible and Digital Portfolios . . . Forgive me for any technical problems, or the lack of digital craftsmanship; I am still learning. As an administrator and classroom teacher, I find myself in a wonderful position to make some important differences in how we communicate student...

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a guide to documenting learning: making thinking visible

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and amplified (corwin teaching essentials)

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student participation in curriculum planning.

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documenting learning; evidence of learning; assessment; teaching methods; pedagogy

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education / teaching methods & materials / general

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education/teaching methods & materials - general

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student participation in curriculum planning

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student participation in curriculum planning.

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education / teaching methods & materials / general

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education/teaching methods & materials - general

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A Guide to Documenting Learning: Making Thinking Visible, Meaningful, Shareable, and Amplified (Corwin Teaching Essentials)

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A Guide to Documenting Learning: Making Thinking Visible, Meaningful, Shareable, and Amplified (Corwin Teaching Essentials) [Tolisano, Silvia Rosenthal, Hale, Janet A.] on Amazon.com. *FREE* shipping on qualifying offers. A Guide to Documenting Learning: Making Thinking Visible, Meaningful, Shareable, and Amplified (Corwin Teaching Essentials)

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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Reading and Writing Workshop in International Schools

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Reading and Writing Workshop in International Schools

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Great group focused on literacy!

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Resources and reflections from the previous portfolio inquiry with Amber.

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If we are to meaningfully include portfolios in our learning, it will take time. Where will we make time in the busy schedule to teach students how to evaluate, select and reflect on their learning? What can we remove from our plates?

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I would love to see examples of successful uses of Seesaw as a portfolio - to see the scope and variety. 

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I would love to see examples of successful uses of Seesaw as a portfolio - to see the scope and variety. 

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VIS-Analyzing our current Portfolio Agreements - Google Jamboard

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VIS-Analyzing our current Portfolio Agreements

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As promised, here is my second post about Making Learning Visible and Digital Portfolios . . . Forgive me for any technical problems, or the lack of digital craftsmanship; I am still learning.

As an administrator and classroom teacher, I find myself in a wonderful position to make some important differences in how we communicate student progress and make learning visible. I have decided it is time to share my journey in communicating my students' learning using FreshGrade, an online student digital portfolio system.

My first message to my parents. As I reflect back on the year, it has been a journey of careful decision-making, exploring, and celebrating. Together with my students and parents, we have embraced the challenge of making the learning visible in our classroom in ways that I believe are authentic, meaningful, and instrumental in improving and enriching students' learning.
Pedagogical Documentation
When I began teaching in the early 80's, the ideas behind the pedagogical documentation developed by the preschool educators of Reggio Emilia in northern Italy inspired many teachers who valued and understood the importance of making learning visible. It has been my practice to document the learning that goes on in the classroom as a way of shaping how, and what, students learn and how teachers can continue to deepen student learning. This type of documentation was formative assessment at its best.

The most crucial component to documenting student learning was the voices of the children. It placed the child at the centre of the learning process; students were invited to reflect on and talk about their learning in real and informed ways, and to identify and set new learning goals.
A New Kind of Digital Documentation
As we began this new kind of digital documentation using FreshGrade, we first had to learn how to use it. This wasn't the difficult part. Thank you to all the wonderful resources that FreshGrade provided us. Our challenge making sure that what we were capturing and uploading into our portfolios was truly making learning visible.

I continued to find ways not only to show what students were doing and learning, but also to invite and document students talking about what they were doing and learning. I continually stopped and asked myself: "Where was the learning?" "Have I invited my students to make sense of their learning, to articulate what they are thinking, feeling, and attending to so that I could use this knowledge to further engage and support them in the process of understanding?"
Remember the Guiding Principles
As I reflect back on our journey and look at what we documented in our digital portfolios, I can identify three important guiding principles that I kept in mind to ensure that the very "stuff" we were making visible really did demonstrate student growth and learning:

Documentation that shows growth over time through revisited curriculum tasks or experiences, demonstrates concrete change in abilities, skills, behaviours, attitudes, and understanding.

Artifacts that invite student reflection and analysis of student learning, incorporate the thinking operations of observing, comparing, contrasting, analyzing, hypothesizing, imagining, and making conclusions.

Evidence that demonstrates student behaviour and growth in the three competency areas: thinking, communicating ideas, and personal/social development, reflects meaningful and relevant learning across all curriculum areas and provides opportunities for students to show their learning in a variety of ways.

As I continue to reflect on this past year, I can also identify some important big ideas that guided my decision-making in ensuring that what we were collecting would be of value in not only communicating student learning and progress with parents, but also providing feedback for students, which informed, improved, and deepened their learning.
The Teacher's Role
To capture and document student learning, I must be a careful observer, listener, and questioner. I have to help students create artifacts that are worth "putting their brains on" to talk about and analyze. I need to be patient and remember that it takes "a lot of slow to grow".

The importance of modelling, guiding, and scaffolding my learners' understanding and abilities so that they may become reflective and skilled in talking about their own learning progress, is essential. It is my job to help students become thoughtful practitioners who can make connected and meaningful observations and assessments about their learning. 'Where are they now? Where are they going? And how are they going to get there?" - this has to come first.

My interactions, the way I invite student observations, the way I ask questions, clarify reflections, and respond to students' words are key to helping students become skillful at analyzing and talking about their own learning. I need to remember it is the students' voices that need to be heard; this is how I access their thinking and understanding, in other words, their learning.
The Pedagogy Behind the Documentation
As we built our digital portfolios, it became very clear to me that the curriculum tasks I invited students to engage in completely determined if learning was made visible or not. It's not about documenting test scores, worksheets, and spelling lists. The tasks behind the documentation have to be well constructed, process-centered, open-ended, thinking tasks in order to invite students to reflect on and talk about their learning.

For example, if students are to talk about learning how to write, the way I teach students to become skilled writers makes a huge difference. How I help students understand and talk about what it means to be a "good" writer" and how they identify evidence to support their observations as writers, reflects my own understanding of what it means to be a "good" writing teacher. It's more than uploading a photo, or recording them reading a written task
Four Kinds of Documentation
When organizing and collecting data for our digital portfolios I am able to categorize them into four kinds of documentation:

Two of the Same - Student completes two of the same tasks which are documented over a period of time. For example, an impromptu write completed in October, and one completed in January; the two similar artifacts invite observations and comparisons, demonstrating student's growth and learning.

Showing the Knowing - Demonstrations/process-based sharing: student presents or "walks" through an activity, task, or process, explaining thinking, strategies, connections, decision making, problem solving skills, and understandings.
"How Do I Find the Missing Boxes" "It's Not just About Memorizing the Algorithm"
As I became more comfortable with using the digital tool, the way we documented and shared the learning became deeper and more meaningful. It wasn't always easy to find the time to work with every student, but I knew our collections had to share more. For example, sharing a child's development as a reader. It has to be more than simply recording the decoding of text and telling them what they need to do to get better.

Celebrating the Learning - Documented student artifacts show skill and ability reflecting criteria of success. May include performance standard descriptors or task generated criteria; comments are made based on observed evidence that meets criteria.

"Lights, Camera, Action, A Stop Motion iMovie" - individual projects are documented and shared to celebrate the learning and the end product.

"See I Can Dribble" - at the end of our Basketball Unit in P.E. every child was invited to show of their skills in a 12 second video and then write about their learning.

"A Holiday Book Talk Poster" - along with this video I documented the task criteria, as well as included photos showing the different activities the partners went through to complete the task.

Communicating the How and Whys - The fourth component documented by the teacher provides parents accessing the documentation a lens through which they can understand and support their children's learning. Descriptions and explanations about the curriculum activities are documented which inform, instruct, and communicate the big ideas, learning intentions, purpose, and goals behind the artifact.
Students Taking Ownership of Their Learning
In our classroom students are now documenting their own learning. With devices in hand they access their own Fresh Grade accounts to upload photos, videos, and, most importantly, their reflections. When children view the documentation as more then a record and a display, and move to share their observations, thoughts, feelings, values, and understanding, this is making learning visible.

It is exciting to watch and listen as students talk and write about what they did, and how they learned; what they struggled with, what was successful for them and how they know this is true. Through this language of reflection and analysis, students learn to monitor, assess, make decisions, and goals to move their learning forward.

I must remember, it takes time, modelling, and instruction for children to develop understandings and skills. Not only does it depend on rich and engaging process-orientated curriculum tasks, but also a safe and inclusive learning environment wherein every child feels prized and cared for and able to succeed.

As I prepare for our upcoming school year, I am excited to see where are journey using FreshGrade will take us. Through these reflections and writings, I have become clearer and more organized in my thinking and understanding of what it takes to make the learning in our classroom. Together, my students and I will focus on gathering and documenting evidence that not only communicates their progress, but also informs my students' learning and my teaching.

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Digital Portfolios . . . Making the Learning Visible

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As promised, here is my second post about Making Learning Visible and Digital Portfolios . . . Forgive me for any technical problems, or the lack of digital craftsmanship; I am still learning. As an administrator and classroom teacher, I find myself in a wonderful position to make some important differences in how we communicate student...

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Create a new document and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Docs to edit Word files. Free from Google.

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VIS-Analyzing our current Portfolio Agreements - Google Jamboard

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VIS-Analyzing our current Portfolio Agreements

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Grade 2 ATL and Portfolio Planning - Google Jamboard

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VIS Grade 3 ATL and Portfolio Planning - Google Jamboard

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VIS Grade 4 ATL and Portfolio Planning - Google Jamboard

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VIS Grade 5 ATL and Portfolio Planning - Google Jamboard

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Add an example from each Grade level of a portfolio entry that is ATL inspired and empowers learners to reflect on their learning skills journey.

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https://app.seesaw.me/pages/shared_activity?share_token=05UJRMpfToGh9_6qeuEfWQ&prompt_id=prompt.2cff4d48-7089-4c96-ae9a-223a8296c0a0

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1. Open the template. 2. Read each section. 3. Think about your response. 4. Complete the sheet.

Compatible with: Chromebooks, computers, iPads, iPhones, Android tablets, Android phones, Kindle Fire

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1. Open the template.
2. Read each section. 3. Think about your response. 4. Complete the sheet.

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Social Skills Interpersonal relationships

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Define 'assessment capable learners' in 12 words or less. Share your definition(s) here and make your thinking visible!

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Add your planning notes to the shared document for sharing and referencing next year...

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VIS Grades 2-5 POI ATL Mapping