Skip to main content

Portfolios: Once More, With Feeling



I had earlier talked about my new design for student portfolios in my class. After finishing out first unit I had students finish up the first unit entry.  For this first unit I pulled back a bit on my full outline I planned for each unit. It is my hope that this first unit page will serve as a toe dipping and in our second unit I can add more elements that I had intended to add originally.  I felt that getting students comfortable in the Google Sites environment the first go around and giving them some feedback was more important than having them start out with my full blown vision.

So, this go around our unit page was divided into 3 sections.

Objectives

For our first go around, I simply had students add the unit objectives to this section.  In our next unit, I plan to have them write them in their own words as well.

Narrative

The intention of this section is for students to reflect of their performance on formative quizzes.  In the first unit we had 2 quizzes.  I dropped the ball on this one.  We were pressed for time on the day of the 2nd quiz and I failed to tell students to do their reflection.  By the time I realized it, enough time had passed that it wouldn't be nearly as meaningful or relevant.  I want this section to be an immediate reaction to how they did, what helped them learn, and possible next steps.  I still struggling at how formal this should be or if it should be.  Should I make it a less rigid prompt and make it more of a free reflection.

Artifact

The artifact section differs a little for those students who took the test vs those who completed the alternative assessment.  Those who took the test were asked to reflect on their performance and look at their goal for the next unit.  If students would like to earn test correction points, this is where they would embed their correction document.  For students who completed the alternative assessment, they are asked to reflect on the process of the creation including successes, struggles, and if they were to do it again what they would change.  In addition, they are to embed their alternative assessment.

Looking at the student pages, they are all over the spectrum.  They key will be in providing in depth feedback on what is working and what students could expand/improve on.  


I've included some screenshots below.  This portfolio is ultimately intended for a general audience. I'd love some constructive feedback on how you think the format could be improved to communicate with an audience and to allow for learner relevance.

Also if you're doing portfolios, what are your students putting in them? I desperately want to know regardless of grade level.












Popular posts from this blog

Waves of Innovation in Elmbrook Part 1

As a part of a graduate project, I am looking at innovations in education within my school district, Elmbrook Schools. I am specifically focusing on those looking to provide learners with more ownership over their own learning (a.k.a. personalizing learning). I've completed 4 interviews so far.  I had no intention of sharing them via this blog.  But, I think the stories and insights of these educators really are important for all.  They were vulnerable in a way that shows their passion for what they are undertaking.  They want the best for all learners not simply students, but educators who may hear their words.  So, please take the time to listen to their stories.  


In this video, Jeff Ortman a teacher in his 22nd year, discusses implementing strategies to give students ownership of their learning in his high school English classroom.  He discusses why he wanted to change his learning environment, his first steps to bring change, how choice and feedback are key to his classroom, a…

Can I Believe These Numbers?

Our union put out the results of a recent district survey.  The number of those who responded to the survey was low in comparison to the total number of certified staff. But the number and comments related to personalized learning struck me as troubling.


Based on this data, over half of the district staff polled are not onboard with the district's vision for personalized learning.  I would argue that not knowing the district vision for personalized learning is synonymous with not understanding what personalized learning is. The mission of the Elmbrook School Districtto inspire every student to think, to learn and to succeed.  By personalizing learning, we hope to achieve that mission.
I begin to question have we put the phrase before the meaning?  Have we thrown out this word without intention?  Have we made it to much of another thing to do rather than a method to achieve our shared vision.
These numbers shake me to the core.  After the recent presidential election, I realized I was…

How to Personalize Learning Part 3: Knowing How a Classroom Learns

Now, it may seem contradictory to state that teachers should create a classroom learner toolkit.  All individuals in our class have their own profile. We can’t simply design on blanket profile for the class.  That is very true.  That’s why Bray and McClaskey take a different approach to what a classroom learning toolkit looks like.  It is a 3-step process Class Learning Snapshot Preferences and Needs Class Learning Toolkit

Class Learning Snapshot In this model of designing tools for a whole classroom, the authors first recommend the teacher identify 4 learners who are diverse.  The Class Learning Snapshot records the specific strengths, talents, interests, and challenges of those four learners. If a teacher could meet the needs of these diverse learners through UDL, the needs of the other students in the class would probably be met.

Student Strengths, Talents, and Interests Challenges 1 It's easier for me to understand content when I am taught by a teacher and then am able to get informati…