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Digital Portfolios: The Art of Reflection

Digital Portfolios: The Art of Reflection
A few weeks ago, I met with a group of educators to discuss their observations from a series of learning walks in classrooms. They found that though students could accurately tell them what they were doing, they struggled to articulate what they might be learning. In response, I suggested building reflection into the daily routine. Whether students use audio and video or pen and paper, encouraging them to take a few minutes to capture not only what they learned, but also how and why, may ultimately allow them to make deeper connections to the content. This naturally led to a conversation about portfolios. Portfolio discussions typically center on the tools: how to save, share, and publish student work. For portfolios to be truly valuable to both students and teachers, they need to provide insight into not only what students created as a representation of their learning, but also how and why they created it. Progress and Performance Portfolios Teaching the Art of Reflection The Challenge

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Wanna Know If Students Are Learning? Ask Them These 4 Questions It can be a struggle to best help students understand what they are learning or for students to articulate their learning in meaningful ways. This was especially difficult for me starting out in on my teaching journey. Based on how I had been taught to be an educator the best ways to know if students are learning was to give them a test. The Reflective Student: A Taxonomy of Reflection (Part 2) – Copy / Paste by Peter Pappas reflective student Reflection can be a challenging endeavor. It’s not something that’s fostered in school – typically someone else tells you how you’re doing! At best, students can narrate what they did, but have trouble thinking abstractly about their learning – patterns, connections and progress. In an effort to help schools become more reflective learning environments, I’ve developed this “Taxonomy of Reflection” – modeled on Bloom’s approach.

Tackling the ‘learning styles’ myth You’ve probably heard the claim that you learn better when information is presented in your preferred ‘learning style’. According to research, a staggering 95 per cent of teachers think this is true. So, where did this neuromyth come from? Self Reflection: An important aspect of IB Curriculum - IB Speak Self reflection is a tool which helps in self assessment and bring positive changes in one’s personality. To be a self reflector, the technique of reflection needs to be incorporated in a person from the childhood. Small reflections at every stage and on every piece of work develops meta cognitive skills and enhances the experience of learning journey. When students reflect on the learning they make informed choices and decisions. By giving the opportunity to a student for self reflection, as an educator we are not only giving them an opportunity to identify their own strength and weaknesses but also guide them on a path of positive thinking, self appreciation and accepting criticism.

Digital Portfolios: The Art of Reflection Too often, conversations about digital portfolios center on the tools: how to save, share, and publish student work. Mastering the technical component of digital portfolios is critical, and students do need an opportunity to showcase their work to a broader audience. However, when we let the process of curate > reflect > publish serve as the sole focal point, digital portfolios become summative in nature and are viewed as an add-on at the end of a unit, project, or activity. For digital portfolios to be truly valuable to both teachers and students, they need to provide insight into not only what students created, but also how and why. If the ultimate goal is to develop students as learners, then they need an opportunity for making connections to content as well as the overarching learning objectives. Progress and Performance Portfolios

How To Write IB Extended Essay Reflections How To Write IB Extended Essay Reflections As you already know, the new extended essay criteria include 6 marks for “Engagement.” That's 6 marks out of 35, meaning these reflections are worth 17.6% of your EE mark! Those 6 marks are almost enough to bring you from a C to an A. This is a lot of marks for just 500 words.

Using Concept Routines to Drive Inquiries Exploring concepts through inquiry can be a tricky area of teaching and learning to navigate. But it doesn’t have to be as complex as most people think. Concept routines are effective tools to help make students’ thinking visible and gather the data you need to set-up future investigations. A meaningful inquiry can be well-planned and structured without stifling creativity or giving too much away. These concept routines will help you to assess your students’ level of understanding, while giving you the data you need to drive your inquiries forward. True or False. 23 Maker Learning Reflection Questions For Thoughtful Students 23 Maker Learning Reflection Questions For Thoughtful Students by Dr. Jackie Gerstein & TeachThought Staff Grow with TeachThought PD Maker Ed Workshops. An underappreciated part of the planning process is the idea of reflection. This can be summed up simply: How will learners document and reflect on their learning?

Digital Portfolios . . . Making the Learning Visible – Teaching and Learning With Heart 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.

MYP Projects guide- Process Journal For both the community project and the personal project, students are expected to document their process in the process journal. In this way, students demonstrate their working behaviours and academic honesty. Documenting the process