Digital Portfolios and how they will help create reflection with middle school students

PRoblem Standardized testing doesn’t ask for reflection Schools only look at test scores to determine understanding Are there things we are missing?

“Students often have limited opportunities to understand or make sense of topics because many curricula have emphasized memory rather than understanding.” (Brandsford, Brown, & Cocking, 2008, p.7)

How it relates to RVCS RVCS recognized need for reflection We created end of year portfolio system Paper binder does nothing to match what our charter says

RVCS Vision Educational Programs for a small number of students Rigorous core academic program Technology Project Based Learning (PBL)

Problem Shouldn’t we be assessing on EVERYTHING that our school is expecting out students to know, including technology? Are we missing an opportunity to link the vision with portfolios, and make reflection more relevant to our students?

Plan To take current portfolios and turn them into a digital portfolio Students are involved in the creation process Does the digital portfolio create more motivation which will lead to more reflective students?

Connections to Students Students home technology usage is different then how it is being used at school creating a different kind of motivation (Jenkins, 2006) Highly motivated students will engage in more critical reflection than less motivated students. (Solhaug, 2009) Technology in the classroom and reflection may give students greater influence on their own knowledge development and enhance critical reflection, student empowerment, and more democratic schooling. (Solhaug, 2009)

Digital Portfolios offer: help with meta-cognition offers an alternate for of assessment includes technology that students are comfortable with create motivation hit multiple learning styles meet RVCS charter

Who Benefits from Digital Portfolios Student Teachers School Community E-portfolios are gaining support as a way for students, faculty, programs, and institutions to learn, assess, and improve through a MUTUAL focus on the work that students complete over time—work that can both facilitate and document a range of ambitious learning outcomes. (Miller and Morgaine, 2009)

Where I have been Met with my homeroom- Student input very important=Buy in/motivation Collected ideas on available technology Brainstormed on how to turn artifacts digitally if not already

What Next Homeroom is working on a piece of evidence Share as a group on what they have done. Will talk about what worked and what can be changed Preparing them for their final portfolios in May “Participatory culture shifts the focus of literacy from one of individual expression to community involvement.” (Jenkins, 2006, p.7)

Digital Portfolios allow students a different avenue beyond standardized testing to show what the students have learned. It also offers the community of parents, teachers, and others to really understand what the students are learning in the student’s words and not the States idea of what they have learned.