Blogging as Digital Portfolios

Information

Blogging as Digital Portfolios

By establishing new learning partnerships with our students focused on student inquiry, and the meaningful application of assessment for, as and of learning, our project aims to improve student learning in K-6 Numeracy, while at the same time leveraging the power of digital tools like the use of iPads and blogging to improve student outcomes in the areas of 6C's and P (creativity, communication, collaboration, critical thinking, citizenship, character, and problem solving).

Throughout our project teachers and students will be documenting their learning journeys on Class Blogs and individual Student Blogs. These blogs will serve as digital portfolios for staff and students.

What footprint are you (not) leaving?

Website: http://edublog.amdsb.ca/tlc
Location: Seaforth
Members: 29
Latest Activity: Nov 7, 2016

Technology Learning Community Class and Student Blogs

Each teacher in our TLLP group has created a Class Blog and Individual Student Blogs. Links to all of our project blogs can be found here: http://edublog.amdsb.ca/tlc

Project Lead Leigh Cassell:

http://edublog.amdsb.ca/cassell

Project Lead Kerri-Lynn Case Schepers:

http://edublog.amdsb.ca/caseschepers

Discussion Forum

Final TLLP Meeting

Started by Allison Plumsteel Nov 7, 2016. 0 Replies

As we wrapped up our final TLLP meeting, we were able to add more ideas into our slide deck that we began to create about Math ideas for improving communication and collaboration. We were also able…Continue

Final Thoughts...

Started by Nicole King Nov 7, 2016. 0 Replies

What is my new learning today?There are many new resources that I would like to acquire but they are costly. Creating a wish list for purchase and a wish list to order through the OCT will be a lot…Continue

Our Last Meeting!

Started by Hilary Reinecker Nov 7, 2016. 0 Replies

I am sorry to say that this is the last of our meeting. Today our discussions about deep learning tasks have inspired me to create more authentic tasks in my classroom, especially concerning my…Continue

Last Meeting

Started by Jenna Lange Nov 7, 2016. 0 Replies

My new learnings from today were recognizing the importance of creating and implementing deep learning tasks with students as this allows them to continue to develop ownership of their learning in a…Continue

Comment Wall

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Comment by Charlene Stein on November 7, 2016 at 2:21pm

It was helpful today to put the finishing touches on our colloborative project "Improving Communication and Collaboration in Math using Digital Tools".  This will be a valuable resource moving forward as it provides a collection of resources from each group member.  We also made a wish list of resources to support our professional development in math.  I am interested in the Leaps and Bounds resource by Nelson and we talked to a representative from the company and asked specific questions.  

We looked at Chapter 3 from A Rich Seam by Fullan- "The New Pedagogies - Deep Learning Tasks", discussed and recorded our learning in Padlet.  We heard more about the Deep Learning Tasks that some schools were a part of last year.  We talked about different subjects that lend themselves naturally to deep learning tasks in various grade levels.

Next Steps:

I would like to purchase the Leaps and Bounds resource and continue to fine-tune math assessment and intervention in my grade 1-2 class.  

I am motivated to continue to provide opportunities for Deep Learning tasks - this seems to happen most naturally in science, during our morning walks.  I would like to investigate this more fully in other subject areas, i.e. math.

Comment by Allison Plumsteel on September 29, 2016 at 3:17pm

Today gave our group a great opportunity to revisit how effect the Blog could be as a communication tool for learning and making connections. We had a discussion about the difference between learning goals and success criteria. Through discussion, we reiterated how important learning goals and co-created success criteria are to the understanding of concepts. 

We also had an opportunity to explore blogs and look for excellent examples of math lessons and we looked at how we could use Math Talk with them. We have complied a slide deck of many ideas and resources. 

Another key learning we discussed was making connections with others in our own Board and world wide communities through the use of the Digital Human Library and by using the Google Hangout. These will provide opportunities to connect and share learning to others outside of our school.

Comment by Sherrie Hearn-Smith on September 29, 2016 at 3:10pm

Today was a good day to get back into blogging. I started my class blog. We got started with our student blogs but it felt very rushed and chaotic. 

When we had a chance to look at great ideas through many class blogs and student blogs looking for good ideas, it made me realize that I do have some good ideas but could extend them for further math talk. Including other classes would grab kids attention and engage them. Hilary are going to try to compare our classes on a graph through our blogs to have math talk between our classes.

I can't wait o try a google hang out with another class. 

Comment by Charlene Stein on September 29, 2016 at 2:55pm

It was very helpful today to meet with my colleagues and to discuss our next steps with technology integration in math for this new school year.  We took some time to answer questions related to blogging.  It was helpful to take some time to work out some minor issues we were having which prevented us from moving forward.  We were introduced to Google Hangout, Google Calendar, and the Digital Human Library and were challenged to consider the ways we could use these platforms in our programs.  Later, we decided to branch out and do some research.  We took some time to look at other blogs, websites and resources for ideas related to math and communication.  We began to create a google slide to display our gathered ideas and to consider how we could add meaningful math talk through technology.  I am looking forward to sharing these ideas as a group and adding to this growing resource over time.

Comment by Kerri-Lynn Schepers on September 29, 2016 at 2:53pm
  • Edublogs (adding new students, adding new Widgets, Plugins, adding/removing subscribers, trouble shooting, sharing ideas etc)

  • Reviewed new resources:  Big Idea by Dr.Small Grades 4-8

  • Discussed our understanding of Learning Goals and Success Criteria in math

  • Viewed a variety of teacher/student math blogs in search of new ways to communicate our math thinking and understanding

  • Experimented with Google Hangouts & creating surveys in Google Forms

  • Co-created a Slide Deck in Google Slides to share with others in our group
Comment by Anne McBride on September 29, 2016 at 2:48pm

Today our motivated group of teachers dove deeper into the world of blogging about math. How can we use the blog to showcase student outcomes in mathematics in a way that encourages 'Math Talk'. Exploring multiple blogs from teachers in our board and saving examples in an easily accessible spot for our group was a great way to compile, organize, and analyze these findings. There are so many great things happening in our board! I am leaving this session with many thoughts for reflection. Showcasing our math lessons on the blog shows the overwhelming amount of communication and collaboration happening in math classes across out board. Now I am left reflecting on how to take those ideas, lessons, posts and activities one step further to encourage the blog as a platform for not just showcasing student outcomes - but for facilitating more Math Talk! My next steps will be to try out some of the amazing ideas I've learned from my colleagues today and to try taking things that one step further. 

Comment by Nancy Bicknell on June 16, 2016 at 3:35pm
Today was an excellent opportunity to delve into the skills that students require at various levels while learning about fractions. It seems to me that understanding teaching .. And learning is a complex undertaking. It is so important for each of us to understand and dig into the content to develop our understanding and then we develop a fluency in understanding so that we can flexibly meet the needs of our students. We learn when we do the work...just as students learn when they do the work. Another point rang true to me...that efficienct strategy choice is not part of the curriculum. I was reflecting that I sometimes value quickness when slow, dwelling in a problem to promote deep, thoughtful, creative solutions is really what should be valued in all kinds of learning.
Comment by Allison Plumsteel on June 15, 2016 at 3:03pm

Thank you Kristy Illman for joining our group today to help us dive into specific content area around fractions. As teachers, we sometimes focus solely on our specific grade expectations, that we forget to look at where the students have come and where they will be heading in terms of strand expectations. Today, we were able to look at the cross grade curriculum on fractions. Together we were able to decide what representations went with specific grades (e.g., concrete, visual, abstract). It was stated that many of the limitations we find are due to the teacher not having a clear understanding of the content we are expected to teach. Through professional development like this, we were able to bring many teacher voices and experiences to the table to tackle the specific content related to the fraction expectations. One of the many new learnings for me in this discussion was that we sometimes try to teach our primary students concepts that they aren't yet ready to learn. They should not be using the standard fractional notations until Grade 4 and Grade 1's should be strictly using concrete representations. We were able to develop learning goals specific to each grade level. Our next step will be to apply these learning goals and to create success criteria that the students can follow. Kristy also shared a variety of Marian Small professional learning resources. We had a chance to look specifically at "Big Ideas for Teaching Mathematics, Grade 4 to 8." This resource helped us determine the 'big ideas' for teaching fractions and gave us a visual representation of the different fractional meanings. 

Comment by Kerri-Lynn Schepers on June 15, 2016 at 3:01pm

Today’s Reflections:

-created learning goals & success criteria for numeration (e.g., Topic:  Fractions)

-created a continuum of fractional expectations across the K-6 grades

-fractions can mean different things or be represented in a variety of ways (e.g., set, region, measure, division, ratio)

-students are required to demonstrate their fractional understanding concretely in K-1

-students are required to demonstrate their fractional understanding concretely and visually in grades 2-3

-students are required to demonstrate their fractional understanding concretely, visually, and abstractly 4-6

-students are not assessed of their efficiency in math

-some members were teaching more than what was required in their grade level according to our curriculum document

-made suggestions on a variety of manipulatives/methods that could be used to teach fractions

-Suggested Resources:  Marion Small - Big Ideas for Teaching Mathematics, Grades 4-8

Comment by Charlene Stein on June 15, 2016 at 2:58pm

We worked with Kristy Illman today and worked together to develop a continuum for teaching fractions from Kindergarten to grade 6.  As a grade one teacher, I found it helpful to see how the specific skills built on each other throughout the grades.  Kristy helped us to understand the research and theory which supports the continuum.  We looked at the curriculum and pulled out the big ideas and specific learning goals for our particular grade.  We were also challenged to put math activities in terms of concrete, visual and abstract.  

I learned today that my grade one students should only be exposed to fractions at the concrete level.  I also learned that fractions can be expressed in different ways and that they are also introduced on a continuum.  In early primary, the students should be primarily exposed to fractions as a region/area.  

Moving forward, I would like to consider the ways in which my grade 1-2 students can share their understanding of fractions at the concrete level; in terms of their understanding, communication, problem solving and application.  What questions can I ask / activities can I design to allow students to demonstrate their strengths and next steps?  How can I use the blog to document their learning process and communication skills?

I would like to take the time to develop more continuums in the future.  Taking the time to do this as professionals is more meaningful than reading it in a teaching resource or finding it in the curriculum document.

 

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