Blogging as Digital Portfolios

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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 Sherrie Hearn-Smith on June 15, 2016 at 2:58pm

Wow! It took us one full day to look at a big idea in fractions and make a continuum of how it progresses from kindergarten to grade 6. A huge emphasis is starting with concrete such as pattern blocks year after year to wait until the students are ready to progress to visual (pictures as question to drawing answers) to abstract of using standard notation. There is no other place in the document where it says, "Do not use standard notation until grade 4). It made me realize to continue using pattern blocks, paper plates and origami papers to solidify their idea of fractions as part of a whole area. Questions I still have are about learning goals and success criteria and their differences and similarities. Good things are that it validates many of my activities that I already do are worthwhile. It will be interesting to see where we go in the fall when we continue.

Comment by Anne McBride on June 15, 2016 at 2:56pm

Today we tackled the world of fractions in a meaningful way. It is such a rarity to have the time to look at curriculum expectations for a strand through the lens of a developing continuum from Kindergarten straight through to Grade 6. Using fractions as our content, we laid out the curriculum expectations in this format as a collaborative team. This process was beneficial for all in our group, but especially for me as an OT that is teaching new grades regularly! Some new learning for me was the concept of 'slowing down to speed up', teaching a small focused amount to solidify content. We also learning about the '5 Different Meanings of Fractions' and spent time pinning what grades should focus on fractions as a set, fractions as a region, fractions as a measure, fractions as division and fraction as a ratio. We used the continuum of teaching in the concrete to visual to abstract - and at what grade are these representation appropriate. Another inspiring, motivation, and thought provoking meeting!

Comment by Jenna Lange on June 15, 2016 at 2:53pm

At today’s session we had a lot of new learnings with regards to the continuum of Fractions from Kindergarten to Grade 6. It was valuable information with regards to how to take students from concrete to abstract representations. I recognize the importance of understanding the continuum of fractions throughout the grades and recognize the importance of not introducing fractional notation or various representations of fractions until students are ready. It was also valuable to note to make sure you are always using flexible language to continue keeping tasks open for students to defend and justify their thinking.  Finally, having had the opportunity to look at the curriculum you begin to unpack more learning that needs to be taught within each specific expectation in order for your students to be successful with each concept. Going forward, I will continue to work on recognizing the various learning goals across all strands and the importance of breaking down the expectations for student success. 

Comment by Kim Littleton on May 11, 2016 at 3:12pm

Today was another informative day at our blogging TLLP!  One of my big learnings today focused on how we store images and videos of our students.  For our protection, it is important to upload student photos and videos to our students' sites or shared folders at school, and not keep them on our personal devices or devices we take home.  This is to ensure student privacy.  My next steps are to teach my students how to comment on each others' blogs as effective feedback, and use their blog sites as written consolidation pieces of their learning before and after concepts have been taught.  I also learned about setting up spirit buddies or tripods with my students to promote positive relationships in my room.  It was interesting to see the video about the man learning to ride the backward bicycle and reinforced the idea of teaching our students to develop growth mind sets.  As always, I enjoyed all of the new learning and sharing that took place with my fellow bloggers!

Comment by Charlene Stein on May 11, 2016 at 3:09pm

We have had lots of opportunity to discuss/reflect today on our current teaching practice.  Listening to the recording of my own voice during the collaboration piece of a recent three part math lesson revealed a few next steps for me.

  1.  I need to provide more opportunity for my students to revoice - There were a few times where a student articulated their understanding of a concept very well and I quickly moved on.
  2. I would like to try using a ball or talking stick to encourage more collaborative discussion and turn-taking
  3. I would like my students to view me as a "co-learner", rather than facilitator.

I have been challenged to use the student blogs more frequently as part of our daily routine.  My students often take pictures to document their learning but I have been hesitant to allow them to post things on their blog right away, fearing that their content isn't "blog worthy".

We talked about the importance of building community in our classrooms.  I am interested in developing tripod groups next year and looking forward to investigating this further at our next TLLP meeting.

Good discussion took place about our approach to teaching math and how we merge our classroom teaching/learning with assessment, particularly with report card comments.  I am interested to carry on with this discussion next time with input from one of our math learning coaches.  

We watched a video called "Backwards brain bicycle, smarter every day".  What stood out to me was the speed and efficiency in which the little boy learned to ride the bicycle backwards, compared to his father.  This speaks to me as a teacher of young children.  Regardless of the home environment that some of my young children come from, when they are in my care at school, I have the opportunity to teach/model/encourage these young minds at a critical time in their developing lives.  

Comment by Allison Plumsteel on May 11, 2016 at 3:04pm

Math Talk and we were given time to reflect on how that is going in our own classrooms. I've discovered that I still need to do more work in giving my students wait time. We were shown a video called "Backwards Bike" and it really got me thinking about how difficult it can be to unlearn something, especially as an adult. Employing more wait time involves changing a habit that I have been doing for many of my teaching years. I can expect there will be failure while trying to change my habits but perseverance is the key to changing any behaviour.

We also had some discussion on learning partnerships and how important it is to establish a community within the classroom from the get go in September. I do this in my classroom by having the students meet in tripods every morning to say hello, share, and to make sure that everyone is ready for the day. Establishing positive relationships allows for students to feel comfortable giving and receiving feedback to each other, which will help foster greater learning.

My goal is to continue to work on allowing more wait time, as well as encouraging students to revoice the thinking of others. 

Comment by Hilary Reinecker on May 11, 2016 at 2:59pm

I have to admit, at this time of the year I am feeling overwhelmed by other things so it was good to be able to get together and refocus today. Many great discussions about privacy and liability issues with advancing technology, math talk and collaboration. We spoke a lot about the importance of building a safe classroom community where students feel free to take risks and explain their thinking and are able to accept feedback as constructive help rather than criticism. It is also the time of year when I start thinking about changes I want to make in my program for next year and I have been inspired by many great ideas today. I know I need to talk less and have the kids share more on their blogs (even if it isn't perfect). I am so excited that we have been extended until December so I can continue learning.

Comment by Anne McBride on May 11, 2016 at 2:55pm
Revisiting the topic of 'Math Talk' today was a worth while experience. The opportunity to record ourselves leading a 'minds-on' or a 'consolidation' portion of a math lesson for the second time, allowed for some valuable reflection. Through a scoring process we were able to see our improvements in our methods within multiple areas of math talk ('Revoice', 'Turn and Talk', Employing Wait Time', etc.), and to make goals for the future development of the math talk within our classroom. We are going to revisit this in October to score our successes and challenges!
 
We watched a video today called 'The Backwards Brain', with a powerful message about how hard it is to unlearn something. Destin Sandlin, main guy in the video, demonstrated how everyone goes through life with bias even when we don't realize it. This video related well to our challenge and struggle with incorporating and changing how Math Talk looks in our classrooms. Many teachers in the TLLP have been teaching for 8, 12, or 16 years! They've spent years learning how to teach math - unlearning a teaching style to make room for changes and new pedagogy is challenging. However, like in the video - if you persevere, one day - it will just click!
Comment by Kerri-Lynn Schepers on April 13, 2016 at 3:28pm

TLLP Meeting:  April

New Learning:

-we were introduced to 'Talk Moves' strategies to use in the Math Classroom (adapted from Classroom Discussions:  Using Math Talk to Help Students Learn, Chapin et al, 2009)

-discussed the importance of conversations in the math classroom and how it allows students to 'negotiate meaning together' (ideas, opinions, strategies, solutions), which ultimately increases their depth of understanding

-we created and printed off Math Talk Moves anchor charts for our Math classroom using Google Slides

-used Popplet and Padlet to share our background knowledge and new learning throughout the day

Next Steps:

-I need to work on having my students become more accustomed to explaining why they say what they say

-I also need to give my students more time to turn and talk with other classmates in order to give them an opportunity to clarify their thinking in a low-risk setting

Wonderings:

-Will using Talk Moves in my math classroom not only improve my students understanding, but their retention of math concepts as well?

-I need to work on having my students become more accustomed to explaining why they say what they say

Comment by Kim Littleton on April 13, 2016 at 2:57pm

Wow, what a great day of learning!  I consolidated my thinking/learning about math talk in the classroom today.  Susan G.M. provided us with many resources to further our thinking around math talk.  I learned from listening to a video by Lucy West, that students have 2 responsibilities in the classroom: to speak and be heard and to listen and expect to be listened to.  I also learned that by slowing down consolidation discussions and allowing students  to hear/restate/listen to concepts numerous times, it allows for deeper understanding of math concepts.  Today our group collaborated to create a series of posters to help us implement math talk into our classrooms effectively, and I am looking forward to using the two strategies of Restating (students share their learning in their own words), and asking, "Who is ready to restate?", in my classroom as my next step.  I'm wondering if allowing this extra time for students to listen to key ideas and concepts, will enable them to retain their math learning with less time needed for review in the future.  Time will tell!

 

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