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 Charlene Stein on April 13, 2016 at 2:55pm

New Learning:
-even if a student gives a correct answer, ask further questions to clarify understanding.  The discussion isn't finished with a correct answer
-we need to build our students' capacity to communicate
-the teacher's role is to re-voice and bring clarity
-"the person doing the talking is doing the learning - never say anything that a child can say"

Wondering:
-how much wait time to I allow during discussions?
-am I asking questions that promote deeper thinking?
-do all of my students feel that their input is valued?  Have I created a safe environment in my class?
-If I allow more opportunities to turn and talk, will I get more student engagement?

Next Steps:
-remember to allow wait time after asking a question before turn and talk
-during consolidation, ask the class to articulate strategies they notice in student work, rather than asking the students having completed the work to share
-try using the popcicle stick strategy for student participation

Comment by Anne McBride on April 13, 2016 at 2:54pm

The big idea of 'What is Math Talk' - is a concept that even though already exposed to in the past, we were all able to learn so much more about! 

What is my new learning?

We explored a chart of effective questions to ask students during math talk. The questions could be placed on a spectrum from simpler questions to rich & deeper questions that spark critical thinking and encourage increased communication. Moving towards deeper questions takes student answers from being one to three words long to more in depth full sentences. To prepare for our gathering today we recorded ourselves teaching a math lesson to review and analyze today (we recorded a minds on or a consolidation portion of our lesson) - what an eye opening and worth while task! My next step will be to take my questioning away from the simpler: what is? Where is? who is? and move towards: when will? how might? why would? 

Another next step on improving my classroom math talk will be to encourage the star formation in our classroom discussions: teacher - student - student- student - student...as opposed to the traditional back and fourth: teacher - student - teacher - student. Moving towards deeper and rich questions will help foster increased student communication to make this possible. Along with this I have learned about the importance of giving students more wait time! As teachers we often jump in when there is silence to 'save' our students. I want to move towards employing longer wait times (an important aspect of math talk) to...not interrupt student thinking, to slow down and give students more time to contribute.  

Comment by Sherrie Hearn-Smith on April 13, 2016 at 2:52pm

Today, we focussed on math talk. It was a timely reminder of comparing the percentage of time that I spend talking during math class compared to the amount of time that the students spend talking. My new learning would be to step back and try to generate more student talk and questions. Whoever is doing the talking, does the learning. Also, that it is good for students to revoice the main ideas a number of times so that the last few students can catch on. I need to include more wait time after students give answers as well as after questions. This will stop their thinking from being interrupted. For next steps, I will be attempting to implement those ideas in my math class.

Comment by Allison Plumsteel on April 13, 2016 at 2:52pm

Math Talk!! We spent the day today learning about Math Talk and how it can have a positive effect on student achievement. It first starts with the student's responsibilities to speak up and to listen and expect to be listened to. This begins with creating a culture and expectations about what active listening looks like and how to do it. There are several key Math Talk Moves and we created anchor charts for each move. This will be a helpful resource to keep my own goals of increasing math talk in my classroom, on track.

Next Steps: I will help my students develop an understanding and practise active listening skills. I will also begin to try using the Math Talk Moves in my own daily practises. Lastly, I will have my students use "I can/I know" statements more often to document their learning and understanding.

Comment by Hilary Reinecker on April 13, 2016 at 2:51pm

I was not very familiar with the concept of math talk prior to our meeting today and I feel like I came away with, not only useful information to implement in my teaching, but also a realization of some things I do when teaching that I need to adjust (i.e. I do too much of the talking).  My initial next steps are going to be to talk less and encourage more talking between both the students and I and the students and each other. I am also going to work on providing more processing time after a question has been asked AND after an answer has been given. In our discussions (class and smaller group) I am also going to work to have students restate and revoice to encourage repetition of ideas and our understanding of each other.

Another day with so much great information!! 

Comment by Jenna Lange on April 13, 2016 at 2:46pm

After listening to a recording of myself during a minds-on math lesson, I have recognized that despite my efforts, I need to continue to practice using various math talk moves. I need to continue to recognize the value there is on taking a step back and allowing the students to lead the discussion in a respectful manner. I need to figure out how to continue to engage students despite the use of accountability (e.g. cards) and wonder if allowing them an opportunity to speak with a partner before giving a response will help promote their confidence in sharing their thinking.

Going forward into my classroom, I am going to work on  student restatements, wait time and student generated discussions and questions to generate greater student accountability and deeper understanding of math content. I need to recognize that it is okay for me not to interrupt the uncomfortable silence and allow for this wait time. Finally, I realize the importance of remaining neutral when students give responses in order to avoid creating leading responses as opposed to student generated.

Comment by Allison Plumsteel on March 24, 2016 at 3:25pm

What is my new learning today?

There were many learnings thrown around in today's meeting. Some of this learning wasn't new but it was learning that I'd forgotten about. One of the key points discussed was about asking ourselves "Why are we doing this?" If we don't have clear expectations about why we are having our students do some of the tasks we ask them to do, then what is the point? It is important for both the teacher and the students to have a clear understanding of what is supposed to be accomplished and what is purpose behind a task. It is also important to consider that overall expectations rather than focusing on specific expectations for these tasks. This allows for more inquiry driven tasks to be constructed together with student input and interests leading the direction of the learning.

What are my next steps?

I am going to make sure that I allow time for my students to comment on blogs, as well as respond to comments on their own blogs. I'm also interested in reading the new text "The Innovator's Mindset."

Comment by Heather Rempel on March 24, 2016 at 3:22pm
In learning about the New Pedagogies, I wonder about reading our curriculum with a new lens; one that looks to the future of student learning and allows me to see how blogging, and digital tools will play a role in helping my grade one students learn deeply about topics and give them the skills that will allow them to be successful in our modern society. At the same time I have to balance this with all the basics that they have not yet learned. Can students with limited "basics" still engage deeply in the learning? How will I help them to transfer or use these basics for deeper thinking?
Comment by Charlene Stein on March 24, 2016 at 3:22pm

We had a rich conversation today in our blogging TLLP group, raising topics such as deep learning, the role of the teacher in our new digital era and a new term for me, "new change leadership". We discussed some of the roadblocks that we are encountering along the way - curriculum expectations, communication with parents, documentation, limits of time and resources. As we embark on new learning and ways of teaching in our classrooms, we are aware that this will not always look "pretty" and organized and may be misunderstood by others. We need to give ourselves the permission to make mistakes and be vulnerable. Aligning ourselves with others who are also re-thinking and changing their pedagogy and willing to offer ideas and collaborate is vital.
My next step, moving forward is to continue to seek ways to introduce and allow deep learning opportunities, especially in math. I struggle to balance this with the requirements for evaluation, especially for report cards.

Comment by Jenna Lange on March 24, 2016 at 3:16pm

New Learnings Today:

  • the importance of using technology to document the entire process of students learning from start to finish as it demonstrates various areas of the curriculum they have achieved.
  • the use of Padlet to create a quiet yet collaborative learning space online using various topics of the curriculum. 
  • my role with regards to new change leadership and how to promote and create ownership in students learning that is meaningful and purposeful to them.
  • how the use of other teachers blogs allows for Professional Development in your own classroom

My Next Steps:

  • begin using Padlet to create a new type of collaborative learning environment in my classroom
  • continue to document the process of students learnings through the use of digital documentation
 

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