Digital portfolios have been something that I have been work on for over ten years, and I am very passionate about not only the product it can create but, more importantly, the process. Having a space to share my learning and reflections has been powerful during this time in our world.
In this post, I share some of the questions districts, schools, and individuals need to consider for implementation. I address all of these questions in my most recent course on creating your digital portfolio, but hopefully, the items below will give you some food for thought!
Digital portfolios are something that is starting to take off in schools. Different software programs will make “portfolios” easy to share, yet do we truly embrace the power that a digital portfolio can bring into our schools? Since it is “digital,” we need to go beyond a collection that only represents one year of learning, but can show the progression over time.
Here are some questions for you to consider as you look into the process.
1. Is this a learning portfolio, showcase portfolio, or a combination of both?
Does this show the student’s progression over time (learning), or just the best stuff (showcase)? There are considerable benefits to both over time and a combination, from my experience, is the best path to pursue.
2. Who owns the learning?
Is this a portfolio that only shows “school” work, or does the student have the opportunity to display what they are passionate about, or is it merely for items to be displayed based on what the teacher wants? Is it a combination of both? If the student feels no ownership over the process and product, the results will not be as powerful as if they do.
3. How will it be exported after the process?
For starters, see the question above. Secondly, if there is no plan to ensure that students have the opportunity to put all of this learning into their own space, eventually, you are missing another opportunity that digital provides.
4. How will you make the audience eventually go global?
A lot of parents and educators are worried about the work of a student getting “out there” (for various reasons). Still, if the portfolio is only available upon request, we are taking a very “paper” mentality to a “digital” platform. This does not mean the whole world has to see everything from the beginning, or the student needs to share it with the world if they do not want to, but the progression plan to share it with the world should be there. Will the audience be limited long term?
5. What brings people to the portfolio?
Is there any mechanism that brings people to the portfolio other than telling people to come? Simple things like email help to build an audience. Is the space more likely to be seen and more valuable to the learning if it goes out to an audience, other than people coming to the portfolio?
6. What impact will this have on the learner’s digital footprint?
Will Richardson suggests that by the time kids graduate grade 12, you should be able to google them and find “good” stuff about them (see image at the top of the post). Does the portfolio help in this endeavor when every student we work with now will be googled for jobs, university, or a myriad of other things.
7. What about next year and other classes?
This is a HUGE question. If the portfolio only lasts for one year, then you are missing a great opportunity. What professional learning is in place for teachers to support a connection of learning over time for the students? What will the students work look like over time, and how will they be able to google or search for their learning? If the plan is not in place to grow this over time, we lose so much from the process.
If these questions aren’t considered, I am wondering if we are just doing a digital version of “school” or rethinking the empowering possibilities that a digital portfolio can truly provide for learning in and out of school? This is more than just thinking about “what software we should use,” but envisioning the potential of what this process can bring to our students and ourselves.
As we are embracing emergency plans to the best of our ability and learning about what is most effective in remote learning, one of the things that I have heard frequently is that learners don’t know how to learn. More specifically, I hear time and time again, this crisis has highlighted the passivity of some students. During a school day, a teacher can keep most kids on track and effectively move them from activity to activity and ensure assignments are turned in. Closely related to students not knowing how to learn that I am hearing that they aren’t motivated to learn.
I have seen this frustration and disengagement in my own home with my two kids but I have also seen quite the opposite. The freedom and flexibility has also brought out the ingenuity of others that isn’t always apparent in a classroom. Last night, my son gave the best presentation I have ever seen him give. He was organized, spoke clearly, and had prepared his key points because he had done his research and put together a compelling presentation filled with interesting facts, anecdotes, and his plan to convince us that he should get a snake… I know!
So if you can get over the fact that it is a snake (I am ignoring this too for the record), let me share a bit more insight into his learning process. While the rest of us were watching a movie, Zack was preparing a presentation on his computer. He was reading a variety of non-fiction articles as he was conducting his own research, watching youtube videos about how to care for snakes, and identifying the main ideas and key details to make his point. He paid attention to his spelling and the craftsmanship of his presentation. It turns out that he can type a sentence without groaning at every key stroke. He sought feedback and critique from his sister and by all accounts, they worked together and no one was harmed in the process. He revised and added more as he continued to learn. One of the most impressive parts of this was he was ready to give the presentation the previous day and was very eager but it was late after a long day and he said I am going to wait to do my presentation when you aren’t tired and there is a better chance that you will say yes- hello emotional intelligence! So, last night after dinner he cleared the table and made his pitch. We had some follow up questions about cost and maintenance and so he went back to conduct more research (and do some really relevant math) and now we are in deliberation. #helpme
Autonomy, Mastery, and Purpose
One of the major concerns is that our students will regress without being in school and this fear is real but we have to remember that learning happens in learners, when they are interested and motivated, not just because we tell them to and watch them do it. Much of what I have seen in remote learning has been focused on foundational skills and content and while foundational skills are absolutely necessary, when these skills are isolated or learners lack the opportunity to use them in authentic contexts, they can lose a sense of purpose and disengage. While there are many other issues that can cause learners to disengage and prevent access, a sense of purpose is more important than ever for both our academic learning and social-emotional health. If we want learners to be skilled learners and motivated, we would be wise to provide opportunities (and acknowledge the learning they are already doing) that allow them to engage in authentic tasks that foster autonomy, invite the pursuit of mastery, and intrigue them with a sense of purpose.
In our home, we continue to go through the highs and lows of quarantine and remote learning. We are figuring out how to manage time, learn how to navigate the technology, and deal with all the emotions of missing friends, routines, and life as we knew it. My hope, for now, is that we are not just going through the motions and doing school but that we are learning the skills that matter and building habits and mindsets that will carry them through life. As we emerge on the other side of this crisis, although there may be gaps in content knowledge and skills, I will be content knowing that my kids are more resilient and they understand that life is unpredictable but have skills to navigate and cope when things don’t turn out as expected. I want them to know how to learn when no one is telling them what to do, how to fight for something that matters to them, and how to communicate ideas, feelings, and dreams and inspire others to do the same. As an educator (and really just a human), I want this for all of our kids.
I want to acknowledge that his is really hard and there are so many variables with no right answers. I have my own ups and downs but I am encouraged and hopeful as we continue to come together in community and learn to design the path forward with our learners and learning at the center.
Below is a video with IMPress author Tom Murray and DBC author Amber Teamann
In this #LeadershipMinute, Amber Teamann shares ways in which we can alter our own lens to understand the perspectives of other people so that we can create opportunities to build relationships!
We are in a time in which we are all doing our best with the outbreak of COVID-19. I’m someone who thrives on routines and I know that my boys do, too. However, when kids learn that school is closed and suddenly they’re learning at home, we have to find what works best for all of us. In lieu of the number of teachers and parents who were suddenly seeking resources, I composed a blog post, Resources for Educators and Families in Light of School Closings, filled with many ideas as support. We all know the value of learning and many worry that our kids will fall behind. I validate that concern. However, I want to challenge us to consider some other factors.
Within my blog post, I didn’t just include websites and resources for skill-building, but also for hands on activities, Design Thinking projects, mindfulness, virtual field trips, and activities to engage children in both inside and outside. All of these are so beneficial as they spark curiosity, creativity, and inspire meaningful learning.
It’s Okay to Take a Step Back
The purpose of including these resources was to remind us that we do not need to set up home classrooms that are replicated after a brick and mortar school, and engage kids in worksheets or workbooks for six hours/day. I’m so happy to see people supporting their children, and if your child does best with a home classroom, than it’s good to do what works best. Both of my teens benefit from a quiet space that allows them to organize their materials as they see fit. However, they like to work wherever they’re most comfortable.
A common question I’ve been asked is: to schedule or not schedule? As a mom of teens, we did create a schedule as a reference of some of the things they benefit from daily. For example, time learning, physical fitness, learning something they’re interested in, free time, reading time, random acts of kindness, etc. However, it’s just a guide. They may come up with new ideas each day. I want to remain open and see what they come up with independently. They’re so accustomed to rotating on a bell schedule, so I’m actually enjoying the process of restructuring our days and what learning looks like.
Having teens, it’s important that I also provide them ownership over what their day looks like, too. I think even our youngest learners benefit from this as well. Providing choice, empowers voice. Plus, it also demonstrates mutual respect and trust. Both boys (very different personalities) are doing all of their morning routines on their own and completing daily work sent by school. They’ve only spent an hour, sometimes two, completing their school work assigned by their teachers. However, the first two days, that wasn’t the case. I was patient because I understood that both were adjusting to the change and dealing with feelings of frustration from losing some of the things they love. Julian just made the varsity tennis team and Nolan had joined track. Dances canceled, loss of face-to-face communication with peers, and the loss of teachers who make a positive impact. Everything is suddenly different and finding a way to accept the change may require time. I can’t even imagine how our high school and college seniors must be feeling. We need to allow children space to process what has happened. However, children are incredibly resilient and will likely gain character from these experiences over a course of time.
Do What Works Best for You& Your Family
When it comes to learning, I’m not worried. I believe that our children are resilient and that if on some days they do less work than others, they will be okay. Our country is going through a challenging time and families are in so many different situations. Some of us are trying to work at home and many still need to report to work. Some of you are healthcare workers, and may be returning home completely exhausted. We have to take some of the pressure off and take a deep breath. We have to show ourselves and others some grace.
The same goes for educators. I know how much teachers love their kids and care about supporting them so that they don’t lose any growth they’ve made. Many went remote and are doing online teaching on the fly, kudos! That is a challenge, but very impressive. There are also schools who have not moved to any online learning management system yet, and therefore are sending hard copies home.
As both an educator and parent, I want us to keep it in the forefront of our minds that not all learners have the same level of support at home and many may become caregivers for families. Let’s try to be reasonable with how we continue to promote learning. In my heart, I believe that learning should feel engaging and deeply meaningful. Maybe this is an opportunity to provide some projects that incorporate creativity, choice, and engage on a deeper level? We inspire our learners to dive into authentic learning experiences. And, any way we can remain connected to continue fostering relationships, is beneficial.
A Fresh Outlook
I have to admit I really love seeing everyone’s pictures of their kids learning from home. I love that I’ve seen geocaching, painting, hiking, baking and cooking, Lego challenges, playing outside, website creation, building forts, and making/creating of all kinds. At our home we’ve also been spending more time training our puppy and engaging in time together. Our oldest is mapping out a business he wants to launch and is about to join a course with Don Wettrick on entrepreneurship. Both boys are participating in more family contributions by vacuuming, sweeping, etc. They’re learning how we can all pitch in and work collaboratively with so much more time with one another. Yes, our kids may have assignments to do, but it’s so important to remember that learning happens in many different forms. We need to find the balance within the day for both us and our children.
Give Yourself a Break, Find a Balance
One friend on Facebook was thrilled with her first day of homeschooling her child. She celebrated that it was a complete success! The second day, not so much. Suddenly the child refused to do the work sent home from school. A fellow educator on Twitter also shared how her daughter was refusing to read and many others jumped in and shared their similar struggles. No one is expecting you to run a full-on school day at home. We also want to ensure we avoid power struggles with our children and remember that they have their own emotions in connection with what’s happening.
At school, kids do not sit for hours on end completing worksheets (at least I hope not). They engage in STEM, art, music, create projects, engage in discussions, physical activity, learn through game based activities, play outside and even make within makerspaces. Flexible routines are beneficial, but allowing kids to have a say in the order in which they complete work or engage in activities is helpful, too. Kids of all ages benefit from breaks if they’ve been engaging in school work for some time for balance.
Also, it’s okay that they complete school work on the couch, floor, or even in bed–– as a teacher, I had flexible seating and never insisted they remained in one place (we did have an organizational system though). We all have so many things going on that we have to take time to breath and let our kids breath, too. Each day may look and feel different.
Together, we will provide support to one another and persevere through this. Just know, you’re not alone. Keep in mind that we all need to take time to care for ourselves, too. Self care is not selfish. Carve out time to ensure you’re doing something for yourself so that you can remain centered and your best for others. Finding balance in this time is so crucial for all of us.
Below is a post by IMPress author Kaite Martin! She talks about the many opportunities we have to make learning powerful at home! If you enjoy her post you may want to check out her amazing book Learner-Centered Innovation!
Many parents have now also become their kids’ teachers whether we wanted to be or not. There is a lot of pressure and unknowns with the quarantine and school closures. I work from home and I will continue to work through the quarantine and school closures and I know that many parents will as well. I understand the challenge of managing work, kids, relationships in new structures and know that we will have to be patient with ourselves and others as we navigate this together and set new priorities and boundaries.
In light of obligations and parenting styles, there are many who have abandoned all structures and those who have hyper structured environments to stay sane. Each family and child is different and I suspect that our routines and approaches will continue to evolve. There is fear that our kids will miss out if we don’t recreate school at home. While others are afraid our kids will miss out if we do create school at home. I get it. I also think that we have an opportunity to make space for learning experiences that are authentic, personal, and impactful for each child while they are home. For me, it is not about recreating school, it is about fostering a love of learning and joy, and slowing down to just be, explore, wonder, and create.
Before I share some examples of what you (and more importantly your kids) can do, I want you to take a minute and think about a time where you learned something that has stuck with you and made an impact. This doesn’t have to be in school. Think riding a bike, learning to cook, driving a car, performing a play. Think not only about what you learned but how you learned.
Consider: What was the context? How did you learn? How did you feel?
If you are like most people, you are probably smiling after conjuring up some great memories and powerful learning. Regardless of the vast experiences, I hear people share, the themes of authentic learning experiences remain pretty consistent.
These characteristics are:
personal connections,
opportunities to exert agency,
clear goals and accountability,
an inquiry-based approach,
collaboration,
authenticity,
productive struggle,
use of models, and
time for critique, revision, and reflection.
We have an opportunity to connect with kids and help them see parts of the world and slow down a little bit. Instead of trying to recreate the school day and mince it up into subjects and worksheets, we can take this opportunity to engage in authentic learning experiences that mimic these same powerful experiences that you just reflected upon. It’s important that kids have the basic skills and maybe finish that math worksheet but more important that we foster connection, love, and curiosity and hope in these unprecedented times.
Here is the rub, if you ask a lot of kids what they care about, many don’t know, especially in the context of school- I know this is a generalization but bear with me. Everyone likes the idea of a passion project or authentic learning but without a little structure or a spark, sometimes it’s hard to get started. If we want children to engage in authentic learning, it is foundational to spark curiosity to help them develop the new skills, knowledge, and mindsets that are so critical for their development. “Curiosity is the engine of intellectual achievement. Studies show that those who are more curious about a topic tend to learn faster. For example, this study shows that curiosity essentially primes the brain for learning.”
Here are some ideas and opportunities to spark curiosity and engage in authentic learning at home.
Go on a Virtual Field Trip
There are a few zoos around the country that are letting you explore and see the animals while they are closed. Now you can go on a safari at the Cincinnati Zoo or check out sea life at the aquarium, and hang out with giraffes all from the safe quarantine of your home. Check out the zoos and aquariums that are offering some virtual field trips here. You can also visit these incredible museums and galleries here.
Put on a Performance and Share
Jennifer Garner, who is pretty amazing and an empathetic mamma started #heyjenlookatme to create a place for kids to share performances that they have been working so hard on. You can have your kids create something, practice it, and share their art with Jen or Laura Banati who is doing something similar. If you aren’t quite ready for the public, share videos or go live with grandma and grandpa, some close friends or just put on performance inside your own home for your family.
Build a Fort or a Treehouse
My kids have been obsessed with our tree outside and it now has a zipline, 2 hanging chairs and since they are home indefinitely they have decided their “project” is going to be to build a treehouse… Stay tuned. Building forts and treehouses or whatever is fun but they also have to learn how to be resourceful with what we have, work together, and use some skills to make the thing a functioning structure. And when it’s done they can play in it for hours or days and then get inspired to renovate based on my own experience:).
If you can’t make this live event, you can watch it later or just make time to draw and create on your own throughout the day.
Read
Jennifer Garner and Amy Adams have teamed up for #savewithstories to read favorite children’s books. More about that here.
Whether you read to them, celebrities, grandparents, their teachers or whomever, make sure that kids have lots of opportunities to read stories, nonfiction, newspapers, blogs or whatever piques their interest. Spending time each day reading independently is important. It is also really important for them to see you read. Here are some great strategies to use when reading with kids of all ages.
Go on a (Nature/City/Farm) Walk and Explore Your Community
I love this project from elementary teacher Annick Rauch. She took her students on a walk in their community to notice, explore, and learn what makes a good community. You can recreate this with your kids by going on a walk (and of course keeping the appropriate distance from others).
Bake Something
My daughter loves to bake and it continues to be a great learning experience for her and she likes to tell people that she taught herself to bake via youtube. She watches videos online from her favorite bakers and then through some trial and error realizes that she has to find a recipe, or at least think through the plan, make sure she has the right ingredients, measure, mix, and make and then creates a variety of (mostly) yummy dishes. Here are a few recipes to try.
Learn About Covid 19 and the History of other Pandemics
There are some great videos and resources that are being created to help kids learn about Covid 19. Katie Novak has created some daily schedules and coronavirus resources and activities. Check it out for more ideas.
Go to the Coronavirus text set on Newsela (free login). Allow kids to choose two articles they are interested in about Coronavirus. They can read alone or work with a sibling. You can also read it to them. You can lower reading level so kids can comprehend articles they choose (it’s in the Lexile box on top right).
Alternatively, play this podcast for kids from “But Why: A Podcast For Curious Kids”- it’s about coronavirus and the science of soap! (Thanks, @TimOLeary_VT)
Ignite Passion and Unleash Genius
In my book, Learner-Centered Innovation, I shared examples of how we can create authentic experiences that spark curiosity, ignite passion, and unleash the genius in schools and there are so many opportunities to do this at home as well. I shared these questions in this blog about how families could make the most of the time at home and hope they are helpful to extend the learning and build off of the resources shared.
What problems are you interested in working on?
What do you want to learn more about?
What do you know and what do you still need to learn?
What resources i.e books, articles, videos might help you learn more?
How does this connect to what you already know?
What are some creative ways to solve this problem?
Who are the experts you can learn from?
How will you share what you are learning?
This framework and guiding questions from Design 39 Campus are great to think about how you might structure an inquiry-based project. When kids are curious and engaged in authentic learning, there are many opportunities to write, read, create and share throughout the process.
Did you know that IMPress author George Couros puts out a podcast once a week? Below is the blog post that accompanies the podcast (link to the podcast in the post) about ways you can influence change!
No matter your position in education, you can influence change. If we are waiting for “someone else” to create meaningful change, it might not happen.
You can check out the full podcast on Apple iTunes, Soundcloud, or Spotify. You can also read the slightly “updated” post below.
“At the end of the day, what qualifies people to be called ‘leaders’ is their capacity to influence others to change their behavior in order
to achieve important results.” Joseph Grenny
In a time where the only constant in education is “change,” people involved with education need to become “change agents” more now than ever. You can understand pedagogy inside out, but if you are unable to define “why” someone should do something different in their practice, all of that knowledge can be ultimately wasted. People will take a “known good” over an “unknown better” in most cases; the challenge is to help make the “unknown” visible and show why it is better for kids.
Simply sharing new ideas is not enough. It has to go deeper. Ultimately, you want people to feel and value that any change is better than they were kids, and that are current students will be better served by creating a better experience. Innately, educators want what is best for kids.
Tap into that, and people are more likely to move forward. As Dan Pink states,
“To sell well is to convince someone else to part with resources—not to deprive that person, but to leave him better off in the end.”
So how does this happen? Below are some things that I have seen effective leaders (from any position) to help people not only accept change but embrace it as an opportunity to do something better for kids.
1. Model the change that they want to see.
Although this might seem extremely “cliche,” it is the most crucial step for any leader in leading the “change effort.” Many organizations talk about the idea that people need to be “risk-takers,” yet they are not willing to model it themselves. Until that happens, people will not feel comfortable doing something different. It is also the difference between talking from a “theoretical” to “practical” viewpoint.
People will feel more comfortable taking a journey to an unknown place if they know that the first steps have been made by someone else. Although I believe in the idea of distributed leadership, the idea of “leaders” is that they are also ahead; they have done things that have not been done before. Chris Kennedy has shared the belief that leaders need to be “elbow deep in learning” with others, not only to show they are willing to embrace the change that they speak about but also to be able to talk from a place of experience.
2. Show that you understand the value that already exists.
The word “change” is terrifying to some because it makes them feel that everything that they are doing is irrelevant. Rarely is that the case. I have seen speakers talk to an audience for an hour, and people walk out feeling like they were just scolded for 90 minutes on how everything that they are doing is wrong. It is great to share new ideas, but you have to tap into what exists already that is powerful.
When you show people that you value them and their ideas (and not in a fake way which is pretty easy to read through), they are more likely to move mountains for you, and for themselves.
Strengths-based leadership is something that should be standard with administrators to teachers, as it should be standard with teachers to kids.
3. Tell stories.
Data should inform what we do and is an essential part of the change process, but it does not necessarily move people forward in a positive direction.
Of course, using evidence to inform practice is important, but stories are what move people forward.
Great organizations know the importance of telling a story to make people “feel” something.
This is something I truly believe:
To inspire meaningful change, you must make a connection to the heart before you make a connection to the mind.
Stories touch the heart. What is the story of your classroom, school, or district? Not only the one you can tell but the one you want to create together?
Think about it…this is a school newsletter. Imagine if I handed out a piece of paper to educators and asked them to read a newsletter from another school. Do you think they would care as much as seeing the kids, their faces, and their emotions?
Don’t let a grade be the only thing that tells a story about the kids in our schools. Let’s empower our students to learn to share their own stories, as well as the stories of the school.
5. Get people excited and then get out of the way.
“Increase your power by reducing it.” Daniel Pink
I have been to schools, watched administrators encourage their teachers to embrace something different in their practice, and they make that change impossible to do.
Answering that “we need to change the policy before you can move forward” not only encourages the detractors, but it kills the enthusiasm in your champions.
When “yeah but” is the most commonly used phrase in your leadership repertoire, you might as well learn to say “no”; it’s essentially the same thing. The most successful people in the world rarely follow a script, but write a different one altogether. Are teachers doing something better “because of you” or “despite you”? If you want to inspire change, be prepared to “clear the path” and get out of the way so that change can happen.
The change process is a tough one, but merely being knowledgeable is not enough. Some people that actually “know less” but “influence more” create more change than some of the smartest people we might know.
Education is not about “stuff” but about “people.” Tap into that, and you are more likely to see the change that you are hoping to see.
