This kind of post can also be usedfor students to introduce themselves to each other at thebeginning of the term. Having students review and analyzetheir own video recordings is an effective means of fosteringreflection.
video presentations - allow for self-critique
Gignac, G. E., & Zajenkowski, M. (2020). The Dunning-Kruger effect is (mostly) a statistical artefact: Valid approaches to testing the hypothesis with individual differences data. Intelligence, 80, 101449. https://doi.org/10.1016/j.intell.2020.101449
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Youngstrom, E. A., Ph.D., Hinshaw, S. P., Stefana, A., Chen, J., Michael, K., Van Meter, A., … Vieta, E. (2020, April 20). Working with Bipolar Disorder During the COVID-19 Pandemic: Both Crisis and Opportunity. https://doi.org/10.31234/osf.io/wg4bj
Hyland, P., Shevlin, M., McBride, O., Murphy, J., Karatzias, T., Bentall, R., … Vallières, F. (2020, April 22). Anxiety and depression in the Republic of Ireland during the COVID-19 pandemic. https://doi.org/10.31234/osf.io/8yqxr
Olthof, M., Hasselman, F., & Lichtwarck-Aschoff, A. (2020, May 1). Complexity In Psychological Self-Ratings: Implications for research and practice. Retrieved from psyarxiv.com/fbta8
Collective Intelligence and COVID-19 | Trello. (n.d.). Retrieved April 20, 2020, from https://trello.com/b/STdgEhvX/collective-intelligence-and-covid-19
The aim is to demonstrate the distance travelled on their journey in the form of tangible, trackable learning outcomes and applications.
compare where their engagement levels stand against the rest of the class.
self-regulating effect
By giving student data to the students themselves, and encouraging active reflection on the relationship between behavior and outcomes, colleges and universities can encourage students to take active responsibility for their education in a way that not only affects their chances of academic success, but also cultivates the kind of mindset that will increase their chances of success in life and career after graduation.
we must routinely and explicitly give them structured practice opportunities to critically examine their own thinking.
there is a powerful impact on growth and self awareness when students can see their own development in speaking, in writing, in thinking and problem solving.
So it all comes back to self-directed learning again. As I've begun to think about this competency in our school, I've thought about how this might be something that is intertwined with all other competencies. In plain language, this might mean that students are always pulling back holding up a mirror (or taking a snapshot) of their learning/journey.
Using explicit criteria, the student develops the ability to look at her own work and determine the strengths and weaknesses evident in a particular performance or across a set of performances. She begins to set goals to address the areas she needs to develop and to deepen her areas of strength.
The obvious paradox here is that the more "explicit" and digestible (student friendly) our criteria, the more a student can be independent in assessing her own work. That's a wonderful tension between top-down criteria and bottom-up assessment.
"What connections can I make between what I'm learning in one class with what rm learning in another?" ""What questions do I have about my learning?"
Versions of these questions would be good for us to consider in our portfolio panels.
making student development visible and accessible to the student, through video portfolios, written portfolios, and multi media collections of work
What a powerful reason for asking students to keep and develop a portfolio: because we want you to see the progress you will make/are making, or at least see the changes and development of your work.
The challenge for all of us engaged in the design of portfolio assessment is to assist our students to learn how to make their products more "interwoven and complete," weighing "the stress of every chord" to assure that the portfolio becomes an expressio
What a bracing shift it would be to ask students to consider their portfolios as something that is an expression "worthy of their time and effort." To treat the portfolio as another presentation of their work, for a real audience, and one that matters.
How can we begin to give students experiences of this kind of presentation of self/work in small ways, not just at the end when a portfolio is due.
the portfolio can be a structure to help an individual express meaning. But its quality depends up what the individual does with it.
This would suggest that a portfolio is a means of self-expression. Students should be encouraged to show who they truly are through a portfolio.
So I was just looking at a folder of work that a seventh grader wants to use in her portfolio. She came to me asking me to "approve" of the work. "Is this good enough for my portfolio in Independent Reading?"
It wasn't easy to get her to understand that I wasn't going to give approval or disapproval, and instead I asked her in as many was as I could think of to show me how the work show us something important about her ability to "have conversations online" (as our competency states) about her reading. Or more generally, I said, "Okay, so here are three responses to short stories that you have first drafts of. You do need to finish them, and as you do, think about what you want these to show about your unique, thoughtful ways of responding to literature."
We have work to do. But Mary Diez's metaphor here reminds me of how important it is to return the power of the portfolio to the student. It's not my approval of the work that matters, it's the student's ability to recognize and articulate her own sense of why this work matters, how it shows something important about herself.