My school recently moved towards having e-portfolios. This is great as it will help our teachers to dedicate more time to student reflection.
I put together together three presentations to help. The first two are designed to be used in the homeroom, and have students reflect on the Approaches to Learning (AtLs) or IB Learner Profile (IBLP) attributes they have shown recently. They can then select work as evidence, or possible find a photograph to match. The third presentation is aimed at teachers to use at the end of the unit. They can make a copy and add in key information about the unit, such as the statement of inquiry or global context, and use this to guide student reflection. If making a copy of the template, I recommend just selecting a few elements to reflect on, instead of the whole thing!
Our school, like many others, has chosen to have students stay pretty much in one classroom all day, and have teachers come to them. Students will split for language acquisition, but they will still only be in rooms that their grade use. (For example, we have two grade 6 homerooms, but we have an extra room, for when they break into their language classes). This is a big change from previous years, and instead of teachers being responsible for the classroom, the students can now take the lead! They can choose how they want their room to look and will also be responsible for maintaining that.
We have some time in their first few days of school to work on homeroom agreements, but we are also giving all classes, in Grades 6-10, a 60 or 90 minute slot to work on decorating their homerooms. We'll also build in some time throughout the year for them to make updates!
Here's the presentation we will use. Feel free to use it with your students too.
This is another resource I thought I had shared, but I can't find it on my blog...so I think this is the first time I am sharing it!
One of the things I had planned for my Grade 6 and 7s was a genius hour/passion project, to complete over a few weeks, in their advisory and core classes. This was before the lockdown, so it never happened, but I am hoping we will use it again next year.
It's very simple, it includes some goal setting, and reflection, including reflecting on AtL skills used.
Feel free to use this in your schools.
I made this guide a while ago and will be using it with my students this year.
It goes through each strand, showing the objectives and different levels, and also has a space for them to write reflections and also gives them ideas for process journal articles. While I don't think it is wise for students to write their reports as they go, (as it is supposed to be reflective), by filling in this doc as they go, they can use it to help them write their final report.
Personal Project Complete Guide
I've set the link, so anyone can comment - so please give me suggestions or ideas for improving it. As always, feel free to make your own copy and use it with your students - go to 'File' (below the document title) then select 'Make a Copy'.
Firstly I want to apologies to anyone who has been trying to reach me. I have been sick, so not online much. I had a lot of reports to write (ended up being almost 10,000 words) and other bits and bobs to do, so haven't even opened my email yet! I am starting to feel better, so should get back on top of stuff this weekend!
I put together a little slide deck for new teachers joining my school in August. They will be sent their subject guides and From Principles into Practice before, and will have this slide deck, just as a quick reference guide. Mostly I will use it to accompany the new staff training, (once a week, after-school, for most of the first year).
I know there are some things I have missed out, like IDUs, but I think I have got a lot of the key things in there. If you think any slides would really benefit from an explainer video, or if you have any great links to videos, websites, articles or docs, please send them my way.
I make the presentation using a template from SlideMania.
This works best in presenter mode - you should be able to click the drawers to go from section to section. Here is a link to the full presentation.
Last year my Grade 6s did a big IDU between Design, Language and Literature and Language Acquisition. We postponed starting this, as we originally thought we would just have a few weeks off of school. Now that we know we won't be back for a while, we are doing a mini-version. For this, I will only give them a design Criterion C and D grade, (they will still do parts of A and B, such as analysing existing products, defining their problem and planning, but this will not be graded). We will of courses use all the IDU criteria. They will also be making paper dioramas for their final products too!
Something which I really like about this unit, is that the work they do will look very different depending on what language class they are in - for example, one Lang&Lit teacher will have her students to an op-ed piece, where as an EAL teacher will have her students do short fables and headline activities! As long as the written piece is a call to action, it fits!
So far they have learnt about the IDU, done a Parley online activity, after watching a Greta Thunberg speech and one of my three classes as analysed some existing videos which raise awareness of human impact on the environment. The other two grade 6 classes will do this tomorrow. The next step is I am going to get them to look at the type of diorama they want to make, and I will give them 20 minutes to make a really rough one (just so they can figure out how everything will be stuck together!)