ACKNOWLEDGMENTS
This book was only possible because of the work of many dedicated educators and students. Put simply, without the learning partnership that has developed between ourselves and the following people this book could never have been written.
Colin Sloper (Principal - Somerville Rise Primary School)
For supporting the development of the process
Staff at Somerville Rise Primary School For supporting the development of the process
Maddy, Thomas and Paul (Year 10 Students) Your inspiration and insight motivates us everyday
Helen Morris (Westernport Secondary College)
For your support as a critical friend
Students of Gavin Grift and Jane Satchwell
For giving us an insight into the way you think everyday
Warren Turner (UK) and Tony Richardson (Canada) For your perspective
Jo Grift
For your ongoing generosity, support and encouragement
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INTRODUCTION
‘My reading is like a virus. It has infected all of my learning’
Tom, Grade 6 student, 2003
As teachers we often lament our students’ inability to take responsibility for their own learning; so how do we encourage them to do so?
In our classrooms, we have found that for students to take responsibility for their own learning:
• Students need tools to support this responsibility
• Our teaching of curriculum should be enhanced through this shift in responsibility
• A high level of expectation by teachers and students is imperative within this process
The aim of this book is to demonstrate how portfolios and student led conferences support the authentic assessment of the ‘whole child’. We have used a step-by-step approach to understanding the context, developing the content and celebrating the results of the use of portfolios and their integral role within powerful student led conferences. The underlying principle of this process is the use of metacognition in the classroom. This enables students to take genuine responsibility for their learning.
Parallels are drawn between the development of classroom portfolios and the emphasis on authentic assessment within the current educational climate.
As teachers we have found that the most useful resource is the one that can be picked up ‘on the run’ and used. We have therefore presented the student’s journey from portfolios to student led conferences in a simple and sequential manner to allow practical usability. The portfolio process described can be adapted and applied to a variety of contexts and year levels and is supported by outlining three different approaches to implementing student led conferences.
The book is divided into four main sections. The Introduction contains an overview of metacognition and the role it plays in the journey from portfolio to student led conferences.
Developing the portfolio process is a detailed guide to creating and using portfolios, and will help you decide on the best format for your school. Developing the conference process is an innovative, step-by-step guide to creating powerful student led conferences. These two sections are explored using the process on the left of the page.
The last section of the book, Helping you start (see p. 67), contains a selection of tools that support the process. Wherever a tool is referred to in the text, a ‘Helping you start’ logo will direct you to this section.
go.hbe.com.au contains a downloadable template that has been designed to enable teachers and students to develop their own portfolio any way they like, building onto an existing structure. The sample digital portfolio template we developed using
In essence, metacognition can be understood to be the process one undertakes to think about the way in which they think to assist them in their learning.
Microsoft PowerPoint, will assist teachers in structuring their digital portfolios for authentic assessment. Sample slides, along with a description of how they can be used, are shown on pp. 29–39 of this book.
WHAT IS METACOGNITION?
The journey of portfolio to student led conference, is a natural and effective way of ensuring metacognition becomes both a valid and purposeful component of the learning journey within any classroom.
To understand the importance of metacognition and the role it plays within the learning process, it is necessary to understand what it means. Understanding the role of metacognition enables the teacher and subsequently the students to share the purpose for developing portfolios for authentic assessment.
The following are denitions of metacognition:
Metacognition involves the monitoring and control of attitudes, such as students’ beliefs about themselves, the value of persistence, the nature of work, and their personal responsibility in accomplishing a goal. (Fusco and Fountain, 1992, p. 240)
Tell me how you arrived at that, is the process of raising their consciousness and therefore improving their control of how they approach tasks. (Barrel, 1995, p.99)
I prefer the term self-awareness (as opposed to metacognition), in the sense of an ongoing attention to one’s internal states. In this self-reexive awareness mind observes and investigates experience itself, including the emotions. (Goleman, 1996, p. 46)
In order for students to maximise their chances of educational success, it is essential that they can view themselves from an objective point of view. This supports them in identifying what assists them in their learning and what is hindering them. The student is then more able to take responsibility for their learning and become authentically involved in the learning process itself, rather than seeing learning as something that is ‘done to them’.
Metacognition therefore enables the learner to achieve:
• CONTROL over their learning
• AWARENESS of what thinking works for them and what doesn’t
• UNDERSTANDING of how subject and content thinking differs
• ABILITY to modify learning behaviour leading to success
• TRANSFERENCE of effective thinking strategies to other areas of school and personal life
The use of metacognition throughout the learning process will encourage the development of students as life long learners.
Why promote metacognition in your classroom?
As learning is a complex process and differs from individual to individual, it is essential for teachers to promote a climate that fosters open, honest and trusting reection. This enables students to see themselves as important stakeholders within the learning journey and identify the many factors that impact upon their ability to succeed in their learning.
By embedding metacognition on a consistent basis within the classroom setting, we start understanding how our thinking impacts upon our behaviour both in a social and academic sense. This further enables an individual to ask themself:
• How do I learn?
• How do I apply my learning?
• How does my behaviour reect my thinking?
What is metacognition?
• How does my behaviour therefore affect my ability to learn?
The ‘Metaman’ below recognises the essential elements of linking metacognition to the whole person throughout the learning journey.
RESPECT
of self of others
UNDERSTANDING
SOCIAL BEHAVIOUR
Communicating, Interpersonal Personal, Learning
How does my behaviour reect my thinking
How does my behaviour therefore affect my ability to learn
The use of metacognition in the classroom respects the whole individual, the learning process and the absolute relationship between them both.
UNDERSTANDING ACADEMIC BEHAVIOUR
The Arts, English, Humanities, Languages, Mathematics, Science Thinking, Communication, ICT and Design, Creativity and Technology
METAMAN
How do I learn?
How do I apply my learning?
‘Metaman’ demonstrates that for the student to gain an understanding of what is being learnt, they need to have a clear idea of how, what they bring to the learning, impacts on their degree of success.
The use of portfolios meets the specic purpose of encouraging students to understand themselves as learners therefore enabling teachers to teach to the whole child.
How does metacognition make a difference?
This book is designed to demonstrate how portfolios can be implemented to embed metacognition into the classroom. It is important to understand that through challenging students to reect on both their social and academic habits, genuine progress in learning can be made.
Classrooms are complex environments. All students and teachers form their own perceptions based on their previous experiences, skill and knowledge levels. Metacognition
Assessment therefore combines traditional testing of students with the authentic use of selfassessment, peer assessment and teacher/ student collaboration for assessment.
benets all learners regardless of how they see themselves and the world because it naturally challenges their personal perceptions therefore encouraging them to recognise how their personal views impact on their ability to learn.
Figure 1.1 shows the behaviours of three ‘stereotypical’ categories of students in an everyday classroom. Figure 1.2 demonstrates how challenging these students to think metacognitively can positively impact on their ability to learn. These gures demonstrate the contrast between a classroom that actively promotes metacognition and one that does not.
Figure 1.1 Behavioural traits of three ‘stereotypical’ student groups within the average classroom.
High achiever
• Efcient use of time
• Successful organisation of materials
• Ability to remain on task without distraction
• Ability to seek assistance relevant to the task
• Finds it difcult to deal with failure
• Can nd group work frustrating
Average levels of achievement Low achiever
• Waits to see what others are doing and starts with unessential parts to the task
• Goes backwards and forwards, borrows and lacks forward planning
• Welcomes distraction (easily led – production reliant on who they are sitting with)
• Looks for reassurance, particularly from teacher
• Has the potential to be a ‘high achiever’
• Actively becomes a W.A.S (Work Avoidance Strategy)
• Loses sheet, can’t nd pen and locker is a pig sty
• Actively seeks distraction or creates it
• Wants/needs full scale support but wont seek it and often rejects it when rst offered
• Has a desire to t in but lacks the required skills
• Can possess the ability to think ‘outside the square’
Figure 1.2 How metacognition positively impacts on all students
High achiever
• Encourages recognition of the need to extend thinking, enabling self motivation through authentic challenge
• Encourages the development of emotional resilience
• Promotes recognition that they too can learn from others
Average levels of achievement Low achiever
• Recognition that the need for content and understanding should be the focus
• Recognition that near enough is not good enough
• Recognition that they have something valuable to contribute
• Understands that they control their own learning journey through the beliefs, attitudes and behaviours that they display
• Recognise the ‘self sabotage’ mentality and understand that they can change it
A teacher who is able to support the building of a classroom environment where deeper levels of thinking are encouraged is promoting a culture where the whole child is being
What is metacognition?
recognised. This is essential to successful learning. It becomes obvious that a child who can ask him/herself reective questions begins to take ‘real’ control of their learning.
In Figure 2.1 examples are given of questions that learners can ask themselves to demonstrate how metacognition can be applied in the classroom. We refer to this as the A.S.A.P. process.
Figure 2.1 Attitudes + Skills + Actions = Performance Product Perception.
Metacognition promotes students as learners
UNDERSTANDING SOCIAL BEHAVIOUR
UNDERSTANDING ACADEMIC BEHAVIOUR
How does my ability to recognise my feelings impact upon my learning
Did I listen? Did I question? Did I share? Did I collaborate? Did I celebrate
How do I listen? How do I question? How do I share? How do I collaborate? How do I celebrate?
What thinking will help my learning
What ‘Thinking Tools’ do I need within this learning context?
How do I demonstrate and apply my learnings?
Product Perception reects students as learners Performance
If a student is able to recognise their feelings and learn to think differently about them, they free up headspace enabling them to concentrate on learning. It is difcult for any student to focus on learning, when they are worried about what somebody is saying about them or taking on board things that may have happened outside the classroom. Students who enter classrooms where feelings are acknowledged, processed and put into context are more likely to succeed than those who enter classrooms where feelings aren’t even put on the agenda.
In Figure 2.2 we outline how recognising the way in which we feel can benet the learning journey through challenging these feelings and understanding the impact they have.
Figure 2.2 ATTITUDES: A learner who reects successfully on their feelings is able to recognise their emotions.
Feeling
Anxiety
Frustration –embarrassment
Anger –disappointment
Trapped
Strategies are developed to
Resultant attitude
Overcome fear Takes risks
Overcome despondency
Overcome feelings of futility
Overcome feelings of worthlessness
Learns from mistakes
Puts things into perspective Can laugh at self.
Likes self – celebrates and appreciates individuality
Frees up head space to allow concentration on learning
This ows on into the area of developing social skills. As schools and classrooms are social places it is imperative that students are asked to question the impact their social skills have on the learning process. This can lead to understanding themselves as learners and identify areas they need to work on to further support their learning. Figure 2.3 outlines the positive learning behaviours that can be developed through the displaying of appropriate social skills.
Figure 2.3 SOCIAL SKILLS & RESULTANT ACTIONS: A learner who reects successfully on their social skills can appropriately adapt their behaviours to suit the learning situation.
A learner who can:
• Actively listen
• Remain calm
• Be assertive
• Be patient
• Be independent
• Compromise
• Negotiate
• Display empathy
• Remain objective
• Demonstrate an open mind
• Celebrate
• Take turns
Will be able to:
• Focus on core issues
• Appreciate others
• Offer solutions
• Respond rather than react
• Recognise different viewpoints
• Share ideas
• Maximise knowledge
• Absorb information
• Use time effectively
• Accept criticism
• Communicate honestly
What is metacognition?
A student also benets greatly from understanding how they like to learn and how they learn best. There is a plethora of information in relation to individual learning styles within our current educational climate. This can be very useful in providing our students with an understanding that everybody learns differently. Providing our students with opportunities to work within differing learning modalities supports and extends their learning by challenging them to think and learn in different ways.
Reecting on the way in which our students learn also provides teachers with unique opportunities to open the dialogue with them on why some tasks seem more challenging than others and therefore what skills need to be developed to overcome these challenges. Provided teachers don’t just cater for their students by presenting them with activities from one particular learning style, teaching learning styles to students can be very powerful in building metacognition authentically into the classroom.
Figure 2.4 provides resources for two models; Howard Gardiner’s Multiple Intelligences and St. Johns University, New York, Leaning Modalities for addressing learning styles and strategies to this support learning.
Figure 2.4 UNDERSTANDINGS (Cognition): A successful learner is able to reect on:
• what thinking helps them to learn (attitude)
• what supports them in their learning (skills)
• how to apply and demonstrate their learning (actions)
How do I learn? – some examples of how to challenge students to think about the way in which they learn.
Howard Gardner’s Multiple Intelligences –Verbal/Linguistic, Musical/Rhythmic, Logical/ Mathematical, Visual/Spatial, Bodily/ Kinaesthetic, Naturalist, Intrapersonal, Interpersonal.
Learning Modalities – Auditory/Verbal Learners, Visual Learners, Kinaesthetic/Tactile Learners, Technological Learners
(Carolyn Coil, Teacher’s Toolbox, p. 9)
Strategies used to support, apply & demonstrate the ‘Learning Journey’.
• Providing forums for sharing (Connectedness, Engagement)
• K W ‘h’ L
• De Bono’s 6 Thinking Hats for reection
• PMI / Feedback Station
• 5 Whys ??????
• Learning Capacity Matrix
• Rubrics
• Compass Point Activity
Developing the portfolio process
How can authentic assessment be supported through the use of portfolios?
Pages 14 to 15
What format will my portfolio take?
Pages 16 to 17
What area of the curriculum will portfolios support in my classroom?
Pages 18 to 19
How do we get this off the ground?
Pages 20 to 21
How do I keep the process going and keep it real? Pages 22 to 40
What are my students going to do with their portfolio? Page 41
How will we measure the effectiveness of the portfolio journey?
PURPOSE
How can authentic assessment be supported through the use of portfolios?
‘Assessment is the process of gathering and interpreting evidence of learning to make informed inferences and decisions about how well students are progressing.’ (Blueprint…Flagship Strategy 1- Student Learning - Assessment & Reporting).
If a portfolio is to become a tool for authentic assessment then we, as teachers must ensure that:
• the content reects the full range of learning objectives
• our students receive frequent constructive feedback that supports further learning
• the assessment criteria is made explicit for the learner
• reection and self assessment are encouraged
• evidence from assessment to inform future learning for both teachers and students is provided
(Adapted from the Principles of Learning & Teaching – Blueprint – Flagship Strategy 1 –Student Learning)
The assessment guidelines mentioned above, highlight the importance of including the student, peer and teacher throughout the assessment process, enabling the full picture of student learning to emerge.
The following gures highlight the benets of developing a portfolio, for both teacher (Figure 3.1) and student (Figure 3.2).
Figure 3.1 Benet of developing portfolios to teacher
Shift from teacher to shared responsibility
Matches students perceptions of understanding with teachers
Identies next step for planning both for the class and the individual student
Strong feedback from students = clarication of student progress
Motivated or Independent students = engaged learners
Figure 3.2 Benet of developing portfolios to student
Responsibility for own learning
Loses the need to be right – focus on learning Builds condence and ownership through active involvement Builds independence and motivation
Ability to recognise next steps in learning
‘As parents I think perhaps we underestimate our child’s abilities academically and socially. Sometimes they do not like to involve you or let you know what they are doing at school. The portfolio is a great way of nding out.’
Figures 3.1 and 3.2 clearly demonstrate that for assessment to be truly authentic the students themselves need to become involved in the process.
No matter what shape or form your portfolio takes, it is important to check whether the elements described in the gures above, are reected in the process you undertake. If this is not the case, your portfolio is serving a different purpose than supporting authentic assessment through the development of metacognition.
Portfolios where work samples are collected or ‘all about me’ slides are produced are NOT examples of authentic assessment.
Portfolios that support authentic assessment reect the thinking. This puts the student in charge of their own learning which occurs when they understand their place within it.
Use the ow chart on p. 17 to help you decide whether digital portfolios or at portfolios are more suited to your individual or school context.
CHOICE
What format will my portfolio take?
Before beginning, it is important for a teacher to ascertain what structures will be used, what materials are needed and what support is available to successfully implement the portfolio process.
The fundamental question any teacher will need to ask is whether they can support a computer generated digital portfolio or whether it is more practical – in the initial stages – to undertake a ‘at portfolio’.
A digital portfolio is generated by a computer program i.e. Microsoft Power Point, Front Page or a commercially developed program and contains multimedia content such as video footage of the students, audio recordings and photos. The scanning of work and hyper linking of content is also an essential element when developing digital portfolios for authentic assessment.
A at portfolio is a paper version in which any materials are kept together centrally. It can take the form of a folder, scrap book, student made folio or display book (our personal favourite!).
A key consideration is to decide what will work best for you, depending on your situation. This must take into account personal Information and Communication Tecnology (ICT) capabilities, attitudes and resources.
The most important aspect, regardless of what format you choose, is that your choice supports the purpose of developing authentic assessment in a consistent and meaningful way.
The essential element is the learning that takes place, not the ‘bells and whistles’ that surrounds it.
What format is for me?
This book focuses on the development of a ‘Year’s Duration’ Portfolio but aspects from it can be applied to any other portfolio type.
SPECIFIC FOCUS
What area of the curriculum will portfolios support in my classroom?
Once we, as teachers, have decided to use portfolios for authentic assessment it is essential to make decisions regarding which areas of the curriculum we are aiming to support. There are obviously many aspects to consider and these should be integrated to give a more balanced picture of student learning.
Examples of portfolios for authentic assessment that can be developed in classrooms include:
1. Year’s Duration Portfolio*
FOCUS: Reecting on a student’s learning journey over the course of a year. It can be used to drive a student led conference and assist the student to develop their understanding of themselves as learners. It may include ‘Myself’ representations, learning style preferences, graphs of learning style preferences, work to be proud of, various self, peer and teacher assessment, formalised goal setting and reections (both learning and behavioural). Both digital and at portfolios will support this.
* Examples of self, peer and teacher assessment (including goal setting) are included in ‘Helping You Start’, the blackline masters section at the back of this book.
2. Literacy Portfolio
FOCUS: Highlighting the journey taken throughout the year in literacy. It may include work samples such as specic genres of written texts, comprehension tests, examples of student reading (video), presentations (written, audio or video), milestones/awards and various forms of self, peer and teacher assessment. A literacy portfolio could be presented in either digital of at form.
3. Homework Portfolio
FOCUS: Providing a home to all those pieces of paper that would otherwise be lost in the ‘Student Bermuda Triangle’. It is more suited to the ‘at’ version of a portfolio and can be adapted to include more authentic assessment such as peer reections, student self assessment and both parental and teacher observation. This portfolio travels between school and home on a regular basis depending on your school’s homework policy.
4. Numeracy Portfolio
FOCUS: Can include numeracy tasks ranging from individual or group based investigations, maths homework, diagnostic tests (with a reection component for setting goals), attitude to maths surveys, lesson reections, work samples, ‘help charts’ and posters. Again this is probably suited to the ‘at’ portfolio version rather than the digital portfolio.
5. Integrated Topic Portfolio
FOCUS: Reecting an entire unit of work developed by a teacher in consultation with their class. It may include visual representation of the topic, student prior knowledge of the topic, work samples, various assessments, photos of exhibits/models, audio/video footage of presentations, projects, rubrics and information as it relates to the focus topic.
6. Best Work Portfolio
FOCUS: Designed to showcase the best work from the learning journey as agreed upon by student and teacher. If the student nominates to have a piece of work placed into their portfolio, they are required to discuss their reasons, encouraging metacognition. A best work portfolio could lead towards an exhibition and is suited to both the digital and at portfolio format.
7. Professional Portfolio
FOCUS: Students in the secondary system who are heading towards the workforce. They showcase abilities and actual examples of work and can assist in giving the student something to talk to when meeting with people outside of the school environment. Again these can be computer generated or organised manually and as with all portfolios are only limited by the imagination of the student and their teachers.
8. Student Wellbeing Portfolio
FOCUS: Supporting the approach the school or class is taking towards student wellbeing. It may include pieces of work from programs such as You Can Do It (Dr. Michael Bernhard), Bounce Back (Dr. Helen McGrath) or Habits of the Mind (Art Costa). It may also contain information about bullying, social news, reections of the student, classroom procedures, codes of conduct, contracts and social goals. This portfolio is most suited to a at portfolio but could be included as part of an overall digital portfolio on the learning journey.
9. Curriculum Focus Portfolio
FOCUS: Designed to focus quite specically on one curriculum area this portfolio may support learning goals outlined in Individual Learning Plans and can be very useful for students with learning difculties. It is suitable for teachers targeting subject specic areas whilst integrating aspects of personal and interpersonal learning. It may contain work samples, assessments, reections, goals, information and communication between the home and classroom.
10. Goal Setting Portfolio
FOCUS: Used to collect goals set throughout the school year. This portfolio is a place to keep track of what a student sets out to achieve, how it was intended that they reach the goal and how they felt they went. It could extend across many curriculum areas and should be inclusive of both academic and social goals. This portfolio may be extremely helpful for parent teacher interviews or student led conferences. It can be incorporated into a digital portfolio or be generated as a at portfolio.
Portfolios are only limited by the imagination of both teacher and students. Provided the purpose is clear, shared and conducive to authentic assessment, then the time is ripe to begin the journey.
GETTING STARTED
How do we get this off the ground?
What happens when you get a great teaching and learning idea? Usually we have been to an inspirational professional development session and seen one of our peers demonstrate a successful and exciting program, read a fabulous book or found the website which has the answer to all of our questions. So often, we take this back to our schools, rave about it to our planning team, spend many hours modifying and developing and take it to our students expecting them to be as motivated as we are. Then ‘shock horror’ they are not!
To get things started, develop a clear idea of what you want to achieve in your classroom with portfolios but remain adaptable, then:
Talk with your students
Figure 4.1 Examples of key discussion areas when introducing portfolios.
When will we work on our portfolios?
What should work in our portfolio look like?
What is learning?
What is the purpose of our portfolio?
What should be in our portfolio?
The ow chart below explores the process for developing an understanding of portfolios with your students in depth, offering practical ideas to get you started. This process supports the development of either a digital or at portfolio.
What is Learning?
Questions for discussion ‘How to’ ideas
• How does it happen?
• How is it measured?
• Who measures your achievements?
• What is your role in learning?
• Group discussion
• Think, pair, share
• Grafti Sheets
• KW’h’L
What is the purpose of our portfolio?
Questions for discussion
• What would be their purpose?
• Why would we use them?
• How could they help our learning?
• What will we do with them?
to’ ideas
• Consensogram (David Lonford)
• Five Whys (David Longford)
• Group Discussion
• Think, pair, share
• Print Walk
What should be in our portfolio?
Questions for discussion
• How do we work out what goes in the portfolios? (e.g. work samples, reections, awards)
• What will the content include? (e.g. digital images, videos, sound)
• How will we track the content?
to’ ideas
• Afnitygram (David Longford)
• Bubble chart (David Longford)
What should work in our portfolios look like?
Questions for discussion
• Is presentation important?
• How could we organise our portfolio?
• Should work be in a specic order?
• Should we include an index?
• Should we monitor included work with a contents list?
to’ ideas
• Y chart for student led conference
• If this is what our interview will ‘look like, sound like, feel like’ how do our portfolios need to look to be of support in this process.
• Brainstorm
• Look at examples of ‘portfolio like’ publications.
When will we work on our portfolios?
Questions for discussion
• Where do portfolios t within our program?
to’ ideas
• Venn Diagram –
• Do we need time to focus on completing and organising our portfolios
• Think, pair, share – looking at timetables.
This process ensures that your students develop ownership and see portfolios as an ‘interwoven’ aspect of their learning
