Scaffolding PLPs so students understand them
5th and 6th graders from Fayston Elementary School took their personal learning plans (PLP) in extraordinary and unexpected directions this year. All because of trust, dedication, and team work by their teachers.
This livecast of a presentation at the Dynamic Landscapes conference exemplifies the approach. You will hear students presenting the nuts and bolts of the PLP process with ownership, eloquence, and insight. The attendant educators, Amy Jamieson and Jason Stevenson, provided behind the scenes scaffolding and support while making sure that students were front and center.
Measuring how students approach goal-setting in the 5th and 6th grades
Educators at Wallingford Elementary School and Shrewsbury Mountain School, in central Vermont, undertook an action research project measuring how their use of digital tools — specifically Google Docs, Forms and Sites — changed how middle grades students approached setting goals and reflecting on their achievements.
Both schools are 1:1 with MacBooks.
A teacher-authored case study
Today we hear from a grade 5-6 team venturing into the world of personal learning plans (PLPs) using Google Tools.
Jared Bailey, math teacher, and Joy Peterson, English Language Arts teacher, provide concrete details on how they rolled out PLPs this year, including links to such resources as graphic organizers that they used for goal setting and an assignment (including rubric) on identity.
A step-by-step tutorial
We helped one of our partner schools, Wallingford Elementary in Wallingford, Vermont, get set up with screencasting for their MacBook-based 1:1 environment, and they taught us a ton about the tech tool decision-making process along the way.
So here, soup-to-nuts is a step-by-step tutorial for using Screencast-o-matic on the MacBook for recording screencasts for Google Site e-portfolios. With bonus screencast!
3 tech-rich strategies for exploring identity with students
“Who am I?” is the question at the heart of the adolescent mind. Almost all challenges, tests, and dilemmas relate to the central theme of identity.
Young adolescents seek to find answers to questions like, “Where do I fit in?”, “What makes me different or special?” and “What do I believe?”
100 years of Girl Scouts can’t be wrong
Digital badges have potential to serve as both markers of achievement and as a vehicle for those of us who assess students’ learning for a living to think differently about our current practices.
Many students do the work of examining their own learning through collecting artifacts, reflecting on evidence of learning, and displaying the results of that learning on their digital portfolios. As Act 77 in Vermont encourages us to open multiple avenues for learning opportunities, it also demands of us multiple ways for students to capture, reflect upon, and display their achievements.