podcast

Interview with Justin Baeder – Digital Portfolios in the Classroom

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Last week, I joined Justin Baeder at Principal Center Radio to discuss my new book Digital Portfolios in the Classroom: Showcasing and Assessing Student Work (ASCD, 2017). Click here to listen to the podcast on Justin’s website.

You can also access the podcast on iTunes.

 

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podcast

Digital Student Portfolios: An Interview with Trevor Mattea and New Books Network

In August I spoke with Trevor Mattea about my first book on digital portfolios. Below is the summary of our conversation. Click here for a link to the podcast. Enjoy!

Most of the time, school performance is not like performance in other arenas. In music, we want people to play something for us. In sports, we want people to show us our skills. Performance in school is filtered through test scores and letter grades. When we ask students how they are doing in reading, we do not expect them to actually read to us or share their thoughts on a recent books they have finished. We expect to learn them to tell us a reading level or point to wherever they are on a rubric. But what does that mean? Have we lost sight of the actual value of the things we are attempting to measure and quantify? What if we looked at school work the way we attend practices, games, and recitals?

In Digital Student Portfolios: A Whole School Approach to Connected Learning and Continuous Assessment, Matt Renwick, outlines the rationale for portfolio work in the twenty first century, including how portfolios can motivate and empower students, provide evidence for report cards and school conferences, guide the instruction of teachers, and share school language with families.

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podcast

What is Metacognition? How Do We Teach It? An Education Week podcast and response

I recently participated in an Education Week/BAM Radio interview with Larry Ferlazzo, Teresa Diaz and Laura Robb. The topic for our short podcast was metacognition.

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Click here to listen to the podcast, and read on for my written response on the topic of metacognition.

Metacognition is defined as “awareness and understanding of one’s own thought processes”. Education leader Dr. Linda Darling Hammond describes metacognition more succinctly as “thinking about our own thinking”. The ability to be self-aware and to reflect upon our mental processes is a critical skill that should be taught and reinforced in schools today. When we are intentional about being metacognitive, we are more likely to clear up misconceptions, understand how we operate as a person, and make smarter decisions about the future. However, with how fast paced education seems to be considering all of the curriculum to teach and the standards to cover, teachers can feel overwhelmed to take even more time for this.

This should be a concern of teachers. Metacognition is important beyond the schoolhouse. Questioning and reflecting about our experiences is a cornerstone of becoming a lifelong learner. Consider the most recent presidential election and everything that led up to it. From what I read, most people who made public comments online about the race spoke in absolute terms: “Trump is a narcissist.” “Hillary is a liar.” I did not comment on how true these statements might be when I read them on social media. Yet I did wonder how informed each person who made the statements was about the issues. What types of questions might have been asked to help a person become more aware of what they were saying and why? Would the online conversation have led to moments of reflection? If the questions were not asked, was that the best decision? Critical thinking usually leads to smarter decisions.  

When we teach students to facilitate a deeper discourse about their lives using metacognition, we help make the world a better place. Insults are replaced with questions. Criticisms are couched in appreciative observations. People live their lives more informed and more open to the possibilities. As an educator, I cannot imagine better outcomes for our students.