Student ShowcaseToolkit

A 21st Century Competency WorkshopFacilitated By: Arlene Low & Vanessa LewisSun West School Division(Ideas adapted from various sources which are referenced at the end of this document. The 3 Anne Davies booklets purchased by our school division are a key resource.)

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ContentsConsider Purpose and Audience..................................................................................................................3

Purpose and Audience Padlet..................................................................................................................4

Setting Criteria.............................................................................................................................................5

Determining and Setting Criteria.............................................................................................................6

Showcase Criteria Template #1...........................................................................................................6

Showcase Criteria Template #2:..........................................................................................................8

Collecting Evidence and Artifacts................................................................................................................9

Collecting Evidence and Artifacts..........................................................................................................10

Artifact Checklist: Template #1..........................................................................................................10

Self Assessment/Reflection and Goal Setting............................................................................................11

Self-assessment and Goal Setting..........................................................................................................12

Self-Assessment Pause and Think Strategies.........................................................................................12

Phrases and Prompts.........................................................................................................................12

Margin Symbols.................................................................................................................................13

Reflection Cards and Templates........................................................................................................13

Self-Assessment Look for Proof Strategies............................................................................................14

Proof Cards and Templates................................................................................................................15

Before and After Proof and Templates..............................................................................................19

Personal Records and Templates.......................................................................................................20

Self-Assessment Connect-to-Criteria Strategies....................................................................................20

Met/Not Yet Met Ideas and Templates.............................................................................................21

Sample Match and Templates...........................................................................................................21

Performance Rubric and Templates..................................................................................................22

Goal Setting Strategies...........................................................................................................................24

Short Term Goals and Templates.......................................................................................................24

Long Term Goals and Templates........................................................................................................25

Additional Goal Setting Templates.....................................................................................................29

Assessment................................................................................................................................................31

Engage in Assessment...........................................................................................................................32

Resources..................................................................................................................................................33

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Consider Purpose and Audience

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Purpose and Audience PadletBrainstorm/share ideas for Student Showcases (within your classrooms and/or schools) while keeping in mind both purpose and audience.

To do this, please share your thoughts on PADLET

(Padlet is an excellent tool for brainstorming and collaborating).

To access now or review shared ideas later, please visit:http://padlet.com/lewey1/showcase

or use a QR Reader to scan:

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Setting Criteria

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Determining and Setting CriteriaTeachers can set criteria for or with students.

Points to ponder:- Decide what is important to showcase.- The criteria that is set will depend on the type of showcase.- It is important to set criteria before beginning the portfolio/activity/assignment.

Showcase Criteria Template #1

Name:_______________ Grade:_______ Sem: ___Subject 1: What is your academic goal for this subject? How will you accomplish

this goal?

Academic Strengths:

1.

2.

What do I need to improve on? How will this happen?

Portfolio item(s)

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Subject 2: What is your academic goal for this subject? How will you accomplish this goal?

Academic Strengths:

1.

2.

What do I need to improve on? How will this happen?

Portfolio item(s)

Subject 3: What is your academic goal for this subject? How will you accomplish this goal?

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Academic Strengths:

1.

2.

What do I need to improve on? How will this happen?

Portfolio item(s)

Learning Behaviour Goal:

Personal Involvement/ Achievements:

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Showcase Criteria Template #2:

Criteria Elementary Middle Level High SchoolAcademic Goal

Learning Behaviour Goal

Strengths

Improvements

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Personal Achievement/

Involvement

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Collecting Evidence and Artifacts

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Collecting Evidence and ArtifactsTeachers can help students collect evidence and artifacts.

Points to ponder:- Match the criteria- Include formative and summative assessments- Include reflection- Showcase a variety of learning

Artifact Checklist: Template #1

Student:_________________________________Term:______

Teacher:_____________ Date:______

Math ELA Social Studies

Health Science Arts Education

Physical Education Career Work Ex Other

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Additional Notes and Feedback:

Possible Goals for next showcase:

Self-Assessment/Reflection and Goal Setting

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Self-assessment and Goal SettingTeachers can help students engage in both self-assessment and goal setting while developing the Student Showcase.

Points to ponder:- There are a multitude of ways in which students can assess their own work.- Some self-assessment strategies are more involved than others.

Self-Assessment Pause and Think StrategiesPause and Think self-assessments are helpful to both students and teachers and generally do not take much time or teacher preparation. These self-reflection ideas are intended to:

Help students begin to develop skills in thinking about their learning Provide teachers with information so they can find any gaps between what

has been taught and what has been learned. Give students processing time so they can begin to make sense of new

materials and/or information.

Phrases and PromptsHave students complete sentence starters to encourage them to reflect on their own learning. Sentence starters must reflect the purpose of the student showcase.

For Example: If students have created a portfolio entry for a progress portfolio, allow them time to reflect on the entry using appropriate prompts such as:- This artifact demonstrates…- I am very proud of this because…- I can see evidence of growth towards my goal because…- I still need to work on…

Margin Symbols

Students can record symbols or phrases in their portfolios or notebooks to highlight certain things to their audience. For

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example, as the teacher, you might require some feedback as to their current understanding of a concept for which they must showcase. You could begin by explaining to students that you need to gain a better understanding as to where each student is in relation to the concept. You could then have them make symbols in their notebooks to bring attention to their level of understanding.

Reflection Cards and TemplatesReflection cards allow student so share thoughts on the content by responding to prompts on a recipe card, piece of paper, electronic tool (such as Padlet), etc. The teacher can use information provided to help the class and/or individual students with areas of need.

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Artifact Reflection and/or Exit PassTwo things I learned….

One question I have…

Self-Assessment Look for Proof StrategiesLook for Proof self-assessment strategies help students show evidence/proof of their thoughts and ideas by going beyond the pause-and-think activities. Students do this by making their learning visible, showing growth, and/or engaging in conversation about their learning.

Help students begin to develop skills in thinking about their learning Provide teachers with information so they can find any gaps between what

has been taught and what has been learned. Give students processing time so they can begin to make sense of new

materials and/or information.

Proof Cards and TemplatesTeachers can provide students with cards, paper, or an electronic option for sharing reflections on artifacts or pieces of work. Common types of proof cards include reflections around what is considered a “favourite” or what need “improvement”. These reflection activities help students with the collection, selection, and reflection process.

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One-word web card

FavouriteThis is my favourite because…

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This is my favourite because…

Getting ThereI think I’m starting to…

Please notice….

Date: ___________________ Signed: _____________________________________

TogetherI think I’m starting to…

The best part of working together is…

Date: ___________________ Signed: _____________________________________

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ImprovementThis work shows I’ve improved…

Date: ___________________ Signed: _____________________________________

Trash it!Two reasons this should be trashed are…

If I did it over again, I’d…

Date: ___________________ Signed: _____________________________________

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A FirstThe hardest part was…

The easiest part was…

Date: ___________________ Signed: _____________________________________

Before and After Proof and TemplatesTeachers can help students reflect on their learning over time by selecting specific examples that show growth over time. These reflection activities work well for progress/growth student showcases and portfolios.

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I really tried hard to…

Please pay attention to…

Date: ___________________ Signed: _____________________________________

Perseverance

Name: Date:I used to:

Now I:

Please notice…

Teacher response…

Name: Date:

Personal Records and TemplatesTeachers can encourage students to keep personal records of what they are doing and learning in order to document improvement. The records, then, become evidence of learning.

To introduce this concept, teachers might talk to students about the fact that many athletes keep records. For instance, swimmers keep records of their swim times so they can see how they are improving and determine how to improve. Recognizing improvement builds confidence. Together, teachers and students can learn how to keep records that show proof of student learning.

Students can keep records using graphs, calendars, notebooks, tech tools, etc. The record can become an artifact of learning.

Self-Assessment Connect-to-Criteria StrategiesThese activities engage students in comparing their own performance/work to criteria. This allows students to take an active role in the assessment process so they can take more responsibility for their own learning.

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QUIZ Record SheetName:

Subject:

Date Quiz Focus Grade Comments

Summary Statement:

Date: ________________ Signature: _____________________________________

Met/Not Yet Met Ideas and TemplatesStudents assess their work against criteria and determine whether or not they have met the stated criteria or not. Students must show or talk about the evidence that supports their choice.

To set this up, teachers might introduce the concept to students by stating:After you complete an activity, I am going to ask you to look carefully at your work in relation to our pre-determined criteria and make any changes or additions that are necessary to meet them all. By doing this, you have an opportunity to think before you hand in your work and see what you may have forgotten or be able to improve on. In relation to a writing assignment, the template might look like this:

Criteria for a Descriptive Paragraph Met Not Yet Met

- Has an introductory sentence- Uses powerful words that show rather than tell- Has a concluding sentenceDate Received:

Assignment:

Student:

Sample Match and TemplatesTeachers post samples of student work (anonymous or teacher-made) such as maps or letters that meet criteria at different levels of quality. Students look at their own work and match it to a sample of work that is the closest match. Students record specific reasons for the match they have made.

To set this up, teachers might introduce the concept to students by stating:When you are trying to do an assignment and you are not too sure what needs to be included or what it is supposed to look like, it can be very difficult. This is very true when you have never done a particular task before. To help you see what I expect, I will post samples for some assignments that show different stages of completion and levels of quality. You can then compare your work to the samples to determine where you are at right now.

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Performance Rubric and TemplatesTeachers can develop a performance rubric that shows different levels of quality for each criterion. Students decide which parts of the rubric provide the closest description of their work or performance.

To set this up, teachers might introduce the concept to students by stating:Descriptions can help you get the picture of what your work might look like when it is completed. For some of your assignments, I am going to write descriptions for different levels of quality and record them on a rubric. I want you to see which part of the rubric best describes your current work and also want you to be able to see the next level on the rubric that you are working towards.

The context for this example is group work:

1. Show chart with criteria for group work (previously developed with the class by the teacher)

Criteria for Group Work

- Get along- Share ideas- Listen to others- Finish the job- Use voices that don’t bother others

2. Provide each group of students with a performance rubric that you have developed for the criteria on group work.

3. Have students complete a task in their groups, asking them to keep criteria in mind

4. Bring the class together and ask one group to tell where they think their performance fits on the rubric for each criterion. Ask them to provide evidence of choices.

5. Have students continue with the group work. At the end of class, ask them to highlight the descriptions that best fit their group’s performance.

6. Provide opportunities for practice.

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Criteria for Group Work3 2 1

Get along Enjoyed working together as a team

Got along well Most got along with other group members

Share ideas Everyone contributed Most contributed (some more than others)

Some contributed (others needed to be asked)

Listen to others All members felt listened to

Most group members listened to others

Some members needed reminders to listen

Finish the job Completed all work on time (and thoroughly)

Got the job done (may have rushed on parts)

Needed more time to finish

Use voices that don’t bother others

Consistently used quiet voices

Reasonably quiet most of the time

Attempted to use quiet voices (needed reminders)

Conference Requested: Y N

Date Received:

Assessed by:___ Teacher___ Self___ Partner___ Other

Question(s):

Assignment:

Student:

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Goal Setting StrategiesSelf-assessment and goal-setting go hand in hand and goal-setting is a logical next step self-assessment. Goal setting is an important process in support of student learning. As teachers, we must help students see the connection between their self-assessments and their goals. Both short term and long term goals are important.

Short Term Goals and TemplatesShort term goals are small and specific and can be set on a regular basis. To ideas for helping students set short term goals include Adding a Line and Highlighting Criteria.

Adding a Line Teachers can have students set short-term goals by using information from self-assessments to help them determine their next steps/ For instance, we can ‘add a line’ to a previous self-assessment such as the before and after self-assessment strategy. This line prompts students to set goals by thinking about “next time” or “what’s next”.

Highlighting CriteriaWhen students have criteria for a specific assignment, goal-setting can be straightforward. As teachers, we can ask students to highlight any criterion they did not meet. This highlighted information can become a focus for short-term goal.

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Name: Date:I used to:

Now I:

Next time:

Long Term Goals and TemplatesLong term goals involve identifying an area that requires improvement. Generally speaking, a one to three month period gives students a reasonable length of to make noticeable improvement. Long term goals help students to pause and reflect on the big picture and what areas need focus in order to show improvement.

Breaking it DownOften posing a big question to students then seeking student input on how to ‘break it down’ helps to support long term goal setting. For instance, one might ask, “How can we improve our writing?”.

Student responses might include:- Write everyday- Try writing different forms, such as messages, lists, journals, letters, emails- Get your ideas down on paper first without worrying about all of the grammar initially- Have someone in mind that you can write for (audience)

Students will be able to devise long term goals after Breaking Down the big idea.

Planning FramesWe can model for students how to complete planning frames so they can see how to set and realistically work towards long-term goals.

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To get better at _______________, I could…

---

One thing I am going to start doing is…

I’ll start doing this on _______ and work on it until _______.

One way I’ll know I’m getting better is….

One Sentence Plan

To get better at:

I plan to:

and I’ll do this by:

Date: _________________ Signed: ____________________________

Asking QuestionsWhen students work with other to clarify, refine, and monitor long-term goals, they are more likely to see the benefits and value of goal setting.

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Peer Interview

- Is your goal possible?

- Is the time frame realistic?

- What will others notice when you are improving? (parents, friends, teacher?)

- What will you be able to show/tell others as proof that you are working on your goal?

- Who do you think could help you achieve this goal?

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Teacher Interview

- How are you doing with your goal so far?

- Do you need to make any changes? Eg. Time frame, goal, steps

- How can I help you?

Student Self-Review

- What did I learn by working towards my goal?

- What was the biggest obstacle?

- What was the biggest help along the way?

Additional Goal Setting Templates

To get better at__________________, I could…

1.

2.

3.

One thing I am going to start doing is…

I’ll start doing this on_________ and work on it until ________ .

One way I’ll know I’m getting better is…

GoalWhat do I need to get better at?

StepsHow do I plan to do this?

EvidenceWhat evidence will show I’ve achieved my goal?

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Time frame: Begin____________ End__________

Date:_____________ Signed:______________

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Showcase Summary Sheet:

Student:________________________ Term:__________

Teacher:________________________ Date:__________

Areas of strength: Work Samples to Show:

Areas needing improvements: A goal for next term:

My closing statement: The most important thing I want you to know is…

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Assessment

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Engage in Assessment Teachers can help students practice and prepare for their showcase

Points to ponder:- may connect to a specific outcome

- Is intended to be a showcase of learning - Could be used as a summative assessment- A chance for students to showcase their learning- An opportunity for students to share their learning with others

Portfolio Presentation: Audience ResponseParent/Teacher/Student Conferences: ___________________

Student: ____________________________________________

Outcome: AR7.1: set and achieve short and long term goals to improve ELA skills.

Two Stairs I have for you are:

1.

2.

Two Stars I have for you are:

1.

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2.

LEVEL:_____________

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Resources

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Online Video Resources:TedEd: https://www.youtube.com/watch?v=3fMC-z7K0r4

Teaching Channel: https://www.teachingchannel.org/blog/2013/03/20/student-led-conferences/

Learning Happens by Doing: https://www.facebook.com/video.php?v=10152893422159917

Websites Resources:Holly Clark: https://sites.google.com/site/clarkgafesummit/digital-portfolios

Anne Davies: Seeing the Results for Yourself: A Portfolio Primer by Anne Davies

Edutopia:http://www.edutopia.org/search-results?search=student%20portfolios

Kathy Schrock: http://moodle.washoeschools.net/mod/book/view.php?id=3428&chapterid=389

Digital Citizenship/Digital Tattoo Resources:DCMOOC: http://dcmooc.ca/archives/ (archived sessions from spring/summer distance learning opportunity) (You will need your Blackboard Teacher Account Information:  Username is firstname.lastname; Password is in the format - mmdd)

Digital Tattoo (UBC): http://digitaltattoo.ubc.ca/

Common Sense Media: https://www.commonsensemedia.org/educators/lesson/trillion-dollar-footprint-6-8

Media Smarts (Canadian): http://mediasmarts.ca/

Media Smarts through EdOnline: https://www.edonline.sk.ca/

Examplar Student Showcase: https://prezi.com/jwfipwdfp-eq/keyana-clarke/? utm_campaign=share&utm_medium=copy

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