Content is over. Portfolios are here.
Because our kiddos are all English Language Learners, our summative assessments look a little different. Content ends two weeks early and the kiddos spend the majority of their day with their advisor, writing and reflecting on what they’ve learned during the semester.
Photo 1: Target Notes and Post-itsTo help the kiddos organize their thinking, we have them complete a graphic organized called a target note (because it’s shaped like a target). They fill out their thesis, make 3 claims and support those claims with evidence and analysis. (Some of our awesome teachers revamped them this year so that the format is easier to follow and has the kiddos talk more about what they’ve learned and the projects they’ve done).
One kiddo had another teacher proofread their target notes after school. The teacher had some great ideas and rather than having the kiddo write them into the target notes, had them write their revisions on post-its.
I find that some kiddos are resistant to revising their writing since it means “more work”. The post-it note reduces some of that “work” and also helps them see the changes they’ve made. (I suspect most kiddos aren’t used to doing multiple drafts or the idea of reading something to make it better).
Photo 2: The Zombie Apocalypse
Our amazing biology teachers did a unit on eco-systems which prominently features the zombie apocalypse. During portfolios, we ask our students to provide evidence and analysis as part of their essays about what they learned. One of the kiddos did a decent job providing evidence from what they learned…and then justified it using their ability to survive the zombie apocalypse. I tried to figure out if this was a content issue or a language issue, but when I mentioned it to the student, they groaned and rolled their eyes, so…