While Kentucky has required students to produce a writing portfolio since the mid 1990s, I have long felt that the assignment needs to be overhauled in order to incorporate more digital skills. That’s why is was thrilled to learn that Classroom 2.0 Live was taking on ePortfolios with Dr. Helen Barrett. The slides for the session are embedded below, along with link to some additional resources on the subject. I also plan to share my experiences in future posts.
For more resources on using ePortfolios, try the following resources:
Click on the image above to explore more than 60 sites around the world.
1. Create a classroom climate that supports meaningful discussion first. Before you attempt a Cafe Conversation in your classroom, spend a time teaching your students how to talk to one another. Remind them that they are going to be more mature than the people they watch on television. I share my Classroom Discussion Guidelines with my students, then we practice…everyday.
2. Prepare thoughtful, open-ended questions. Each group should contribute something new to the discussion. Be sure to write questions that allow for this.
3. Structure the conversation to fit both your own and your students needs. Think about your own personality and that of your students. Can you function, even thrive, in a chaotic environment? Can your students? I am a very organized person, and I teach freshmen. As such, my Cafe Conversations follow very specific guidelines. Each group is assigned to a very specific area on the posters. Each group member is told to write in a different color. A discussion count-down is projected in the front of the room. Posters move, students don’t. This works for me and my students. Find out what works for you.
4. Monitor student progress and adapt as necessary. As the discussion progresses, walk around the room. Answer questions. Clarify meaning. Nudge students back onto the task at hand.
5. Debrief the conversation. The end of the Cafe Conversation should not be the end of the discussion. Require that students briefly summarize the thoughts and ideas that ended up on their original poster. Have them look for patterns, question one another’s assumptions, and correct any errors. Then require them share their findings with the class. I have students record this information in their individual notebooks, allowing them to take the discussion with them.
Another video that reminds me of what I hope to do more of this school year:
With less than a week until the first day of school, it’s time to review the basics…to remind myself of my classroom goals. The excellent video below is just a first step in that process:
- 107 Voices – Ventura, California
- English II-The Flat Classroom – Midwest
- Knight AP English 3 – Chicago, Illinois
- LHS Creative Writing – Cameron, Missouri
- LHS Freshman English – Cameron, Missouri
- Mr. Bickel’s English Classes – Pennsylvania
- Rams Read – St. Louis, Missouri
- To Kill a Mockingbird Response Ning – Bryant, AR
- Verona Lifestyles – Bryant, AR
Languages Other Than English
- KIS Spanish – Seoul, Korea
- Benton HS Zoologists – St. Joseph, MO
- Big Dog Science
- Extreme Biology
- Mr. McClung’s Class – Centerton, Arkansas
- Principles of Biology – St. Joseph, MO
- Science Class – Oakville, Ontario
- St. Joe’s H2O – St. Joseph, MO
- Civil Rights Facebook Group
- Cold War Facebook – St. Louis, MO
- Constitutional Convention – Milwaukee, Wisconsin
- iClassroom – Shepherdsville, Kentucky
- ME Holocaust Education Network – New Sweden, Maine
- Think Global – Shepherdsville, Kentucky
- Digi Teen – International
- Flat Classroom Project – International
- HSTE Project – Hereford, Texas
- Student News Action Network – International
- Students Speak Out – Minnesota
- T-Bird Times – New Jersey
For more information on using Ning Networks in the classroom try the following resources:
Web site filters in schools have had tremendous success in keeping one group of people from freely searching online. Unfortunately, that group is teachers.
Via Justin Reich, Washington Post