Throughout the changes and investigations, a question has remained:
How can we elicit the most meaningful student reflections on portfolio selections?
One of the greatest mistakes that I have made along the way is not supporting children enough with their portfolio reflections. With the aim of collecting 'authentic' responses, I have tried to avoid 'giving children the answers'. The result of this though has often been confused children and superficial reflections (i.e. "I chose it because I like it".)
In the search for an alternative, I was so glad to encounter Elida Velez Laski's article in the NAEYC journal Young Children (links at end of post).
On page 40-43 of the article, Velez Laski explains three phases we can support children through towards the aim of independence in portfolio reflections:
- Model and Think Aloud
- Conference and Co-Construct
- Independent Self-Assessment and Articulation of Thinking About Thinking
Since adapting my approach I have noticed a great difference in the quality and depth of student reflections on their work. I have also been surprised by how quickly students have been able to develop their independence and ability to self-assess through the process.
Read the original article here: