We’ve been reflecting on our recent two-day Institute in Ajax, Ontario that was inspired by our latest publication, Collecting Evidence and Portfolios: Involving Students in Pedagogical Documentation. The time was filled with discussions about the context within which portfolios make sense, the five purposes for which teachers and students might create them, the processes involved, and specific classroom examples. One exchange in particular has stayed with us.
A system-level lead teacher was planning for the implementation of portfolios in Kindergarten through Grade 12 classrooms. We had just finished a group discussion about whether or not portfolios should be paper or digital. The instructional leader started the small-group conversation by reflecting:
I’ve just realized that paper or digital is not the first decision we have to make. We need to slow down and back it up a bit.
His realization is one that many participants had over those two days. Regardless of format or platform, the purpose and process of involving students in their own pedagogical documentation is what matters most. That is to say, a portfolio is the residue of a deep process of learning…and that process is what requires thoughtful conversations and decision-making.
Written with my colleague Brenda Augusta.