Disclosure: Spaces is an advertiser on this blog. A couple of months ago I published a detailed overview of a digital portfolio platform called Spaces. In that blog post I emphasized the capability of Spaces to be used for Asynchronous breakout sessions. Those asynchronous breakout sessions are great for students to give each other feedback. Today, I’d like to highlight another aspect of Spaces. That is the ability for teachers to give individualized constructive feedback to their students through Spaces. Purposes for PortfoliosFrom documents to presentations to videos, you can have your students add just about anything to their digital portfolios made in Spaces. I’ve even had students add samples of code they’ve written into their digital portfolios. The type of material or artifact that students add to their portfolios isn’t nearly as important as the process of building their portfolios. Though it used a relatively small sample size, this study by Clare Kilbane and Natalie Milman found that using digital portfolios had a positive impact on students and teachers. In particular, it had an impact on relationships and how students learned academic content. Over the years I’ve had students create digital portfolios that contained artifacts from just a few weeks of the school year. I’ve also had students build portfolios that covered a semester and some that spanned the whole year. In all cases, the point of the portfolio was to have students create something that they could look back on to see growth. Likewise, their parents could see growth. It should be noted that there are some other purposes for digital portfolios. Those include showcasing examples of work for potential employers or to represent mastery of specific skills. While those are great uses of portfolios, this article is focused on using portfolios for documenting reflection and growth. Implementation of

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