Digital Portfolios - Active Learning

When engaging in formative assessment using digital portfolios, it is important to use active learning methodologies in conjunction with technology to ensure that learners are engaging meaningfully with a topic. Below, you will find a wide range of active learning methodologies summarised from the PDST manual and also the JCT Classroom Strategies resource. Many more are available by clicking the relevant links. Consider integrating these activities into formative assessment to promote reflection, collaborative work, critical engagement, higher order thinking strategies and active learning.

Think - Pair - Share - SQUARE

This strategy allows you to quickly engage the whole class and reduces the number of answers that a teacher has to elicit from a class.

Think: Pupils spend time in silence writing or thinking about their own ideas.

Pair: Pupils pair up with the person next to them.

Share: In their pairs, pupils share their answers with each other.

Square: Two pairs then work together as a new group of 4 to complete the task of agreeing on a collective response for the class. They elect who will be reporting on behalf of the group.

I See, I Think, I Wonder

This thinking routine is used to help learners think deeply about a new concept. They state what they see in an image, video or text, share what they think by making inferences, predictions, or connections and then they wonder what might be happening.

3-2-1

The 3-2-1 method can be used as a strategy to encourage learners to reflect on their learning and it is a great tool to use to check for understanding.

Sample 3-2-1:

3 : Record three things that they learned from the activity.

2: Record two things they found interesting.

1: Record one question they still have about the topic.

Diamond Ranking/Diamond 9

Take nine statements and ask groups of learners to rank these in order. But rather than ranking in a straight line, using the diamond template (one on the top, two on the next row, three on the middle row, then two, then one) removes the need for exact ranking and leads to a more constructive discussion.

To increase discussion and learning the group could be given eight statements and a blank card for their own contribution. The number of blanks could be increased according to the group and/or the topic. This increases the thinking process and can be used as a differentiation tool in the classroom.

KWL Chart

This method can be used as an introductory strategy in order for learners to document their present level of knowledge and what gaps may exist in that knowledge, to structure progress in their learning and to analyse what new information has been learned after research. This activity builds upon prior knowledge and understanding and develops teamwork skills. If the K-W-L is carried out in groups, it may consolidate communication skills and teamwork.

On a K-W-L grid, learners write under ‘K’ what they think they already know about a particular topic or issue. If pupils are working in groups, they may wish to use a Post-It style activity before writing their combined ideas onto the grid.
Learners are then encouraged to think about the gaps in their knowledge by filling out what they want to know in the ‘W’ column.
Once the topic is completed, learners return to their grids to fill in the final ‘L’ column. Here they confirm the accuracy of their first two columns and compare what they have learned with their initial thoughts on the topic in the ‘K’ column.

Walking Debate

The walking debate will give every learner the opportunity to express their opinion on the issues under discussion.

1. Place agree and disagree signs on either side of the room. Gather all learners in the centre of the room.

2. Invite learners to indicate whether they agree or disagree with the following statements by standing under the agree or disagree signs.

3. Draw feedback from learners after each statement is read. Ask why they took the position they did – note if any students changed positions based on the contributions of others.

Gallery Walk

Gallery Walk is a discussion technique that gets students out of their chairs and into a mode of active engagement. A Gallery Walk can be conducted with computers (a "Computer Run"), with pieces of paper on tables, or with posted chart paper. It can be scheduled for fifteen minutes (a "Gallery Run") or for several class periods. For teachers, it's a chance to gauge the depth of student understanding of particular concepts and to challenge misconceptions.

1. The teacher prepares several discussion questions. Student teams in a Gallery Walk typically number three to five. So, for a class of thirty write six questions with five students per group (or two sets of five questions with three students per group) Questions can gauge knowledge and comprehension or can tap higher order thinking skills involving analysis, synthesis, and evaluation.

2. Questions are posted on different "stations" on classroom walls, placed on pieces of paper on desks in different locations around class, or typed on different computers. Plan on sufficient space for groups to congregate and discuss questions.

3. At each posted question a student team reviews what previous groups have written and adds new content. After a short period of time, say three to five minutes but the exact time will depend upon the nature of the question, say "rotate." The group then rotates, clockwise, to the next station. The rotation continues until all posted questions are addressed.

4. As students discuss questions, the teacher can circulate around the classroom, clarifying questions, gauging student understanding, and addressing misconceptions. Write down any misconceptions or lapses in student understanding and address these problems before the end of the exercise. In such a way, Gallery Walk becomes a valuable tool for informal assessment.

5. When the group returns to the station where it started, the group synthesises comments and makes an oral report, the "reports out" phase of Gallery Walk," to the class. This stage of the Gallery Walk is a great chance for involving the entire class in discussion and to address misconceptions. Group or individual written reports can be completed in lieu of oral reports.

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