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The Significance of Digital Knowledge Portfolios in the MYP & DP Classrooms: Navigating the IB and Beyond

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In an era shaped by technological advancements and evolving educational paradigms, students face an ever-growing need to showcase their skills and accomplishments comprehensively and accessibly. This is where the concept of Digital Knowledge Portfolios becomes a pivotal tool in the academic journey, especially for those pursuing the International Baccalaureate (IB) Middle Years Programme (MYP), Diploma Programme (DP), and beyond.

Digital Knowledge Portfolios serve as dynamic repositories, housing a student’s academic achievements, reflections, and growth over time. Within the context of the IB framework, they play a crucial role in aligning with the program’s core principles and objectives.

Understanding the IB MYP Framework

The MYP emphasizes holistic learning, encouraging students to explore connections between disciplines while fostering critical thinking and communication skills. It’s within this interdisciplinary approach that Digital Knowledge Portfolios find their stride, enabling students to document projects, essays, artistic creations, and other endeavors that exhibit their multifaceted talents.

When transitioning to the DP, these portfolios become even more vital. The program’s rigorous demands necessitate evidence of research, creativity, and reflection – elements that can be effectively showcased through digital portfolios. Students demonstrate their growth, track their academic journey, and exhibit the skills and attributes sought after in the DP curriculum.

The Power of Reflection and Connection

Digital Knowledge Portfolios are not just repositories of work; they are reflective spaces where students can articulate their learning process, challenges faced, and growth achieved. Through this reflective practice, students gain a deeper understanding of their strengths and areas for improvement, aligning with the IB’s emphasis on metacognition and self-awareness.

Moreover, these portfolios bridge the gap between academic endeavors and future aspirations. They serve as tangible evidence of a student’s capabilities, aiding college admissions, scholarship applications, and career pursuits. As the world increasingly values digital literacy and the ability to curate one’s online presence, the Digital Knowledge Portfolios become invaluable assets.

Aligning IB Command Terms within the Digital Knowledge Portfolio

The International Baccalaureate (IB) program is renowned for its rigorous academic standards and precise language used to articulate student expectations. Central to this I IB language are Command Terms – key words that direct students on how to approach their learning.

Integrating Command Terms Strategically

Integrating the IB’s Command Terms within the Digital Knowledge Portfolio is instrumental in showcasing a student’s mastery of these skills as it pertains to the rigors of the IB’s program.

First, students must determine and demonstrate understanding of the terminology.
Within the Digital Knowledge Portfolio, sections are dedicated to honoring the IB’s definition of the Command Term, as well as designated spaces for students to define the Command Terms in their own words. Clearly defining the Command Terms, in their own words, confirms a foundational understanding of the IB’s terminology and students’ ownership of learning.

Then, students strategically align their work to the content specific Command Terms. Students identify an artifact, include an image and/or a direct link to the artifact, and then justify their rationale for the selected artifact.

Hypothetical Artifacts & Justification

In this section, I put forth hypothetical artifacts and justification aligned to some of the Command Terms to showcase how a student might demonstrate engagement in the IB curriculum framework and ownership of learning.

  • Define: The artifact might be an essay or research paper where the student meticulously defines and clarifies key terms within a specific subject area. The justification here would involve highlighting how this artifact serves to establish a foundational understanding of the topic under discussion.
  • Explain: An artifact showcasing an elaborate project presentation or an instructional video might justify its inclusion by emphasizing how it succinctly explains complex concepts or methodologies, showcasing the student’s adeptness in simplifying intricate ideas.
  • Evaluate: If a portfolio entry involves a reflective piece where the student assesses the efficacy of a scientific experiment or a historical analysis, the justification would focus on how this artifact demonstrates the student’s capacity for critical evaluation.
  • Discuss: In the case of a recorded debate or a written dialogue on socio-political issues, the justification would elucidate how this artifact displays the student’s ability to engage in meaningful discussions, considering multiple perspectives.
  • Compare and Contrast: An artifact might feature a project that compares and contrasts different literary works or scientific theories, justifying its inclusion by highlighting how it showcases the student’s understanding of interdisciplinary connections.

Conclusion

By consciously aligning their work to the IB Command Terms within the Digital Knowledge Portfolio, students not only showcase their understanding of these terms but also demonstrate their ability to engage with the academic material at a higher level. This strategic curation enhances the depth of the Digital Knowledge Portfolio, presenting a comprehensive overview of a student’s academic journey while explicitly highlighting their mastery of the IB’s language and expectations.

The Act of Being: A Kermit-Like Mindset to Leadership and Beyond

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TikTok Inspired

I recently stumbled upon a TikTok post featuring a table-read for the sketch comedy show, The Muppet Show (1976 – 1981). The clip, posted by TikTok user, @muppetmarissa, includes the voice-overlay of creative mind and Muppet creator, Jim Henson, along with his perspective on the collaborative creative process. The clip progresses, there are many other voices of Muppet Legendary, and then comes the wave of nostalgia.

The Fabric

Now, if you made it this far, it should come as no surprise to learn the obvious. I am a huge Jim Henson fan. I mean, I am writing a reflection on educational leadership with an ode to The Muppets. Don’t worry, it has a purpose, I promise.

I am unsure where @muppetmarissa found this particular clip, but very much look forward to viewing what appears to be a documentary on Jim Henson that I have yet to review. I do know there is a highly anticipated documentary in the works about Jim Henson, directed and produced by the dynamic duo of Ron Howard and Brian Glazer. The release date of the Disney Original Documentary is still to be determined and you can read more about it here in this 2022 press release by The Jim Henson Company.

You see, I consider myself a creative. I allow myself the time, space, and flexibility to be creative in all aspects of my personal and professional interests. I credit my creative identity and all my ventures, from childhood to this very moment, to Jim Henson, his circle of like-minded creatives, the imaginary world they conjured for us kids in the 80s, and how that imaginary world has now transcended space and time.

Ed Sullivan, Kermit the Frog and Jim Henson; The Ed Sullivan Show, N.D.

Shared Experience

I also know, I am not the only one who feels this way. Take actor Jason Segel, for example. Segal is best known for his role in the sitcom How I Met Your Mother (2005 – 2014), writing and starring in the iconic film, Forgetting Sarah Marshall (2008), writing and staring in the recent the AppleTV series, Shrinking (2023), and [drumroll please], his love of The Muppets.

Segel does not shy away from his love and appreciation for The Muppets, and even refers to them as his “childhood idols.” An additional interest worth noting is Segel’s idolization of Kermit the Frog, the amphibian embodiment of Henson’s legacy. Segel reveres Kermit almost as much as I revere the little green frog. During an interview to promote his mid-2000s film, The Muppets (2011), Segel was asked to divulge his favorite Muppet, to which he replied “… it’s Kermit. It’s always been Kermit.” I get it.

I get Segel’s #ItsAlwaysBeenKermit belief statement because quite frankly, I have an #ItsAlwaysBeenKermit belief statement, too. So here it goes, my Kermit belief statement:

Everything I learned in life, I learned from a little green frog. 

I really get it.

In 2011, Segal took it upon himself to dust off the Muppet memories for us “80s kids,” thanks to writing and staring alongside them for their return to the big screen. That summer, I took my son, who was then 4 years old, along with his cousins, to see Segal’s major motion picture production. We sat in a quaint, Berkshire, Massachusetts movie theater. What could be better than a summertime movie, in the Berkshires, and watching The Muppets? Nothing. There is nothing better. Trust me.

The lights dimmed. The credits rolled, and so did the tears. Let me be more specific. The credits rolled, and so did my tears.

I wish I could say I was overcome with emotion because it was my son’s first time in a movie theater– it wasn’t that. No, it wasn’t tears of joy. Tears of sadness? Nah. Nope, not tears longing for the days of yesterday. I pretty much cried throughout the entire movie. 

The Act of Being

For the duration of the film, the adult me was very cognizant of the fact that I was in a theater, surrounded by children, one of them being my own, to watch a film in which my own childhood icons paraded on screen. The film, for all intents and purposes, was presented under the auspices of a children’s movie. But to me, I knew this film was not exclusively targeted to the 4-12 year old demographic, but to their parents, guardians, aunts, uncles, neighbors– to those “80s kids.”

The Muppets (2011) was a film targeted to me, and my tears were tears of being; being seen, heard and valued. 

It was so very apparent, how by watching this film, my personal roadmap, goals, dreams, and aspirations were emphatically validated, and not just by any other person, by another like-minded creative, personally and professionally influenced by Henson and his Muppets.

Jason Segel got it– he got me.

I was being seen, valued, and heard as a person in need of a reminder, a reminder to remember….and I wasn’t the only one. I wasn’t the only one positively influenced by the creative masterminds behind The Muppets. I wasn’t the only one still using the efforts of ingenious creatives, like Henson, to fuel my purpose. I wasn’t the only one who wanted to genuinely find opportunities to advocate for empathy and understanding, to leave my mark on this world, and make it just a little brighter than it was the day before.

There are people, like Segel, who are like me. There are people, like Segel, who, like me, want others to know that even during some of life’s most [fill in the blank] moments, they are seen, heard and valued.

Educational Leadership

As I reflect on my own educational leadership journey, there is the running motif and thematic concept within my writing and it is centered around those three words: seen, valued, and heard (I’ve coined it “the trifecta”). All individuals in an organization need to feel truly seen, valued, and heard for a plethora of reasons; the multitude of stakeholders: who is the cultivator of “the trifecta” one day and who is the receiver the next; interwoven relationships between district, school building leadership and the trickle down effect; leadership philosophy and philosophical approaches to management, transactional vs. transformational…

Now, enter students into the equation. Students must feel seen, heard and valued, and if teachers are the ones to help cultivate and nurture “the trifecta,” then teachers must also be a receiver of those feelings, which then means district and school building leadership must …. round and round we go.

All stakeholders must have equitable access to “the trifecta.” Easier said than done? Meh.

Everything I learned in life, I learned from a little green frog.

I get it, because I believe it. And I also believe in order to cultivate authentic opportunities for others to feel all those things, and more, it takes creative ingenuity, it requires safety and security, transparency, honesty, love, kindness, trust, empathy …. it requires a Kermit-like mindset.

A Kermit-Like Mindset to Leadership and Beyond! That reads as if it’s got some potential, and that is where the next chapter of my leadership journey will start.

Data! Data! Data!

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During my most recent school building leadership internship course, students were to read one of five articles and provide a response. Below you will find my original thoughts inspired by the reading and analysis of Larry Ferlazzo’s the March 7, 2022 EducationWeek article, entitled, “It’s Time to Debunk the Myths About Standardized Tests.” I had fun writing this piece and hope you enjoy the read.

Standardized tests. Okay, fine. To appease the quantitative data driven mind reading this response, I will give you the token line you know I am programmed to say. Yes, the data produced from standardized tests provides insight into the abilities and deficiencies of students, areas in need of improvement, yada yada. Can you pick up on the sarcasm? Well, it’s there, along with a dramatic eye roll.

Please do not confuse my position around the quantitative data put forth by standardized assessments with my position on data as a whole. I actually love data. Data! Data! Data! I love data. I think that might make for a good bumper sticker, maybe a t-shirt. No, I really do.

Data is evidence.

Data is what I need to prove my point, to validate my position, because my position is never enough to stand on its own, it needs some support.

For example, I can’t rely on a singular data set when it comes to making a statement like the New York Yankees are the best team in baseball (we all know they are the best team in baseball, but still). And that singular data set cannot be my own opinion. Sound the bias alarms.

Following this line of thinking, why should one type of data set, say the data from standardized tests, trump all other data collected specific to evaluating a student’s performance? There is still the need for multiple data points for triangulation purposes, a system of checks and balances, etc, to ensure the findings reflect the data, the data-driven findings are reliable and sound, otherwise, nullify the recommendations.

Data does have a place, but only when that data is well-rounded data and truly meaningful to reflect and act upon. Data becomes meaningful when it reveals evidence, from multiple sources, to support or negate a school or district’s current curricular pathway, or the degree in which teaching practices/protocols established within that school or district effectively meet, or exceed, district, state, national, and at times external learning standards and benchmarks.

The data of value, the data I’m talking about, is the data the standardized test fails to produce.

The data of value, the data I’m talking about is the data society has deemed as a less valuable marker.

You see, data most definitely has value, but that data is “no good,” especially when it suggests there are inequities at play.

That data is “no good,” when it takes a stand-alone moment in time, and gives that moment such tremendous power, quite possibly the power to determine the trajectory of one’s academic career, maybe even their life.

That data is “no good,” when it stems from an assessment catered to the student with just the right amount of socio-economic clout. Clout that, in turn, provides a cushion of support for almost guaranteed success, but does not guarantee the success of their classmate because of that impenetrable socio-economic stratosphere.

Any data produced from an assessment that reveals society’s interference and influence on determining who deserves an opportunity and who does not, is of no value. And it is society, government, the hierarchy established by the macro, and carried out by the micro, that continues to perpetuate this vicious cycle. What does all this “no good” data really try to remedy, or prevent from happening, anyway?

[and then there was silence]

Exactly.

There is no better time than now to make the academic playing field an equitable one, not one determined by the perfunctory toss of a scantron and test booklet– one to the student the system wishes to promote, and one to the student the system wishes to leave behind.