Educational Consultant

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.

Celebrating Humble Honors: A Journey Among Champions in Advocacy

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Dog Save the People’s most recent Instagram post

As 2023 comes to an end, I am reminded of an extraordinary privilege afforded to me this year—being featured alongside incredible human-animal bond advocates in the 2023 podcast series, Dog Save the People. In a world filled with remarkable voices dedicated to uplifting humanity, there are those who stand out, inspiring change and progress. To find myself nestled amidst luminaries—a Nobel Prize winner and CNN’s #2023HeroOfTheYear, well, to say it was a surreal experience would be an understatement.

The honor was not just a personal triumph. Dog Save the People’s decision to devote an entire episode to my research and to unpack the why behind the need for therapy dogs in high school settings, gave credence to my research, the human-animal bond (specifically the one between teenagers and therapy dogs), and so much more. But here’s the best part, I’m not the only person to hold such convictions.

Dog Save the People’s dedication to nurturing meaningful discussions, with a focus on the profound bond between humans and animals, is truly commendable. Each episode’s authentic portrayal and reverence for diverse perspectives reflects an unwavering commitment to fostering impactful dialogue for the greater good.

And then there’s my voice.

The inclusion of my voice alongside this esteemed 2023 group of guests serves as a reminder of the collective strength found in passionate advocacy. It’s a testament to the transformative potential of shared conversations and the ripple effect they create.

To those who stood by EmpathicPaws, supported my ventures, and rallied for the advocacy work addressing the human-animal bond across public and private sectors, and continue to do so, I extend my deepest gratitude.

And as I glance at the time, the minutes tick closer to 2024. It’s exciting to affirm my empathic journey is one that is far from over. Here’s to carrying forth the torch of empathy and advocacy into the new year. Together, let our collective voices resonate louder, ushering in positive change—one paw at a time.

Now #Trending…

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Collaboration, in any organization, is key— especially when the goal is to create an inclusive environment for all individuals to feel valued and respected. The people within an organization, for the most part, want to experience an enriching workplace. Some may even wish to pay it forward.

Five years ago, a fellow English teacher and myself wanted to do just that, pay it forward. We took it upon ourselves to complete our Google Certification. We taught an in-district summer professional development course. We were selected to present at an annual English Teachers Conference in Albany, New York.

Our vision, The Trendy English Teachers, was coming to fruition, website and all. Unfortunately, the vision was placed on the back-burner, and not entirely from our doing alone.

Once the 2022-2023 school year rolled around, my fellow English teacher (yes, that same fellow English teacher), shared how she wished to somehow participate in my school building leadership internship experience. Like many other educators, my colleague is very much aware of the strengths she has to offer to the organization. Me, being the collaboration, true collaboration, advocate that I am, excitedly said, “Of course!”

So, as we always do, we got to work.

We sat down, made a tentative date and schedule for school-day availability, how we would construct courses based on teacher-driven needs. What would that look like? How would that look? What is required of us, and our participants (faculty and staff), to prepare for, and participate in, meaningful, voluntary, school day professional learning opportunities?

We listed “trendy” articles, “trendy” videos watched on social media, and shared our own “trendy” creations with one another.

We made a list of all the topics to cover, the target audience, the faculty. But there are others to consider, like the staff members of our building. The staff need to be equipped with the technology foundation because students look to them for support and guidance.

Would we include the administration? Yes! Of course! Why not? If the administration suggests technology be used in the 21st century classroom, then they too should have the knowledge of the types of technologies readily available to enhance student learning, performance and progress.

The origin of transformative change rests upon transformative leadership. Highlighting the positive contributions of others within an organization can possibly ruffle some feathers. However, the positives outweigh the negatives. As a future school building leader, I know I must honor the strengths of others within an organization. I must, in some way, make certain the individuals who wish to be directly and indirectly a part of the vision and mission’s sustainability be included, supported, and celebrated for their efforts.

#TrendThePositive

Trending Together with T & J, © J. Maricevic (2022)

Priorities.

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My recent post is associated with a school building leadership assignment. Below is the task and my response.

Task: Read the article ‘When It Comes to the Teacher Shortage, Who’s Abandoning Whom?’. How do you see this article as relevant to school leadership? Cite one example.

Humanity-Based vs Business Capital

Nothing speaks more to me as an aspiring school building leader than the concept of enacting transformational change rooted in a “humanity-based model” (Fullan & Rizzotto, 2022). It seems as though the attention given to the “business capital” model (before the pandemic), inspired what now appears, in hindsight, as empty promises— promises to value innovation and creativity, for students and teachers, when things returned to normal. There was hope that maybe a silver lining coming out of this pandemic would be society’s acknowledgement of education as a non-gendered profession, compensate teachers for their years of expertise and degrees, etc. Unfortunately, the swift arrival of phrases like learning loss, constant references to a blanket academic deficit plaguing the intellectual development of America’s children, and the politicizing of education, accompanied fingers pointing in one direction, the classroom teacher.

Interconnected: Teacher-Leader Relationship

Interconnected with a teacher’s post-COVID experience is the role of the school building leader, district leader, and respective leadership teams. Individuals in these leadership positions must counter the destructive noise from outsiders and demonstrate to their faculty and staff that they are seen, valued, and heard (the essence of the Humanity-Based model). If students are deserving of an environment “where ‘belonging, purpose, individual and collective problem solving’ is fostered,” so are teachers. It comes as no surprise that many people will take the stance, teachers are abandoning students! Teachers are leaving the profession not because they forgot why they entered the teaching profession. Teachers are leaving the classroom because they never lost their “why” for entering the teaching profession in the first place, and their “why” is no longer valued.

The System Failed the Teacher

As a parent and educator, I sadly agree with the conclusion presented in the article, “that the old, deeply flawed system has de facto abandoned the teachers, not the other way around” (Fullan & Rizzotto, 2022). The challenges plaguing education, its teachers and students, are systemic, and any systemic challenge should be of great concern for educational leaders. Whether a school building leader or a district leader, those in coveted leadership positions must not only prioritize supporting students in all facets associated with the learning experience. School and district leaders must also prioritize and demonstrate to stakeholders how, and why, they support teachers in all facets of the post-COVID professional demands. A model of appreciation on the part of school and district leaders yields tremendous transformational power, exactly what the profession needs and deserves; nothing less.

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September 28, 2022

Dr. Jessica Maricevic