Student Peer Roles in the Portfolio Process: Powerful Learning
One of the many powerful elements of our portfolio process is the inclusion of student peers on the roundtable panel. There are many reasons they're included, the simplest of which is having peers there for support.
Much more significantly, though, is the way this lets students "see behind the curtain" to learn there is no Wizard back there with their grading wand and that teachers are just human beings doing their best to evaluate student work, uphold expectations, and, most importantly, do what we think is best for the individual student.
I'll come back to the role of kids as evaluators but first step back to share some of the other ways including students is worthwhile. The original idea was simply that younger students would be able to see what was expected from them in the subsequent year.
Some years we have formed PPGs (portfolio peer groups) made up of a student from each high school grade who could help each other get ready for their portfolio presentation. Since the 9th and 11th grades have somewhat less onerous YEAR meetings (Year End Academic Review (that also asking for reflection beyond academics, despite the cute acronym)), they were expected to support the 10th and 12th graders in getting organized, collecting and selecting work, and writing reflection letters.
These cross grade peers all participate on the roundtable panel. It's heartwarming to see a 9th grader at a 10th grade roundtable realizing the growth expected and the work they need to do next year when it's their turn. 10th grade peers on the same roundtable can refer to their own portfolio experience for perspective, while an 11th grader can rather smugly look back on how scary this looked when they were in 9th, how successful (and relieved) they were when in 10th, and how easy it feels now looking back from their now more mature stature. This is super affirming for students to see this path ahead and to be able to see how far they've come.
The younger peers soak in the advice about not waiting until May of their 10th grade year to do portfolio work and to keep up with their Proficiency Tracker (another smart accountability tool that has finally gained traction for our kids that requires them to have at least 2 pieces of evidence for every proficiency, all linked in one relatively clean and simple document reflective of their accomplishments over the year).
Students get to read each other's reflection letters, which can give ideas they can incorporate in their own writing and lets them see they are probably not alone in having room for growth in writing skills. And students get to look at the whole body of student work in the portfolio, again recognizing the strengths and weaknesses of their fellow classmates, seeing no one is great at everything, and maybe expanding their view of what is possible to include in their own portfolios (or even sparking interest in some new pursuit they see valued by a peer).
In the questioning phase of the process, peers ask many insightful questions that often are generated from specific shared experiences in class or outside school. Many are able to compare back to years past and reference areas of impressive growth. And sometimes a peer might tactfully probe in an area for improvement, showing the ability to raise an issue directly with a peer rather than talk behind their back or just remain frustrated.
Interestingly but not surprisingly, the peers are often the biggest sticklers on logistical expectations. I know they are much more likely than me to review the Proficiency Tracker closely (maybe because it's the most picky, "busy work" component of the portfolio). But their attention to this detail is a nice balance for the "big picture" and "heart centered" roundtable members (typically teachers or parents).
Ultimately, we ask the portfolio presenter to leave the room so we can decide if they pass, pass with conditions, or need to present again (see prior blogpost for the value of not grading portfolios or having honors designations and such). This is the most valuable time to have students in the room. They can serve as a barometer for our decisions and how we communicate with their peer. The students generally tend to let adults speak first, and listen in on our sensitivity to the individual child (and learn a bit about how to participate in thoughtful adult dialogue) and how we try to balance expectations and personal attention. They get to see adults sometimes disagree (respectfully) and how individuals work to build consensus.
When we need to determine conditions, the students are often the best bellweather on what is reasonable and what will benefit the student most. This is when students are most involved usually, helping us craft conditions that their peer will embrace and suggesting framing that a student will take in positively. They also are good arbiters of what conditions will be seen as meaningful and what will be perceived as "busy work." In these discussions, students realize their power to be part of this important decision about grade promotion for their peer and how they too can be part of assisting in this person's continued learning and growth.
Finally, when the presenting student is called back in the room to be told the panel's decision and to be celebrated, the presence of peers expressing their appreciation probably means more than anything coming from us adults. The students on the panel may not be as eloquent in their words of praise, but it's obvious the presenting student can feel the love and respect in what their peers say (or even the shyness sometimes of those who are unable to say much).
Ultimately, the most powerful feature of student inclusion in this process is the elevation of our community. Students are connected to each other, but also to the teachers and even others' parents, as part of a shared learning community we create together. All are part of this most central element of our school program and this rite of passage that every student goes through. It doesn't matter whether these peers are best friends or even if they like each other--like the rest of the portfolio roundtable panel, they are there to look at a student's work, to assess their growth, to give honest feedback, and to celebrate their accomplishments--all part of supporting each other and sharing in learning together, for kids and adults.
Much more significantly, though, is the way this lets students "see behind the curtain" to learn there is no Wizard back there with their grading wand and that teachers are just human beings doing their best to evaluate student work, uphold expectations, and, most importantly, do what we think is best for the individual student.
I'll come back to the role of kids as evaluators but first step back to share some of the other ways including students is worthwhile. The original idea was simply that younger students would be able to see what was expected from them in the subsequent year.
Some years we have formed PPGs (portfolio peer groups) made up of a student from each high school grade who could help each other get ready for their portfolio presentation. Since the 9th and 11th grades have somewhat less onerous YEAR meetings (Year End Academic Review (that also asking for reflection beyond academics, despite the cute acronym)), they were expected to support the 10th and 12th graders in getting organized, collecting and selecting work, and writing reflection letters.
These cross grade peers all participate on the roundtable panel. It's heartwarming to see a 9th grader at a 10th grade roundtable realizing the growth expected and the work they need to do next year when it's their turn. 10th grade peers on the same roundtable can refer to their own portfolio experience for perspective, while an 11th grader can rather smugly look back on how scary this looked when they were in 9th, how successful (and relieved) they were when in 10th, and how easy it feels now looking back from their now more mature stature. This is super affirming for students to see this path ahead and to be able to see how far they've come.
The younger peers soak in the advice about not waiting until May of their 10th grade year to do portfolio work and to keep up with their Proficiency Tracker (another smart accountability tool that has finally gained traction for our kids that requires them to have at least 2 pieces of evidence for every proficiency, all linked in one relatively clean and simple document reflective of their accomplishments over the year).
Students get to read each other's reflection letters, which can give ideas they can incorporate in their own writing and lets them see they are probably not alone in having room for growth in writing skills. And students get to look at the whole body of student work in the portfolio, again recognizing the strengths and weaknesses of their fellow classmates, seeing no one is great at everything, and maybe expanding their view of what is possible to include in their own portfolios (or even sparking interest in some new pursuit they see valued by a peer).
In the questioning phase of the process, peers ask many insightful questions that often are generated from specific shared experiences in class or outside school. Many are able to compare back to years past and reference areas of impressive growth. And sometimes a peer might tactfully probe in an area for improvement, showing the ability to raise an issue directly with a peer rather than talk behind their back or just remain frustrated.
Interestingly but not surprisingly, the peers are often the biggest sticklers on logistical expectations. I know they are much more likely than me to review the Proficiency Tracker closely (maybe because it's the most picky, "busy work" component of the portfolio). But their attention to this detail is a nice balance for the "big picture" and "heart centered" roundtable members (typically teachers or parents).
Ultimately, we ask the portfolio presenter to leave the room so we can decide if they pass, pass with conditions, or need to present again (see prior blogpost for the value of not grading portfolios or having honors designations and such). This is the most valuable time to have students in the room. They can serve as a barometer for our decisions and how we communicate with their peer. The students generally tend to let adults speak first, and listen in on our sensitivity to the individual child (and learn a bit about how to participate in thoughtful adult dialogue) and how we try to balance expectations and personal attention. They get to see adults sometimes disagree (respectfully) and how individuals work to build consensus.
When we need to determine conditions, the students are often the best bellweather on what is reasonable and what will benefit the student most. This is when students are most involved usually, helping us craft conditions that their peer will embrace and suggesting framing that a student will take in positively. They also are good arbiters of what conditions will be seen as meaningful and what will be perceived as "busy work." In these discussions, students realize their power to be part of this important decision about grade promotion for their peer and how they too can be part of assisting in this person's continued learning and growth.
Finally, when the presenting student is called back in the room to be told the panel's decision and to be celebrated, the presence of peers expressing their appreciation probably means more than anything coming from us adults. The students on the panel may not be as eloquent in their words of praise, but it's obvious the presenting student can feel the love and respect in what their peers say (or even the shyness sometimes of those who are unable to say much).
Ultimately, the most powerful feature of student inclusion in this process is the elevation of our community. Students are connected to each other, but also to the teachers and even others' parents, as part of a shared learning community we create together. All are part of this most central element of our school program and this rite of passage that every student goes through. It doesn't matter whether these peers are best friends or even if they like each other--like the rest of the portfolio roundtable panel, they are there to look at a student's work, to assess their growth, to give honest feedback, and to celebrate their accomplishments--all part of supporting each other and sharing in learning together, for kids and adults.
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