One piece of paper cannot showcase the full realm of anyone’s story or what they’re capable of.
That’s why Scotiabank has begun taking a new approach to hiring. Rather than taking resumes, their focus is on building relationships.
Meet Jena Cammisoli - Canadian Campus Recruitment and Programs Leader at Scotiabank.
She’s full of energy and loves the way that youth and students challenge her to think differently.
Jena began her journey with Scotiabank as a summer intern.
Through taking initiative and seeking out new opportunities for growth and development, she began to grow with the company as the years went on, leading her to where she is today!
Each year, members of the Scotiabank campus recruitment team meet thousands of incredible students in search of individuals who take initiative to stand out amongst the crowd.
In this episode, we chat about topics including:
- The benefits that come from taking risks
- The true value in a good attitude and a willingness to work hard
- How taking initiative can help you stand out amongst your peers
- The importance of learning from your and being resilient in times of failure
- How to assess and think critically about goalsetting
- How being a part of a team or club is the best way to learn true teamwork and collaboration
Scotiabank offers an incredible Student and New Graduate Internship program, seeing the value in early talent, and funneling them into new opportunities to learn and grow within the company.
The program is focused around pushing students to reach their greatest potential and put new fresh ideas into action. All while helping customers, families, and communities in a variety of ways.
This year, Scotiabank and myBlueprint have teamed up to provide $30,000 in post-secondary scholarships to support your financial wellness and help fund post-secondary aspirations.
How are you pushing your students to take initiative and seek out new opportunities in YOUR classroom? Let us know on Twitter using the hashtag #CompetenciesPodcast
HELPFUL LINKS:
- Learn more about new graduate opportunities offered by Scotiabank
- Learn more about the myBlueprint x Scotiabank Scholarship program
- Full application details
- Connect with Jena on Linkedin
- Read Start with Why - How Great Leaders Inspire Everyone to Take Action
- Watch this Ted Talk on power poses and body language by Amy Cuddy
This is a guest post by Sara Segar, founder of Experiential Learning Depot and a former high school biology teacher at a project-based middle and high school in St. Paul, Minnesota.
Project-Based Vs. Problem-Based Learning
This post is about how I personally view and utilize project-based learning (PBL) and problem-based learning (PrBL).
My approach is based on my training. There are slight variations in how educators perceive the two, but there is agreement across the board when it comes to a few main features.
What do Project-based Learning and Problem-Based Learning Have in Common?
There is often confusion between project-based learning (PBL) and problem-based learning (PrBL). When I was asked to write this post, my first thought was that I am not entirely certain of the distinction myself. Both PBL and PrBL have been central to my curriculum. I have treated them as discrete learning experiences, but there is quite a bit of overlap between the two.
PBL and PrBL both begin with and are framed around real-world problems. Both are also cross-disciplinary, incorporating a variety of concepts from across the board into one learning experience. PBL and PrBL are also both powerful tools for developing essential skills such as problem-solving, critical thinking, creativity, empathy, and information literacy, among others.
The process of exploring the problem and solutions is where the two strategies diverge.
My students have learned about ecological principles in my biology and environmental science classes by studying wolf conservation in Minnesota, through both PBL and PrBL.
Selecting this topic to study was very deliberate, as this problem directly impacts my students who are Minnesota residents. I’m going to use this example to highlight the differences between PBL and PrBL.
Problem-Based Learning
Problem-based learning involves picking apart and finding solutions to real-world problems. Students research the issue, investigate differing perspectives and experiences around the issue, explore solutions from a variety of angles, and put together a comprehensive plan to solve the problem.
My environmental science students explored the problem of at-risk wolf numbers in Minnesota through problem-based learning (PrBL). The wolf population size in Minnesota has been dangerously low at times.
Looking at this problem through a problem-based learning approach would require students to first look at the source of the problem (wolves have a reputation of being dangerous, they prey on livestock, loss of critical habitat, genetic depletion, etc.)
The source of the problem is multi-dimensional, as are most real-world problems. Herein lies the foundation of PrBL.
Once my students had a portfolio of information about the problem at hand, they explored solutions.
They looked at a variety of options:
- Changing or creating policies to protect both wolves and farmers
- Forming a mutually beneficial partnership between farmers and conservationists
- Changing public perception about wolves
- Community education and partnerships
- Funding ongoing wolf research to understand their habits, territories, food availability disease, the impact of warming on behaviors
- Promoting technology that directly prevents livestock depredation by wolves
- And so much more!
The purpose is to get students critically thinking, seeing a problem from many lenses, and gaining content knowledge across a wide spectrum of disciplines.
In the case of the wolves, many concepts were included such as conservation, politics, economics, ecology, math, geography and so much more.
The end product is a comprehensive plan to solve a complex and multifaceted problem.
The plan is theoretical, meaning I do not expect my students to share their plans or act on their plans.
This is one of the main differences between project-based learning and problem-based learning.
Project-Based Learning
In my opinion, project-based learning (PBL) is a form of problem-based learning, with a few distinct features that set it apart from other types of PrBL experiences.
PBL starts with a real-world problem, as does PrBL, but the process and outcomes differ slightly.
Authenticity is more pronounced in project-based learning. PBL emphasizes solving real-world problems by being a part of the solution.
Rather than study a problem, find solutions, and move on, project-based learning encourages:
- Collaboration with community members
- Final products that impact or solve the problem for a specific audience
- Sharing that final product with a relevant audience
Let’s go back to the wolves as an example where my biology students participated in a group project-based learning experience about wolf conservation.
We connected with the Wildlife Science Center (WSC) in Minnesota to partner with them on several aspects of wolf conservation.
This provided so many wonderful opportunities - from working with a Ph.D. student from the U of M who was testing sound and light alarm systems to deter wolves from preying on livestock to participating in an IVF study taking place at the center, which had huge implications for captive breeding and release programs.
My students were even able to observe, in-person, an ultrasound conducted on a female wolf!
Some students demonstrated learning by creating an awareness campaign to change the negative and fearful reputation of wolves. Others created and tested their own sound and light technology using the wolf residents at the WSC as their subjects.
This is project-based learning at it’s finest. Students look at a problem and explore solutions, but rather than stop there, as I would with the type of problem-based learning approach that I’ve already discussed, project-based learning gets students directly involved and actively working toward solutions.
The Breakdown
So let’s break this down.
Problem-based learning looks at a real-world problem and students explore solutions through an inquiry-based approach.
Project-based learning does the same but adds an element of direct involvement on the part of the students.
Project-based learning is a form of problem-based learning that may take more time, but adds significant skill-building opportunities that other types of problem-based learning may not, such as building a professional network, communication, and collaboration.
I often have my students start a project-based learning experience with the problem-based approach I mentioned earlier. They deeply explore the issue from every angle and brainstorm solutions. They then move onto the project-based learning piece of the experience where they focus on one specific aspect of the problem and a solution or two, and get even deeper into the issue by incorporating authentic learning experiences, community collaborators, innovative final products, and authentic presentations.
Together, these two styles of learning are quite powerful. Both are transformational in their own way, inciting creativity, curiosity, empathy, critical thinking, and so much more.
How to Use Digital Portfolios to Support PrBL and PBL
When implementing a problem-based or project-based learning approach, digital portfolios are a natural fit.
Documenting Experiences
Digital portfolios allow students to add their research and potential solutions as they progress throughout the learning experience. Students are then able to reflect on the solutions and identify next steps to do a deeper dive.
If students are collaborating with community members, or interviewing a subject-matter expert, these authentic experiences can be documented in a portfolio by adding different types of media.
Read: How to implement project-based learning with digital portfolios
Skill Development
21st-century skill development is very easily promoted with the use of digital portfolios. Not only are students able to develop their communication skills by presenting their learning in a variety of formats, but they are also able to improve their critical thinking skills through reflecting on their learning and the processes.
Read: How to use digital portfolios to promote metacognition in your classroom
Digital portfolios also give students the ability to collaborate with their peers. By having students share their learning in a safe environment of just 2-3 students, it gives them the ability to brainstorm and learn from each other while that learning and growth remain visible to you as an educator.
The Bigger Picture
Since digital portfolios promote documenting and reflecting on learning as it happens, once students have completed their PBL or PrBL assignment, they will have a glimpse into how their research and collaboration play a part in their proposed solution(s).
Students are able to gain a better understanding of the impact they can have on real-world problems. Digital portfolios help students get a more complete picture of how each stage of the learning process contributes to the overall solution(s) they have proposed/implemented.
Connect with Sara Segar
A former middle and high school biology teacher, Sara is the founder of Experiential Learning Depot. As such, she helps educators go beyond worksheets and lectures, and transition to student-centered and directed learning experiences.
Digital portfolios are becoming an increasingly popular way for teachers to encourage capturing and documentation of learning, prompting meaningful reflection, and providing ongoing, formative feedback.
But for many of us, this is a new concept from when we were in school.
Back in my day, I recall putting together a physical portfolio for an eighth-grade capstone project. I purchased a black three-ring binder, created chapters on each of my elementary school accomplishments in a word processor, and scrapbooked together artifacts of learning.
Today, thanks to many improvements in technology, digital portfolios can be a powerful classroom tool that students use and every day.
However, where students may no longer need to be crafty, they now need to be savvier with digital tools.
For parents, guardians, and family members of students who are inundated with digital tools and social media, it can be overwhelming to advise and guide on products you’ve never even heard of. So, let's go through some tips for family members.
What is a digital portfolio in K-12 education?
A digital portfolio is a body of student work that can take on a variety of formats and showcase growth, reflection, and accomplishment. (Read: “What is a digital portfolio for the classroom?”)
The use cases can vary greatly depending on the class, the student’s age, and the teacher. A capstone or graduation projects that showcase highlights from elementary school will be different than a digital portfolio used to capture and reflect on daily learning throughout the year.
How will my student's portfolio be evaluated?
There are three main ways student portfolios can be evaluated.
Show the Process: Students collect and store evidence of learning and reflect on the process in a continuous cycle. In this case, the reflection on the learning may be evaluated as well as the work.
Show the Progress: Students document growth and changes in their work over time to show progress. In this case, the progress over different versions and assignments may be considered in the evaluation.
Show the Product: Students curate projects, learnings, and evidence into a final “polished” product. In this case, the final artifacts and the overall story of the different pieces of the portfolio will be evaluated. (Read: "The three ways teachers use portfolios in the classroom.")
Be sure to check in with assignment details or contact your student's teacher if you’re unsure of the learning outcomes and purpose of a student portfolio.
What should my student’s portfolio include?
A digital portfolio can include any number of artifacts of student work.
In most digital portfolio tools, like SpacesEDU, students can upload images, text, audio files, video files, and other documents like PDF and Microsoft Word files.
Once you know how your student’s teacher is planning to use a student’s portfolio, you can better make recommendations on what to include.
How can I help my student with their portfolio?
One of the key benefits to using portfolios in the classroom is to engage parents to participate in their student's learning.
More importantly, digital portfolios foster open dialogues between student, teacher, and family.
Not only can parents comment on their student's portfolio artifacts to prompt further reflection, but they can also receive feedback directly from their student's teacher.
Digital portfolios can also be used as the centerpiece of parent-teacher interviews or to support student-led conferences.
While students self-reflect on the work and progress displayed in their portfolio, parents have the opportunity to provide constructive feedback and prompt conversation to engage their student in sharing their experiences and perspective.
Tips for providing feedback on your student's learning
- Encourage the process. Rather than commenting on the final product, focus on the process of learning that leads up to the actual artifact to honour your student’s work that came before it. Focus more on perseverance and your student’s improvement over time rather than on their ability.
- Have an open dialogue. The best conversations start when asking questions to spark thinking rather than by passing judgement. Consider what your student (or their teacher) was trying to convey by posting the artifact and use one of the dialogue prompts suggested below to allow them to share their perspective.
- Avoid “yes” and “no”. Use open-ended questions that encourage your student to reflect on their learning. Try to give concrete examples when providing feedback so your student understands what you are referencing, and be mindful not to make comparisons to the work of others.
Looking for some tips on how to best provide feedback on your student's learning?
We’ve got you covered. Click here to download our Family Feedback Prompts for Digital Portfolios (PDF).
Digital portfolios are becoming an increasingly popular way for teachers to encourage capturing and documentation of learning, prompting meaningful reflection, and providing ongoing, formative feedback.
But for many of us, this is a new concept from when we were in school.
Back in my day, I recall putting together a physical portfolio for an eighth-grade capstone project. I purchased a black three-ring binder, created chapters on each of my elementary school accomplishments in a word processor, and scrapbooked together artifacts of learning.
Today, thanks to many improvements in technology, digital portfolios can be a powerful classroom tool that students use and every day.
However, where students may no longer need to be crafty, they now need to be savvier with digital tools.
For parents, guardians, and family members of students who are inundated with digital tools and social media, it can be overwhelming to advise and guide on products you’ve never even heard of. So, let's go through some tips for family members.
What is a digital portfolio in K-12 education?
A digital portfolio is a body of student work that can take on a variety of formats and showcase growth, reflection, and accomplishment. (Read: “What is a digital portfolio for the classroom?”)
The use cases can vary greatly depending on the class, the student’s age, and the teacher. A capstone or graduation projects that showcase highlights from elementary school will be different than a digital portfolio used to capture and reflect on daily learning throughout the year. The contents of a digital portfolio serve as data to inform formative assessment. Unlike traditional evaluations, formative assessment is ongoing, allowing teachers to identify areas where your student may be struggling or excelling. For example, if a student does not meet the curricular objectives in math throughout the term, this may indicate a need for extra support or enrichment on specific concepts or skills.
Furthermore, digital portfolios are dynamic and collaborative. Teachers and families alike are able to leverage this powerful student-centric tool to analyze patterns or trends beyond academics. Both parties can report on students' behaviour, such as incidents of disruptive behaviour or instances of positive behaviour. This data can help identify areas where students may need social-emotional support or behavioural intervention.
Additionally, teachers and families can track students' participation in class discussions, group work, and other activities. Low participation may indicate a need for extra support or encouragement to engage in class.
Teachers and families can also track students' progress towards their personal and academic goals. This data can help identify areas where students may need extra support or encouragement to achieve their goals. Ultimately, digital portfolios prioritize student success by providing opportunities to celebrate areas of growth and achievement to motivate your student to continue improving.
How will my student's portfolio be evaluated?
There are three main ways student portfolios can be evaluated.
- Show the Process: Students collect and store evidence of learning and reflect on the process in a continuous cycle. In this case, the reflection on the learning may be evaluated as well as the work.
- Show the Progress: Students document growth and changes in their work over time to show progress. In this case, the progress over different versions and assignments may be considered in the evaluation.
- Show the Product: Students curate projects, learnings, and evidence into a final “polished” product. In this case, the final artifacts and the overall story of the different pieces of the portfolio will be evaluated. (Read: "The three ways teachers use portfolios in the classroom.")
Be sure to check in with assignment details or contact your student's teacher if you’re unsure of the learning outcomes and purpose of a student portfolio.
What should my student’s portfolio include?
To create a comprehensive digital portfolio, students can incorporate various artifacts of their work such as images, text, audio files, video files, and other documents like PDF and Microsoft Word files using tools like SpacesEDU. The types of work that students can exhibit in their portfolios may vary depending on their grade level and subject area. However, understanding how your student's teacher plans to use their portfolio can help make informed recommendations on what to include. In general, your students can post these types of documentation:
- Work samples: Students can include their best work from various subjects and projects, such as essays, presentations, videos, artwork, projects, etc.
- Reflections: Students can write reflections on their learning experiences, highlighting what they learned, how they grew, and what challenges they faced. These self-reflections can be in the form of blog posts, journal entries, or video reflections.
- Goals: Students can set personal and academic goals for themselves and track their progress towards achieving them.
When curating and organizing their digital portfolio, your student should consider the following tips:
- Choose their best work: Students should select their best work to showcase in their portfolio. They should consider the quality of their work, as well as its relevance to their goals, interests, and teacher guidelines.
- Organize their work thematically: Students can organize their work thematically, grouping similar items together. For example, they could dedicate posts for writing, another for artwork, and a third for STEM projects.
- Include reflections: Students should include reflections in their posts, explaining what they learned, what they would do differently, and how they plan to apply what they learned in the future.
- Keep it updated: Students should keep their portfolio updated regularly, adding new work as they complete it and reflect on older work that no longer represents their best efforts.
How can I help my student with their portfolio?
Using portfolios in the classroom offers many benefits, one of which is to engage families and encourage their participation in their student's learning. Digital portfolios, in particular, promote open dialogues among students, teachers, and families. By commenting on their student's portfolio artifacts, families can prompt further reflection and receive feedback directly from their student's teacher. Moreover, digital portfolios can serve as the centerpiece of parent-teacher interviews or support student-led conferences.
As students reflect on the work and progress displayed in their portfolio, families can play a crucial role in providing constructive feedback and engaging in meaningful conversations with their student. This presents an excellent opportunity to explore their student's experiences and perspective. To start, families can discuss with their student what they excel at and enjoy doing. This helps identify their strengths and interests and aligns them with their future goals. Encouraging self-reflection is equally important. Asking questions such as "What did you learn from this experience?" or "What would you do differently next time?" helps students reflect on their progress and accomplishments.
As students identify their strengths and interests, families can encourage them to set achievable and specific goals. By breaking down these goals into smaller, manageable steps, families can offer support and motivation to their students. In summary, portfolios not only engage families but also provide an opportunity for students to reflect on their progress and accomplishments, and for families to offer support and encouragement to their children.
Tips for providing feedback on your student's learning
- Encourage the process. Rather than commenting on the final product, focus on the process of learning that leads up to the actual artifact to honour your student’s work that came before it. Focus more on perseverance and your student’s improvement over time rather than on their ability.
- Have an open dialogue. The best conversations start when asking questions to spark thinking rather than by passing judgement. Consider what your student (or their teacher) was trying to convey by posting the artifact and use one of the dialogue prompts suggested below to allow them to share their perspective.
- Avoid “yes” and “no”. Use open-ended questions that encourage your student to reflect on their learning. Try to give concrete examples when providing feedback so your student understands what you are referencing, and be mindful not to make comparisons to the work of others.
Looking for some tips on how to best provide feedback on your student's learning? We’ve got you covered. Click here to download our Family Feedback Prompts for Digital Portfolios (PDF).