Managing the use of a portfolio documentation template

A few years ago while taking my Kindergarten Additional Qualification courses, I was introduced to a template created by Joanne Babalis (TransformEd Consulting Services), the course instructor. The template was used to document children's learning by highlighting what and how they chose to explore, investigate, and create during the day. I found the template very informative for showcasing children's knowledge, and also a good guide for me as an educator in identifying the type of support or challenge the child needed next. It was a wonderful way of capturing everyday moments and interactions.

With all that said, I have to admit that once I tried to use the template it did become overwhelming in trying to stay on top of the documentation. I found I took a multitude of photos and struggled with how many of them to place in the template. I also didn't find a technological application that I felt comfortable using. Some were too cumbersome and took me a long time to fill in each template. This year I think I may have found a happy medium. 

I updated the template slightly to reflect the four frames in the new kindergarten curriculum. I also discovered that using the template as a background in the PicCollage application program allowed me to easily place photos into the template and type in the verbatim. I'm sure this method is widely known about, but I just stumbled on it myself and it seems to work pretty well for me. 

Below is a partially complete template done in PicCollage. I prefer to print out the templates and circle by hand for the context, social context, support, and links to curriculum information. I found it quite tedious doing it in PicCollage, though it can be done.   

For the months of September and October, I printed out the templates containing only the photos and hand wrote the verbatim using my own observation notes and/or the information obtained from conferencing with the children involved. In the next month and ongoing, I hope to experiment with completing the templates on the spot as the children are sharing their work with myself or the whole group. I think this will simplify things from me having to jot down notes and compile them at a later time. I do like that the children can re-visit their work with me during the conferencing and I may look into how they can start to complete a few templates with support using the PicCollage application or by hand. But this will be taken on down the road once I get into a good groove myself.    

To make this manageable I plan to hopefully create one or two templates per month per child to place into their portfolio. You can create folders on your computer to keep track or use a check list each month to make sure you have accounted for each child. When viewing some of the templates below, you will notice that a template may include a photo of a group of children working together. In this case I will place the same template in each of the children's portfolios with a similar description as they were collaboratively working on the same creation. I was already taking many photos each month but they didn't always have the context to go along with them. I am hoping that this simple template will provide this for families.

At the front of each child's portfolio I have placed a copy of the kindergarten overall expectations chart (below) so that families, etc., can make reference to the completed templates.

(Credit Twitter: @kelly_M_Wright) 

Lastly, I am aware of the expense in printing out so many templates even if only one per child per month. It still can add up for the ten months of school year. I agree that colour does look great but perhaps black and white is a good start and still allows for the showcasing of learning. The photos are also not very large as they have to fit into the template. I do not have all the answers of how this can work for you. I am simply trying to provide you with my example of how I am trying to make it work for me. I am sure there are many wonderful and different ways that educators are showcasing the children's learning if they are using portfolios. Every education setting and educator is unique and we all have different comfort levels. I hope that this at the very least provides you with an idea of how it can look. 

Below are a few templates showcasing the learning that has taken place during the first month and a half together. Again, only the photos are present as the templates were filled out manually.    

Thanks for taking the time to view our learning. If you have any questions or comments about this process I will try my best to answer them based on my experience.

A Curiosity and Fascination with Leaves

We must abandon our idea of a static, knowable educator and move

on to a view of an educator in a state of constant change and becoming.

The role of the educator shifts from a communicator of knowledge to a

listener, provocateur, documenter, and negotiator of meaning.

Pacini-Ketchabaw et al., 2009, p. 103

(The Kindergarten Program, 2016)

I start with the quote above because I think it's so important to understand the inquiry process not only for educators, but also for families who engage with their children on a daily basis. When children ask questions and are curious, it's important to ask questions back, model your own curiosity, and ask them how they might be able to figure out more about their interest. In doing so, it keeps their curiosity going and allows the child to learn to use research and collaborative skills to seek out information. Extending the learning can open doors to new experiences involving the arts, literacy, mathematics, science, etc.

The Kindergarten Program summarizes the process that educators perform when they collaborate and co-construct thinking and learning with the children. I show this as I think it can also be quite helpful for families at home in supporting their children's interests.

The chart below, taken from the Kindergarten Program, highlights the elements of the inquiry process in kindergarten for children and educators. It is helpful to note the steps and actions taken by the children and educators as the inquiry develops and progresses through the different elements.

As you journey through our leaf inquiry below, perhaps try and keep in mind some of the information found above. 

Possible reflections questions:

• What elements are being demonstrated? 
• What are some initial questions that the children ask? 
• What observations and explorations were done by the children? 
• How did the children describe their theories or findings? 
• What investigations took place? 
• How did the educators act as co-learners with the children? 
• What materials, resources, and provocations were provided by the educators to support and extend learning for the children? 
• How were understandings and theories communicated?
• What other materials, provocations, and experiences, would you have added to this inquiry?
• An inquiry is like a web and can lead to many new discoveries and explorations. Based on the children's questions, observations, and theories, what other extensions did you notice may have potential for further investigations?
• Families, how can you support this learning at home?

A Curiosity and Fascination with Leaves

Wonders, observations, and theories...

Learning through the Arts...

Can you help our tree turn into a fall tree?
"What can we do with all the leaves we collected in our classroom? Mrs. Ralph
Idea of the fall tree was inspired by C. T. and Ella!

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