Reimagining Learning: Reflections on My Innovation Project
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Innovation Project Overview
In order to improve student engagement, self-efficacy, and academic achievement, my innovation project focuses on combining the models of project-based learning (PBL) with e-portfolios. Recognizing the limitations of assessment-based learning, especially for students facing social-emotional or socioeconomic challenges, this initiative aims to empower students by giving them ownership of their learning.
Through this model, students actively participate in meaningful, authentic learning experiences while documenting their journey and reflections in digital e-portfolios. These portfolios not only track growth but also serve as a tool for students to market themselves for future academic and professional opportunities. In this blog, I reflect on the progress, lessons, and future of this innovation project, sharing insights that I hope inspire others to rethink traditional education.
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The Vision: Why PBL and E-Portfolios?
Traditional assessment models have always felt restrictive to me. They reduce learning to test scores, leaving little room for individuality or deeper understanding. I wanted my students to feel more connected to their learning, to see the relevance of what they’re doing, and to find joy in the process. Through my research, I discovered the transformative power of PBL and e-portfolios. PBL encourages students to engage in real-world problem-solving, fostering collaboration, communication, and critical thinking (Terada, 2021). E-portfolios provide a platform for students to document their growth, reflect on their learning, and showcase their achievements in meaningful ways (Tosh et al., 2005). Together, they create a dynamic, student-centered approach that aligns perfectly with my vision of education.
Progress on My Journey
Looking back, I’ve accomplished so much, though there’s still a lot to do. Early in the process, I crafted a detailed innovation proposal letter to share my vision with administrators, teachers, parents, and other stakeholders. In the letter, I outlined the goals of the project and the phased approach I planned to use, beginning with a pilot in my classroom. Writing this proposal helped me clarify my ideas and gave me the confidence to advocate for this innovation. Alongside my innovation proposal and call to action video, one of the most valuable parts of this journey was diving into the research to support my ideas. Through my literature review, I explored studies that demonstrated the benefits of PBL and e-portfolios. For example, one study showed an 8% increase in science scores among 3rd graders using PBL, proving its effectiveness (Krajcik et al., 2020). I also learned about the role e-portfolios play in fostering reflection and 21st-century skills (Carl & Strydom, 2017). This research strengthened my belief in the cross-model and gave me the tools to build a compelling case for it.
To guide my work, I created a comprehensive 24-month implementation outline that breaks the project into seven phases: preparing and gaining stakeholder support, piloting the project in my classroom, evaluating and refining based on feedback, expanding to other classrooms on my campus, scaling up to the district level, and ensuring sustainability through ongoing professional development and updated technology. This outline has been my compass, helping me stay focused and organized as much as possible. After months of planning, I finally approached the pilot preparation and launch phase where I introduced the cross-model to my 4th-grade classroom. Students began engaging in hands-on, project-based activities while documenting their learning process through e-portfolios on our learning management system Schoology. Each week, they reflect on their progress through blog posts and peer discussions. Watching them take ownership of their learning has been one of the most rewarding parts of this experience.
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Where I Am Now: The Pilot Phase
Right now, I’m in the middle of the pilot phase, and I couldn’t be more excited about the results I’m seeing. My students are thriving in this new learning environment. They’re excited about their projects, exploring their creativity, and learning to articulate their ideas through reflections in their Schoology e-portfolios. Over the next two months, I’ll complete the pilot phase and evaluate its impact. I plan to analyze data on student engagement, performance, and feedback from all stakeholders. Once the pilot is complete, I’ll share the results with my administration and propose expanding the model to grades 3-5 on my campus.
Ms. Lee's 4th Grade Classroom
To incorporate other educators in grade levels 3-5, I will utilize my professional learning roadmap and the five key principles of effective professional learning. These principles include focusing on content, incorporating active learning, supporting collaboration, using models of effective practice, and providing coaching and expert support. By adhering to these principles, I will ensure that professional development is relevant, engaging, and practical for teachers. This approach will help build a community of practice that supports the successful implementation of project-based learning and e-portfolios across multiple grade levels.
What I’ve Learned Along the Way
This journey has taught me so much, both about my students and about myself as an educator. Seeing students take pride in their learning and showcase their creativity has been incredibly rewarding. Through leading organizational change, I've built strong relationships with administrators, teachers, and parents has been crucial to the project’s success. Tools like Schoology have been user-friendly and effective for both me and my students. Balancing planning and teaching was harder than I anticipated, and I had to adjust my timeline more than once. Early on, I realized I needed to communicate more frequently and clearly with parents about their role in supporting the project which hasn't been the easiest due to the types of uninvolved parents we have at our Title 1 campus. Some students needed extra help navigating the technology, which slowed our progress initially. I’ve since decided to use Schoology as their e-portfolio base and will slowly try to re-integrate e-portfolios through Google Sites as students were overwhelmed with the initial intention to use Google Sites. I've also created additional scaffolds to support them with their reflections such as sentence stems and exemplars to meet all students' learning needs and create significant learning environments.
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How I Plan to Share and Promote My Work
I believe this project has the potential to transform learning beyond my classroom, so I’m committed to sharing it with others. I’m planning to have a community exhibit where students will present their e-portfolios and projects to parents, peers, and administrators. I’ll use QR codes to link directly to their portfolios so that anyone can explore their work. Since becoming our campus science lead this school year, I will allow students to showcase their learning on the same night as the science fair. I intend to expand my "Out of The Box Learning" website, where I’ll share resources, examples, testimonials, and the process of leading organizational change within their campus to inspire other educators to try PBL and e-portfolios in their classrooms. I’m excited to lead workshops for teachers on my campus and eventually across the district. I’ll share the strategies, tools, and lessons I’ve learned to help them implement this model in their classrooms.
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Looking Back: What I Would Do Differently
Reflecting on this journey, there are a few key changes I would make to enhance the process and outcomes. First, I would engage stakeholders much earlier. Building stronger relationships from the outset and addressing potential concerns sooner would have laid a more solid foundation for the project. Starting with simpler PBL activities would have eased the transition for both students and parents, helping them adjust to the new model more smoothly. Additionally, organizing a parent orientation session at the beginning would have been incredibly beneficial. This session would clearly explain their role, set expectations, and foster a more supportive environment from the start. These adjustments would have made the implementation process even more effective and seamless.
Applying What I’ve Learned to Future Projects
This experience has been a game-changer for me as an educator. Moving forward, I plan to collaborate more by involving more teachers in the planning and implementation process to create a broader impact. Collecting and analyzing data has been so helpful, and I plan to make it a central part of all my future projects. I’ve also learned how important it is to include student input in the planning phase to ensure the project aligns with their needs and interests.
Conclusion
This project has been one of the most rewarding experiences of my career. Watching my students grow, take ownership of their learning, and discover their potential has reaffirmed my belief in the power of student-centered education. As I continue to expand this initiative, I’m excited to see its impact not only on my classroom but on my campus and beyond.
References
Baines, A., De Vivo, K., Warner, N., DeBarger, A., & Udall, D. (2021). Why social and emotional learning is essential to project-based learning. Lucas Education Research.
Carl, A., & Strydom, S. (2017). E-portfolio as reflection tool during teaching practice: The interplay between contextual and dispositional variables. South African Journal of Education, 37(1).
Krajcik, J., Schneider, B., & Miller, E. (2020). Assessing the effect of project-based learning on science learning. Multiple Literacies in Project-Based Learning.
Terada, Y. (2021). New research makes a powerful case for PBL. Edutopia.
Tosh, D., Light, T. P., Fleming, K., & Haywood, J. (2005). Engagement with electronic portfolios: Challenges from the student perspective. Canadian Journal of Learning and Technology.
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