Lessons Learned

Instructional Technology - International Education - Wellness

Tag: documenting learning

Photo & Audio Documentation to Support Wellness

In previous posts, I mentioned the importance of documenting one’s wellness efforts. Specifically, I wrote about recording to reflect upon exercising our character strengths within each of the PERMAH pillars. This process includes taking photos of, recording a short video, and/or voice recording descriptions of our wellness actions/activities to then be added to a school-developed wellness app or if there is a commercial Positive Psychology app that offers this functionality.

Other options include uploading the wellness in action photos, videos, and/or audio descriptions to one’s portfolio and/or to a wellness journal with provided reflection prompts if the school offers either as part of their wellness program for the community. I say community to include students, staff members, and parents. The bottom line is that, yes, we need to understand the principles of wellness. Still, even more importantly, we need to be actionable with our wellness knowledge to live and reflect upon that knowledge in our lives.

Drilling down on this documentation process, one tool we can pull from our wellness toolkit is the smartphone/tablet that is ubiquitous in our society. Whether you are engaging your strength of creativity to come up with a nutritious smoothie recipe within the H of PERMAH or you are in a flow state writing a poem within the Engagement pillar, you can take a few seconds to snap a photo and/or record a quick voice description of your action(s) to later go into your wellness app, portfolio and/or journal.Ā 

One specific documentation effort can be part of your periodic or daily gratitude effort. Whether taking what I call a “beauty break” to take in something beautiful in your environment and/or simply thinking about a person, event, experience, etc., that brings forth grateful thoughts and emotions, you can record that moment at the moment via your device.

We definitely want to stay in those mindful moments, so the recording should be limited to a very short interruption so we can remain in the experiential state. The shadow side of this process is getting caught up in recording instead of experiencing. And, of course, if one extends the sharing to social networking, there is the positive of community support and of potentially bringing beauty into the lives of others which is countered if the effort is intended for the sake of digital likes instead of simply enjoying the P of Positive Emotions that can accompany the wellness moments. šŸ˜‰

Audio Image | Photo Image

Kindergarten Students at the Center of the Learning

K

Twelve years ago, I was fortunate to tag along and videotape the Kindergarten students of Hong Kong International School (HKIS) as they ventured out into the city. My fortune continued this past year when I accompanied some of our PreK and K students at Washington International School (WIS) as they traveled to the Washington Monument. If you have about 7 minutes, watch the following two videos to see what they have in common. Sadly the HKIS video is not of excellent video quality. I will leave the analysis to you but be ready to see these young students interacting and learning from their environment. In both cases, the teachers put a great deal of design work into play as they structured the learning experiences with graphic organizers, questions, and documentation of learning.

Here are the two videos.

Shapes in the City

Our City | Our Learning

Communicating Understanding and Documenting Student Learning

screencast

Our First and Second Graders recently completed projects usingĀ ScreenChompĀ to create screencasts on their iPads. The learning goal for the students was to reflect to communicate their responses to the essential questions from the units of inquiry they were completing. A big challenge was representing their thinking about their learning visually and communicating their answers to the questions in their second language (French, Spanish, or Dutch).

The First Graders responded to the following questions from theĀ People Around the WorldĀ unit.

  • What is my daily life like?
  • How is my life similar to the lives of children in other countries?
  • How is my life different from the lives of children in other countries?

The Second Graders responded to the following questions from theĀ WeatherĀ unit.

  • What is the weather?
  • What makes the weather change?
  • How does weather affect people’s lives?

Here is an example of one student’s screencast.

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