A significant aspect of an MYP design inquiry is the inquiry portfolio. This document records the steps of the inquiry and shows the progress and development of student’s thinking. In our program we tried various formats, from paper-based to various iterations of google slides that range from highly structured templates to minimalist approaches. Each of these has its own advantages, applications, and challenges.
In choosing a format, some key features have risen to the top. We’ve been looking for a format that allows for:
a way to have students focus on clear and concise writing, using annotations over long expository writing.
freedom to organize and present the inquiry
easy monitoring of student progress
facilitating collaboration between students and teacher
To achieve these goals in our upper MYP grades (MYP 5, Grades 9 and 10), we've been using Miro. It has transformed the way our students approach their design inquiries. By leveraging Miro's customizable frames and interactive features, students can create dynamic and visually appealing portfolios that showcase their entire design process. This not only empowers students to take ownership of their learning but also fosters a collaborative and supportive learning environment.
Miro is essentially a giant digital whiteboard, with a huge range of features and abilities (many of which we don’t even scratch the surface of). In our classes, we use it to organize and present student design inquiries, and to foster collaboration. However, there are a few things we are doing with it that good example of leveraging technology to support student learning outcomes.
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A very “public” inquiry
One of the most powerful features of Miro is its ability to create a public workspace where students can see and interact with each other's work. We’ve really leveraged this and it’s changed the way we are approaching the portfolio.
In our implementation, each student has a section of the board for their work, but can also view the work of their peers. This transparency encourages collaboration, feedback, and independent learning. By observing their peers' design processes, students can gain valuable insights and identify areas for improvement in their own work.
Independent Observation: Students can independently analyze their peers' work to identify strengths, weaknesses, and potential areas for improvement.
Time management: Students can monitor the progress of their peers, and have a better understanding of where they are in the inquiry cycle.
Peer Feedback: Students can provide constructive feedback to their peers, helping them to refine their designs and develop critical thinking skills.
Collaborative Learning: Students can collaborate on group projects or shared design challenges, leveraging each other's expertise and perspectives.
Student feedback
When we surveyed 60 students about their working habits in the collaborative Miro space, the responses were very positive. Some selected responses are below:
“The first advantage is getting feedbacks and notes from other students and the second advantage is that we can share our work and help each other right away”
“Can see peers' works and know how much information do I need to write”
“Being able to see the work of others helped me to be on track”
“I was able to look at what the others do inside the MIRO and get an idea on what stage I should be in based on seeing where the others are.”
“It is quite beneficial that I am able to see other people's work, as it really helps me understand how to do certain criteria strands by referring to many different classmate's work.”
“I can track of my pace while working on the miro board since I can see the others' work as well. Therefore, I could manage my time better.”
Leveraging and transforming
Our survey of students about their attitudes towards using Miro to record their inquiries showed a largely positive response, with over two-thirds preferring it to the other approaches we’ve tried. As teachers, we’ve noticed that the “public” approach has had a meaningful impact on the students who otherwise struggle with time management and the design inquiry cycle - by being able to see what and how their peers are approaching the project they are are able to improve the quality of their own work. In this regard, we have seen this approach as a transformative use of technology in the classroom as described by the SAMR model of technology integration.
Some recommendations
If you’re thinking of trying this approach, here some recommendations we can share:
Start small: Miro is very feature-rich and can seem overwhelming. When introducing it to students, start small, with simple “post-it” and brainstorming activities. Scale up when the students are ready.
Don’t go too young: Our observation is that Grade 9/10 students are ready to work well with Miro as a portfolio; Below that grade, the technology can be a bit overwhelming or not efficient (we still do a lot of inquiry on paper). We use it occasionally with younger grades, but more for brainstorming than portfolio work.
Avoid feature creep and keep it simple: As mentioned above, Miro is rich with features and capabilities; However, the variety can seem overwhelming. We recommend using a limited set of features until students, and the teacher, become more comfortable with the technology. And consider whether the technology is an effective replacement or substitute for whatever systems or practices you already have in place.
Discuss and establish essential agreements: As with any collaboration space, establish norms and agreements for working.
One class per board: Too many students accessing one board at the same time can be a bit clunky. If you have groups over 15-20 students, consider making a separate board for subgroups - it will be more effcieint.
Show students the features and best practices for collaborating: Don’t assume that students will know how to use the tools to collaborate. Take some time to show them the tools, and model effective collaboration.