Multiple Intelligences,  Multiple Languages and Portfolios: A Window into the Learner’s Mind Evangeline Harris Stefanakis,...
Audience Inquiry: Introductory Questions <ul><li>What do you already know about:  Multiple Intelligences?  </li></ul><ul><...
Copyright: Evangeline Harris Stefanakis, Ed.D.  Language for Learning-> Fenway High School & Boston Arts Academy BEGINNING...
SOCIAL/CULTURAL/HISTORIC VIEW Schools As Sorters - Lewis Terman / Intelligence Tests Are over 100 Years of Testing differe...
Publishers HEINEMANN.COM <ul><li>Linguistic Minorities </li></ul><ul><li>Cultural Framework  Research </li></ul><ul><li>Li...
Misconception #1 What is Assessment?  What is Evaluation ? <ul><li>To Assess  is to  Sit Beside  the Learner </li></ul><ul...
Assessment as  Sitting Beside the Learner Portfolio collection The teacher is next to, not in front of a learner and can s...
Heinemann.com Amazon.com <ul><li>Book & CD  </li></ul><ul><li>Gallery Portfolios </li></ul><ul><li>Teacher Resources </li>...
Multiple Perspectives as Focus : Assessment for Learning Learning Accountability Self Assessment Informal Feedback Rubrics...
Clear Theoretical Framework :  According to Gardner, Intelligence is... <ul><li>the ability to solve real life problems, <...
Multiple Intelligence theory suggests... <ul><li>WE ALL HAVE ALL 8 INTELLIGENCES,  </li></ul><ul><li>BUT EACH INDIVIDUAL H...
The Eight Intelligences  Gardner, 1997 3
MI theory in Learning Environment Multiple Entry Points  Visible for Curriculum &  Assessment Portfolio   Assess  Student ...
Primary Schools: Meet Desiree and Alsenio Friday PM Done with Reading/ Portfolio Buddies Grade k-2 Done with Tech Team  Gr...
MI Lens for Examining Student Work WHAT DOES THIS WORK TELL ABOUT LEARNER AS A: Linguist Artist Scientist Reflective Learn...
A Collection of Student Work Primary Bilingual Cluster <ul><li>Grades K-1(L1 and L2) </li></ul><ul><li>Who am I? Books </l...
Meet IS 131 Class Meet Kevin E. Bronx (FLH);  <ul><li>High School/ </li></ul><ul><li>Secondary School </li></ul>Academics,...
A Collection of Student Work Reflection/ Selections- Post Secondary <ul><li>Grade (6-8, 9-10) </li></ul><ul><li>Myself as ...
Assessment  of A Student’s MI Profile Images/ Graphics/ Journals, Student Charts, Portfolios, Interviews, Tests Observatio...
High School to College Transitions <ul><li>Moving to Web Based tools. </li></ul><ul><li>DIGICATION/ OTHERS </li></ul><ul><...
The Process of Building e-Portfolios FOLDERS COLLECT PORTFOLIOS Pass Along Portfolio SELECT REFLECT
Myth #2: CLARIFYING THE PURPOSES  OF ASSESSMENT <ul><li>IMPROVE STUDENT LEARNING </li></ul><ul><li>Making learning visible...
<ul><li>Schools are organisms- all parts must share beliefs </li></ul><ul><li>Children learn the values and practices of t...
Audiences /  Purposes  for Portfolio Student Teacher Parent Next Year’s Teacher School Community
The Key Practices Sharing Language & Ideas school background Classroom Practice  Groups teachers learning Collaborative As...
Five Key Practices <ul><li>Collaborative Assessment:  Conversations-> learner’s work </li></ul><ul><li>Classroom Practices...
GETTING STARTED-PORTFOLIOS 1.  START SMALL, WORK TOGETHER   Talk about portfolio purposes in grade level or faculty meetin...
KEY ACCOUNTABILITY & LEARNING RUBRICS Graduation/Assessment   LEAVE NO CHILD  BEHIND SEE ABILITIES IN DISABILITIES FIND AS...
Student’s current status Student’s goals Student’s challenges Instructional plan for achieving goals Collected Information...
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Eifel Ell Pportfolios

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Multiple Intelligences, Multiple Languages, ePortfolios

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Eifel Ell Pportfolios

  1. 1. Multiple Intelligences, Multiple Languages and Portfolios: A Window into the Learner’s Mind Evangeline Harris Stefanakis, Ed.D. Teachers College Columbia University, Boston University, Boston, MA [email_address]
  2. 2. Audience Inquiry: Introductory Questions <ul><li>What do you already know about: Multiple Intelligences? </li></ul><ul><li>Multilingualism & Portfolios? </li></ul><ul><li>Research/ Practice Links: </li></ul><ul><li>What do you hope to find out? </li></ul><ul><li>What resources are you looking for? </li></ul>
  3. 3. Copyright: Evangeline Harris Stefanakis, Ed.D. Language for Learning-> Fenway High School & Boston Arts Academy BEGINNING TO CAPTURE INDIVIDUALS LEARNING CAPABILITIES, NOT DISABILTIES Elementary, Secondary, Community Colleges, University
  4. 4. SOCIAL/CULTURAL/HISTORIC VIEW Schools As Sorters - Lewis Terman / Intelligence Tests Are over 100 Years of Testing different? Chapman 1922
  5. 5. Publishers HEINEMANN.COM <ul><li>Linguistic Minorities </li></ul><ul><li>Cultural Framework Research </li></ul><ul><li>Literature Review </li></ul><ul><li>Case Studies </li></ul><ul><li>Assessment System </li></ul>
  6. 6. Misconception #1 What is Assessment? What is Evaluation ? <ul><li>To Assess is to Sit Beside the Learner </li></ul><ul><li>To Evaluate is to “assess using a set of values to Sort the Learners into Norm Groups ” </li></ul><ul><li>To Assess To Evaluate </li></ul><ul><li>Learner Norm </li></ul>
  7. 7. Assessment as Sitting Beside the Learner Portfolio collection The teacher is next to, not in front of a learner and can see/ hear their potential
  8. 8. Heinemann.com Amazon.com <ul><li>Book & CD </li></ul><ul><li>Gallery Portfolios </li></ul><ul><li>Teacher Resources </li></ul><ul><li>MI/Assess/Rubrics </li></ul><ul><li>Graduation Standards </li></ul><ul><li>Conferences </li></ul>
  9. 9. Multiple Perspectives as Focus : Assessment for Learning Learning Accountability Self Assessment Informal Feedback Rubrics Portfolios Performance Based Standardized Tests Making Learning Visible
  10. 10. Clear Theoretical Framework : According to Gardner, Intelligence is... <ul><li>the ability to solve real life problems, </li></ul><ul><li>the ability to find and create problems, and </li></ul><ul><li>the ability to offer a product or service that is valued in at least one culture. </li></ul><ul><li>Gardner, H ( 1983). Frames of Mind. New York: Basic Books. </li></ul>1
  11. 11. Multiple Intelligence theory suggests... <ul><li>WE ALL HAVE ALL 8 INTELLIGENCES, </li></ul><ul><li>BUT EACH INDIVIDUAL HAS A UNIQUE PROFILE </li></ul><ul><li>SO, WE SHIFT RESEARCH/PRACTICE THINKING FROM — </li></ul><ul><li>Is this student smart, or not so smart….to </li></ul><ul><li>How is each learner smart….what is their unique profile of multiple intelligences/ </li></ul><ul><li>Learning is visible in multiple languages </li></ul>2
  12. 12. The Eight Intelligences Gardner, 1997 3
  13. 13. MI theory in Learning Environment Multiple Entry Points Visible for Curriculum & Assessment Portfolio Assess Student Work Personalization -Profile Individual Intelligence Multiple Intelligences/Multilingual Curriculum Design based on Profiles, Projects & Portfolios
  14. 14. Primary Schools: Meet Desiree and Alsenio Friday PM Done with Reading/ Portfolio Buddies Grade k-2 Done with Tech Team Grades 3-5
  15. 15. MI Lens for Examining Student Work WHAT DOES THIS WORK TELL ABOUT LEARNER AS A: Linguist Artist Scientist Reflective Learner Cooperative Learner Mathematician
  16. 16. A Collection of Student Work Primary Bilingual Cluster <ul><li>Grades K-1(L1 and L2) </li></ul><ul><li>Who am I? Books </li></ul><ul><li>Self Portrait /Family </li></ul><ul><li>Projects- Picture </li></ul><ul><li>Interviews </li></ul><ul><li>Literacy/Numeracy </li></ul><ul><li>Strengths/Expertise </li></ul><ul><li>Writing Sample </li></ul><ul><li>Photos/ Video </li></ul><ul><li>Grade 2 (L1 and L2 ) </li></ul><ul><li>Self Portrait (plus picture) </li></ul><ul><li>Family Picture </li></ul><ul><li>What They Think About School </li></ul><ul><li>(middle of school year too) </li></ul><ul><li>What They Think About Friends </li></ul><ul><li>Their Goals </li></ul><ul><li>Math Open Ended Questions </li></ul><ul><li>(Writing, Drawing Explanations) </li></ul><ul><li>What they know Math/Science </li></ul><ul><li>L2 Given a picture/taped response </li></ul><ul><li>Chinese- individual work samples </li></ul>
  17. 17. Meet IS 131 Class Meet Kevin E. Bronx (FLH); <ul><li>High School/ </li></ul><ul><li>Secondary School </li></ul>Academics, Internships, Extra Curricular Athletics
  18. 18. A Collection of Student Work Reflection/ Selections- Post Secondary <ul><li>Grade (6-8, 9-10) </li></ul><ul><li>Myself as a Writer- Self Portrait </li></ul><ul><li>Personal Journal Entries (pictures) </li></ul><ul><li>Personal Narrative </li></ul><ul><li>Myself as a Historian/Social Scientist </li></ul><ul><li>Current Events Reflections </li></ul><ul><li>Myself as Mathematician/ Graphs </li></ul><ul><li>Problem Solver </li></ul><ul><li>Myself as Scientist; Lab Journal </li></ul>
  19. 19. Assessment of A Student’s MI Profile Images/ Graphics/ Journals, Student Charts, Portfolios, Interviews, Tests Observation DOCUMENTATION Keeping Track of the Process & Products of Learning Anecdotal Records Checklists/Standards Informal Assessments Videotapes Audiotapes Sociograms OBSERVATION
  20. 20. High School to College Transitions <ul><li>Moving to Web Based tools. </li></ul><ul><li>DIGICATION/ OTHERS </li></ul><ul><li>BU ACADEMY- grade 9/10 </li></ul><ul><li>BU UNDERGRADS </li></ul><ul><li>Writing, Fine Arts, Education, Arts/Sciences </li></ul><ul><li>GRADUATE PROGRAMS </li></ul><ul><li>Public Health, MBA, Education </li></ul>
  21. 21. The Process of Building e-Portfolios FOLDERS COLLECT PORTFOLIOS Pass Along Portfolio SELECT REFLECT
  22. 22. Myth #2: CLARIFYING THE PURPOSES OF ASSESSMENT <ul><li>IMPROVE STUDENT LEARNING </li></ul><ul><li>Making learning visible to students/individuals (Seidel et al) </li></ul><ul><li>Fostering reflective learning which is self adjusting </li></ul><ul><li>Acknowledging and celebrating learning </li></ul><ul><li>Communicating learning to families and the wider community </li></ul><ul><li>IMPROVING TEACHERS’ TEACHING </li></ul><ul><li>Adjusting instruction to meet the needs of learners as individuals </li></ul><ul><li>Fostering reflective teaching which informs practice </li></ul><ul><li>Communicating learning to multiple constituencies </li></ul><ul><li>Improving capacity to reach high standards of student achievement </li></ul>
  23. 23. <ul><li>Schools are organisms- all parts must share beliefs </li></ul><ul><li>Children learn the values and practices of the whole school as a learning community </li></ul><ul><li>Student progress is the concern of students, teachers, parents, and the educational community </li></ul><ul><li>Each school is a unique learning community which adds a context to student work </li></ul>Why Consider the Whole School?
  24. 24. Audiences / Purposes for Portfolio Student Teacher Parent Next Year’s Teacher School Community
  25. 25. The Key Practices Sharing Language & Ideas school background Classroom Practice Groups teachers learning Collaborative Assessment Teams child’s learning Sharing with Community building support Celebrating Student Work
  26. 26. Five Key Practices <ul><li>Collaborative Assessment: Conversations-> learner’s work </li></ul><ul><li>Classroom Practices: Conversation using projects and portfolios as curriculum and assessment </li></ul><ul><li>Language and Ideas: Conversations the language and ideas of portfolio assessment </li></ul><ul><li>Communicating with the Community: Conversations with all members of school about the new approaches to assessment </li></ul><ul><li>Celebrating Student Work: Conversations learners to publicly celebrate their products </li></ul>
  27. 27. GETTING STARTED-PORTFOLIOS 1. START SMALL, WORK TOGETHER   Talk about portfolio purposes in grade level or faculty meetings Let families know about portfolios. Enlist their help-Conference. Conduct a descriptive review using student work as evidence.     2. FIND TIME AS A FACULTY TO DISCUSS Shared purposes and a school wide system for portfolios MI in curriculum & assessment to pluralize/ personalize learning The uses of rubrics in standard setting How technology organizes, stores the images, and acts of learning    
  28. 28. KEY ACCOUNTABILITY & LEARNING RUBRICS Graduation/Assessment LEAVE NO CHILD BEHIND SEE ABILITIES IN DISABILITIES FIND ASSETS-LANGUAGE(S)
  29. 29. Student’s current status Student’s goals Student’s challenges Instructional plan for achieving goals Collected Information about Student Student’s strengths, interests, challenges Student’s strengths, interests, challenges Parent’s Expectations Performances compared To normative group Level of mastery of curriculum components Attempted interventions Student’s strengths, interests, challenges Adapted from the K. Guinee A COMPREHENSIVE ASSESSMENT SYSTEM – e PORTFOLIOS Maintain Portfolio of student work , tracking & recording progress over time . Administer culturally suitable, formal assessment in student’s native language, such as norm-reference assessment and/or curriculum-based assessment. Observe student working by self, in small groups, and as member of class . Interview student, family, teachers, and other community members . PDP Track and document interventions,noting if they are or are not successful .

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