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Portfolio presentation

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  • Leonie to start
  • Competency claims: this is a challenge as NISTCOL doesn’t work through competencies in its modules! What this challenge means: competencies run through all the modules so progress can easily be seen. Whereas if you only look at objectives ‘in’ the modules it may be difficult to trace progress.Role portfolio adviser: someone who is not assessing your portfolio but who will give you advise on whether or not the level is good enough for submissions, who you can go to for questions.Assessment protocol: write up when students have to hand in, how many people should give feedback, how many assess the portfolio, how long marking will take, which indicators are used etc.Depending on the aim of the portfolio assessment and how big a role it plays you can be more or less serious about the other parts of the spiderweb.
  • Leonie facilitates
  • Happy with progress: compared to current level – in a given time
  • Astrid taking over (after lunch?)– linking activity to what does this mean for choices the college has to make and impact on lecturers?
  • Maybe there’s something of each in the portfolio you decide on. However make sure that you determine for yourself on which type you’ll place the emphasize. The assessment criteria should reflect this emphasize!Showcase: demonstrates materials produced. Often most interesting stories, good practices, best products for purposes of applying for a job, showing to others.Development: student demonstrates personal professional development. Reflection is of key importance, mainly written for yourself, the tutor helps you in your reflections and tries to bring you further, challenge your thinking. Assessment: students demonstrates and proofs which competencies s/he has achieved. A lot of the elements that should be in the portfolio are determined in advance.
  • Game: use a rope for a continuum and ask participants to stand on the extremes (indicated by cards):Student can follow and change their own learning route ----- Student should follow NISTCOL Learning routeHow much do you trust the student to follow their own suggested path?Teacher as a guide ---- Teacher as controlerWhich information do you provide?How (much) do you guide or steer students? How do you build this up in the 2 years of PTDDL? Which are your assessment criteria? /Feedback to be used and acknowledge by NISTCOL by others (peers, colleagues..) – Assessment based on lecturers input only.
  • Groupwork
  • Astrid taking over (after lunch?)– linking activity to what does this mean for choices the college has to make and impact on lecturers?
  • Have a look at portfolios in handouts: which things do you find appealing and would you like to see in the NISTCOL portfolio?
  • Knows: knowledge , can be assessed by paper examKnows how: can also be assessed by paper examShows how: for example in demonstration lessons, assessed by teacher or other students using predetermined criteria.Does: in teaching practice but at all levels, with all complexities, assessed by monitoring, by results of class, by head teacher or other teachers
  • Concrete experiencing: exploring and discovering what the consequences areReflective observation: consider what has happened, thinking about the reasons and the consequences could beAbstract conceptualization: the learner looks for a theory, an explanation, a model. By doing this it becomes more predictable in future.Actively experimenting: checking whether the theory developed is consistent, applying the theory to different but similar situations.According to Kolb all those phases feature in each learning process. The learner will start with the phases which he likes most and by doing so develop his own learning style.The student who combines active and concrete (experimenter)This person immediately starts working and learns from experiences, via trial and error. He likes experimenting with new ideas and takes risks.The student who combines concrete and passive/reflective (analyser)This person listens and watches first, he doesn’t like surprises. He has a great sense of imagination and picturing things. He likes to assess a situation from different perspectives and bring together those different images in a Gestalt. This person likes an environment where he can create ideas.The student who combines reflective/passive and abstract (assimilator)This person stresses the logical interaction between things; he likes conceptualising and making theoretic models. He likes analysing, considering and thinking, reflecting.The student who combines abstract and active (applier)This person is focused on the outcome and works according to plan. He likes taking decisions. He functions well in situations in which there are clear answers to a problem. He reasons in a deductive logical way. He likes implementing concepts, models and theories.It is important to realise that people are seldom using just one of these styles; most people combine some of the above. Each situation demands a different approach. So it is good to realise that none of the described styles is good or bad.
  • This activity is only done if there is time and depending how day 1 developed
  • Astrid taking over (after lunch?)– linking activity to what does this mean for choices the college has to make and impact on lecturers?
  • Lessons learnt in literature/other projects.Practical work: E.g. activities related to teaching practice or competencies to be developed.
  • Responsibility of QAC?Opportunities online: e.g. extra credits?
  • Participants write on activity cards what they have come up with during the days – time line will be laid out on floor: e.g. decide on type of portfolio, define roles, write students’ guide, include information and assignments in modules that are now being written, …etc.
  • Astrid taking over (after lunch?)– linking activity to what does this mean for choices the college has to make and impact on lecturers?
  • Transcript

    • 1. PORTFOLIO
      How to use a portfolio at NISTCOL
      An ideal scenario
      Where do we start at NISTCOL?
      Facilitated by:
      Astrid Scholten
      Programme Manager
      and Leonie Meijerink
      Programme Adviser Distance Learning
      VVOB Zambia
    • 2. Content Day 1
      08.30 – 09.30 Purpose and content workshop, QAC update & link to portfolio
      09.30 – 10.30 What is a portfolio activity, portfolio spider web and portfolio framework
      10.30 – 11.00 Break
      11.00 – 12.30 Student perspective
      Activity: write a personal development plan
      12.30 – 14.00 Lunch
      14.00 – 15.30 Lecturer perspective:
      Balancing the choices of NISTCOL
      15.00 – 15.15 Tea
      15.30 – 16.30 Choosing a scenario for NISTCOL
      16.30 – 17.00 Entering your professional diary entry
    • 3. Content Day 2
      08.30 – 09.00 Reflecting back on yesterday and programme of today
      09.00 – 10.30 Back to students perspective:
      Personal Activity Plan: How do I get there?
      10.30 – 11.00 Break
      11.00 – 12.30 Learning Cafe: Guidance, Assessment and modules
      12.30 – 14.00 Lunch
      14.00 – 14.45 Learning café group rotation
      14.45 – 15.00 Tea break
      15.00 – 16.00 Making a plan of action
      16.00 – 17.00 Evaluation reflecting in your diary and closure
    • 4. Purpose of the workshop
      Lecturers to be introduced into the role of students and lecturers in the development and implementation of a portfolio and to establish a timeframe for the development of the portfolio as instrument at NISTCOL.
    • 5. What is a Portfolio?
      Who do you think need to be involved?
      Are you a good lecturer?
      What would you bring to proof that?
    • 6. What is a portfolio?
      ‘ A purposeful collection of student work that tells the story of the student’s efforts, progress, or achievement in (a) given area(s). This collection must include student participation in selection of portfolio content; the guidelines for selection; the criteria for judgment merit; and evidence of student reflection’ .
      (Arter and Spandal, 1992, p. 36, taken from: Scholten, A. 2007)
    • 7. Competency
      ‘claims’
      Assessment
      criteria
      Assessment
      protocol
      Portfolio
      evidence
      Aim portfolio-
      assessment
      Guidance
      student
      Role portfolio-
      adviser
      Guidance
      staff
      Role portfolio-
      assessor
      Portfolio‘spider web’
      Purpose of Portfolio
      From Scholten, A. , presentation for defend of thesis, sept 2007
    • 8. Professional profile (demands and needs of schools, ministry guidelines, outcomes PTDDL modules)
      Identify priority goal and level
      What’s my level now and where do I want to go?
      Evaluation
      (progress and consequences towards goals and process
      How do I get there?
      How did I perform, what progress did I make?
      Modified from: Full paper Eunis 2004, Ljubljana, Aalderink, W.
    • 9. For students:which questions will a student ask and what to deliver inportfolio
    • 10. Most important purpose of portfolio
      For students to determine their learning route:
      What is my level now?
      What do I want to achieve?
      How do I get there?
      How did I perform, what progress did I make?
      Student perspective
    • 11. What is my level now?***Personal Development Plan A ***
      Write a daily/weekly professionaldiary entry describing what you have done.
      Reflect critically on your observations
      Identify for yourself where you stand following a checklist.
      • General outcomes
      • 12. Subject related outcomes
      Student perspective
      What is my level now?
    • 13. What do I want to achieve?***Personal Development Plan B ***
      4. Identify which are the areas in which you need strengthening.
      5. Prioritize.
      6. Identify when you will be happy with your progress
      What do I want to achieve?
      Student perspective
      Success Indicators
    • 14. Activity 1
      Do the activity in the activity sheet in which you practice writing a personal development plan on a predetermined topic.
    • 15. For lecturers: Functions,Types and roles of portfolio
    • 16. Primary functions of portfolio:
      Reflection ‘learn from self and others’
      Registration ‘evidence and direction’
      Representation ‘showcase’
    • 17. Three types of portfolios
      Showcase portfolio
      Development portfolio
      Assessment portfolio
      Place on a continuum Showcase x Development and Development x Assessment: what should the focus of NISTCOL be?
      (Veugelers, University of Amsterdam)
    • 18. Determine roles on a continuum
      • Role of student
      Student can follow and change their own learning route ---
      -- Student should follow NISTCOL Learning route
      • Role of teacher
      Lecturer as a guide ---- Lecturer as controller
      • Role of others
      Feedback from others counts in assessment -----
      Feedback from others not done/doesn’t count
    • 19. Choosing a scenario
      There are different ways and levels of introducing a portfolio.
      Look in your hand-outs and choose the scenario that you think is most realistic to achieve, but still meets NISTCOL’s expectations.
    • 20. Professional Diary for this workshop
      Reflect back critically on the day in the professional diary sheet provided:
      What did you know about portfolios before the workshop?
      Write a short account of the most important lessons you have learnt
      Reflect on how you participated in the workshop
      What do you think you will need to learn more about as priority?
      How do you think you could achieve this?
    • 21. PortfolioworkshopDay 2
    • 22. Reflecting back on Day 1
      Professional diary entries
      Back to the portfolio framework
    • 23. Most important ‘discussion points’ to be agreed upon by college
      General outcomes mostly considered for portfolio, providing they are related to and build up through modules.
      Different opinions about how to measure continued progress: e.guse format passed on from module to next module, have one tutor available to follow student throughout.
      Use of satellite colleges for monitoring students’ portfolio work or NISTCOL lecturers?
      Students tochoose from general outcomes or reflect on all of them.
    • 24. Discuss some examples of portfolios
      Looking at the examples and thinking back of yesterday’s activity: which new things do you see from this that NISTCOL could consider?
    • 25. BACK to the students:Deeper insights toWhat to put in the portfolio
    • 26. How do I get there?***Personal Activity Plan***
      Develop an activity plan for the next … months on how you can improve yourself in your prioritized and/or weaker areas.
      Think about how you study most effectively.
      Discuss your plan with your tutor.
      How do I get there?
    • 27. How do I get there?Which activities do I choose to focus on?
      Deliver Quality Products
      Progress
      Deeper levels of understanding
      Learning process
      More effective way of studying
      How do I get there?
      * Choose activities *
      Student perspective
    • 28. Deliver quality products
      Reports, assignments, exams, lesson planning, overviews of work done, …
      What do I expect of the quality I will deliver:
      Which result do I aim for?
      What do I expect of the assignment that I will be making?
      How do I get there?
      * Choose activities *
      Student perspective
    • 29. Deeper levels of understanding
      How do I get there?
      *level*
      Student perspective
      Millers Triangle, fig.2.1 taken from Tartwijke.o., 2003)
    • 30. How to get to Lusaka?
      Slow but steady and reliable
      Considerate of hurdles
      Fast and taking risks
      How do I get there?
      LUSAKA
      Student perspective
      Using creative resources and cost-effective
      Safe and together with others
      Within capacity and determined
      A bit unrealistic? But fun!
      Confident, making quick decisions, Relying on where the wind takes you
      Idealistic and dreaming
    • 31. How do students study a module?
      Slow but steady and reliable
      Fast and taking risks
      Considerate of hurdles
      Using creative resources and cost-effective
      How do I get there?
      Module passed
      Student perspective
      Safe and together with others
      A bit unrealistic? But fun!
      Within capacity and determined
      Confident, Relying on where the wind takes you
      Idealistic and dreaming
    • 32. REAL Learning takes place….
      Experimenter
      Analyser
      How do I get there?
      Student perspective
      Assimilator
      Applier
      Kolb, experiental learning cycle, 1974
    • 33. So what’s the point?
      Everyone has different ways of learning
      There is no one right or wrong way
      But it is useful to know your way so you can learn as effective as possible
      …so which style looks like yours most?
      How do I get there?
      Student perspective
    • 34. How did I perform?***Performance and Progress Report***
      Critically reflect on the progress you have made:
      Use guidelines for critical reflection
      For example: look at yourself from the ‘outside’
      Ask feedback from others
    • 35. Practice writing personal activity plan
      Use hand-out activity 3 and write in your small group an example of a personal activity plan.
    • 36. For lecturers: Impact on portfolio
    • 37. Learning cafe: Impact for NISTCOL
      Three questions about the impact of the portfolio on working processes in NISTCOL will be discussed in three groups. (use proposed questions or add any emerging questions).
      The groups will rotate after the activity, share their findings and the new members will add to the findings of the first group.
    • 38. Key questions to discuss in groups:
      Who and how will you develop assessment criteria for the portfolio?
      What needs to happen to provide good guidance to students?
      How will the integration of portfolios in our curriculum impact on our module writing?
      Review your experiences of working with portfolios – what worked and what didn’t and how can we learn from it this time?
    • 39. Lessons Learnt to consider
      Ensure practical work so students have something to reflect on!
      Organise study day to decide what should be asked in portfolio.
      Ensure clear assessment criteria.
    • 40. Lessons Learnt to consider (2)
      Lecturers need to learn a role as coach
      Give very clear instructions to students and include in students’ guide
      Give very clear instructions to lecturers
    • 41. Lessons learnt to consider (3)
      Ensure you know who is responsible for the quality of portfolios and standardization overall
      Flexibility in how to deliver the portfolio: e.g. opportunities for students to deliver portfolio online
      Test students on their level before they start the portfolio
      Start with a ‘pilot period’ before formalizing
    • 42. Plan of Action
      Activity 5:
      Make a timeline of the minimum activities that will need to be done before implementation of the portfolio
      Use the lessons learnt, the chosen scenario and the impact for NISTCOL we discussed to guide you
    • 43. Your Professional Diary
      Finish your professional diary that you started yesterday
      As a way of reflecting your own role and identifying your needs for further development
      Select from your diary:
      * What are the most important lessons learnt for me?
      * What is the thing I need to learn more about?
      * Comments and suggestions.
    • 44. Thank youfor yourattention!
      Remember:
      As long as the tutor doesn’t value the portfolio, the student never will!

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