E portfolio Scope & Sequence 2011

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Eportfolio Scope

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  • Lucille Ball conveyer clip.
  • Poker Chip Game: Take one poker chip from the 1st cup each time you answer “yes”I feel like I do more work in my class than the students do.My students don’t take as much responsibility for their learning as they should.Current Grading and Reporting practices are really motivating my students and making a difference in their learning.Most of my students are mark-driven; they see good marks as a sign of being a successful learner.We often run out of time because of all of the stuff we have to get through.Put a poker chip in the 2nd cup every time you answer “yes.”Our world is quickly changing with technology.Learning and growth can take place outside of school.Students should take more responsibility for their learningI would like to meet the needs of my diverse learnersStudents need skills as much as they need content; perhaps more so.Discuss the process of an imbalance, and what some of the challenges and opportunities are.
  • A student-centered digital repository of goals, artefacts, annotations, reflections, which correspond to skills and interests outside of school, as well as growth and achievement in school. It is ideally connected to friends, family, and other mentors or employers, as well as educators. An eportfolio is important because it more closely reflects the knowledge age internet network of learning versus the conveyor belt one of the industrial age. It allows students to bring in all types of valid learning contributions, build confidence, integrate learning, and help educators see, understand, and facilitate learning based on student strengths, skills, and interests. Eportfolios are also mechanisms for feedback, both for students and educators. Eportfolios are increasingly being used to validate skills for workplace and education. **View example of an eportfolio here
  • Growth/Progress: Can be done for a Unit, Course, or YearCharts growth through plan/initial statement of abilities/skills or knowledgeMid-point check in for growth toward meeting learning outcomes/unit targets/competenciesEnd-point evidence of growthAchievement/Summative: For unit or courseFocus on evidence of achievement (projects, assignments, tests, awards, milestones)Annotate evidence and provide justification for meeting learning outcomesStudents choose which artefacts to includeReflective: Points of reflection or meta-cognitionLearning Log for subject areas (where am I now, where am I going, what are my next steps)Blog for course or academic year learning (where am I know, where am I going, what are my next steps)Holistic/Celebration: The “Whole Child”Evidence of extra-curricular, hobbies, interests, sports, community connectionsEvidence of family responsibilitiesInitiatives or projects students are part of, including volunteering Photos and evidence of skills and interests that supplement school learning, or can be a potential future direction
  • Point out the learning log exemplar that I’ve created (link) and photocopy table 11.3
  • What is Self-Regulated Learning? Self-regulation is the development of a set of constructive behaviours that affect one’s learning. Processes are planned and adapted to support the pursuit of personal goals in changing learning environments. What are the Benefits?Learners with high levels of self-regulationHave good control over the attainment of their goalsCan focus on the process of how to acquire these skillsRelates and prepares students for the “real world”Provides ownership over learningProvides us with a deeper understanding of student experienceCreates lifelong learners
  • Eportfolio process:Plan for Learning: Know your strengths and yourself as a learner (bio, meta-goals, learning style inventory, parental invitation to contribute)Identify targets, learning outcomes, or units for subject areas or cross-disciplinary learningCollect Evidence of Learning:Artefacts, evidence (digital) ie/ assignments, projects, blogs, wikis, glogsters, videos, interviews, journals, etc.Make sure evidence is collected for outside of school and inside of school (all subject areas, and extra-curricular)Assess for Learning (Formative)Learners self and peer assess for learning targets met, for goals met, and identify next steps.Can be done in a learning journal, or as an annotation or justification of evidenceConnectConnect digitally for feedback with parents, mentors, coaches (blogs, youtube, facebook etc.)Conferences with students (group conferences, parent/teacher/student conferences, mini-conference or 5 minute interviews)Peer interviews (multi-age and multi-cohort) or community interviews (Grade transitions)ReflectLearning logs as a place for junior students to reflect across subject areasUse of blogs as a reflective toolVideo interviews for reflection (1-2 minutes)Articulate what went well, what could be improved, and what the next steps are
  • Show Ryan’s video.
  • Chapter 5 (Schnellert) “Starting the Year with Significance” (p. 60) “Who Am I” Profile (use Glogster or Video cameras)Learning Outcomes: Davies text “Making Classroom Assessment Work” 2nd Edition. Pp. 25-30 “Beginning with the End in Mind” and “Collecting, Organizing, and Presenting Evidence” pp. 73-84
  • Have examples of 5 minute conferencing, teacher questions, and student conferencing prep sheets photocopied.Note that eports can be used for intervention conferencing, school-based teams, scholarship interviews, and exit interviews (Grad Trans) (see rubric?)Figure 12.5 Form for Demonstration of Growth Conference
  • Students:Set broad goals for learning, extra-curricular, health and fitness, and social aspectsUnderstand themselves as learners using a learning style inventoryCreate and maintain an eportfolio and/or learning log related to subject area learning outcomesCollect, select, and upload digital artefacts and evidenceComment and reflect on selection of artefactsProcess their learning and justify achievement in learning logs or blogs TeachersSet broad goals for professional growth related to assessmentIncrease understanding of a student-centered, self-regulated assessment modelHelping students set goals related to curriculum learning outcomesDifferentiate learning and provide choice in assessment tasksFacilitate meta-cognition and reflection during and after the learning processInvolve students in self and peer assessment based on criteriaProvide feedback orally, digitally, or during conferencesBegin connecting grading and reporting function to student eportofolio assessments ParentsParticipate in parent-teacher conferences using eportfolios as a referenceSupport their child’s learning by commenting/providing feedback on eportfolio content
  • Chapter 5 (Schnellert) “Starting the Year with Significance” (p. 60) “Who Am I” Profile (use Glogster or Video cameras)Learning Outcomes: Davies text “Making Classroom Assessment Work” 2nd Edition. Pp. 25-30 “Beginning with the End in Mind” and “Collecting, Organizing, and Presenting Evidence” pp. 73-84
  • Address personal learning plan framework and “timetable”Hand out Math Strategies for Shellie Wiltshire and Science Unit
  • E portfolio Scope & Sequence 2011

    1. 1. Eportfolioscope & sequence <br />workshop<br />Presented byTamara MalloffTechnology Coordinator/ Teacher-LibrarianMt. Sentinel Secondary SchoolKootenay Leadership in LearningJune 24, 2011.<br />
    2. 2. Learning Intentions& Guiding Questions<br />Tamara Malloff February 2011.<br />How do we move from a culture of marks and assignments to a culture of improving learning?<br />
    3. 3. Part 1: Introduction.<br />Tamara Malloff February 2011.<br />
    4. 4. Why eportfolios?<br />We are Here. Why?<br />Tamara Malloff February 2011.<br />
    5. 5. What’s an eportfolio?<br />Tamara Malloff February 2011.<br />
    6. 6. What’s an eportfolio?<br />Tamara Malloff February 2011.<br />
    7. 7. Components of Eportfolios:<br />Growth/Progress<br />Achievement/Summative<br />Reflections/Learning Log<br />Holistic/Celebration<br />Tamara Malloff February 2011.<br />
    8. 8. Learning Log Example.<br />See Table 11.3 Student Phrases for Annotations, Goal Setting & Reflection p347<br />
    9. 9. Gradual Release of Responsibility<br /> for Assessment & Learning:<br />Tamara Malloff February 2011.<br />
    10. 10. Tamara Malloff February 2011.<br />
    11. 11. Part 2: Eportfolio Framework<br />Tamara Malloff February 2011.<br />
    12. 12.
    13. 13. Tamara Malloff February 2011.<br />
    14. 14. Tamara Malloff February 2011.<br />
    15. 15. Challenges to eportfolios.<br /><ul><li>Lack of educator collaboration
    16. 16. Eportfolios are “static” stand-alone objects
    17. 17. No commitment to collecting & selecting artefacts
    18. 18. Focus remains mainly on content, not skill development or meta-cognition
    19. 19. No conferencing or feedback involving eportfolios
    20. 20. Parents/Administrators are not involved or educated in the process
    21. 21. Culture of marks, assignments, and grading prevails</li></ul>Tamara Malloff February 2011.<br />
    22. 22. Structures to Support Eports.<br /><ul><li>Teacher teams collaborating & talking about learners and learning
    23. 23. Support teachers and para-educators
    24. 24. Time built in for Eports and Conferencing ie/ TAG, Family Groups , class time, celebrations
    25. 25. Available technology
    26. 26. Personalized learning conversations with students.</li></ul>Tamara Malloff February 2011.<br />
    27. 27. Part 3: Implementation Phases.<br />Tamara Malloff February 2011.<br />
    28. 28. EPortfolio Stages of Implementation:<br />September – October November – January February - June<br />Tamara Malloff February 2011.<br />
    29. 29. A note on connecting.<br /><ul><li>Feedback on blogs or Learning Logs
    30. 30. Done before reporting period 1-3 times
    31. 31. Connected to criteria or learning strategies
    32. 32. Encourage parents and teach peers to give feedback (see example)
    33. 33. Make it manageable: oral and digital; less marking, more feedback staggered over one week</li></ul>Tamara Malloff February 2011.<br />
    34. 34. Roles in Eportfolio Learning.<br />See Table 11.5 Portfolio Responsibilities p. 351<br />Tamara Malloff February 2011.<br />
    35. 35. Eportfolios/aal phases<br /> in the classroom & school.<br />Tamara Malloff February 2011.<br />
    36. 36. “How could we plan for and implement eportfolios and Assessment AS Learning in across subjects? On a whole school level? At a district level?”<br />Part 4: Pause & think.<br />Scope & Sequence activity.<br />Tamara Malloff February 2011.<br />
    37. 37. Learning Intentions &<br /> Guiding Questions Revisited.<br />Tamara Malloff February 2011.<br />What are Next Steps?<br />
    38. 38. Thank you!<br />Tamara Malloff February 2011.<br />

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