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Reflective Blog Portfolios (bPortfolios) as Evidence of Teacher Competencies and Positive Impact - Presented at AILACTE Conference, Chicago 2012

Reflective Blog Portfolios (bPortfolios) as Evidence of Teacher Competencies and Positive Impact - Presented at AILACTE Conference, Chicago 2012

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  • Amy
  • Transition to reflective practice – Amy
  • AndrewCritical reflection - a form of metacognition, occurs when learners construct their own narratives based on learning experiences and professional practice.As applied to the teaching profession, reflection promotes the development of more flexible and intentional approaches to effective teaching and learning
  • AndrewWeb 2.0 definition – Read-Write web
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  • Rick – discuss transition from chalk and wire
  • Andrew - We piloted WordPress and Google Sites. Helen Barrett’s website.
  • AndrewSet up bPortfolios. Screencasts: 4 Steps to Set up Your bPortfolio, 10 Questions about bPortfolios, Assessing bPortfoliosFaculty build reflective blogging into course and program requirements.Reflective posts documenting learning are made as students matriculate through courses, internships, etc.Tags of keywords from the post added to annotate content.Posts are linked to standards (program, state, or national) via categories.
  • AndrewAssociated artifacts documents, graphics, videos, or links.Meta-reflections are written at the end of a course, internship experience, or other program activity. Peer and instructor feedback are used for formative assessment throughout a program. Summative (end of program) evaluation of the bPortfolio is conducted using a formal scoring system. At the end of a program, the bPortfolio can serve as a professional portfolio forjob seeking and additional certifications.
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Ailacte Presentation Transcript

  • 1. Amy Vaughn Andrew Lumpe Rick EigenbroodSeattle Pacific University
  • 2. A total of 14 standards are organized into thefour Principles of H, O, P, and E: H – Honor student diversity, development, and their right to learn. O – Offer an organized and challenging curriculum. P – Practice effective teaching: inquiry, planning, instruction, and assessment. E – Exemplify service to the teaching profession.
  • 3.  A “positive impact on student learning" means that a teacher through instruction and assessment has been able to document students increased knowledge and/or demonstration of a skill or skills related to the state goals and/or essential academic learning requirements (EALRs). Reflective practice
  • 4.  Metacognition – “thinking about thinking” (Costa, 2001) Critical reflection - a form of metacognition Professional reflection can promote effective teaching and learning (Sockman & Sharma, 2008).
  • 5. Web 2.0 tools such as blogs Electronic portfolios are proposed as effective (ePortfolio) can serve the dualonline vehicles for fostering role of personal reflection and critical reflection and program evaluation (Barrett, feedback (Godwin-Jones, 2011; Yang, 2009)2008; Bartlett-Bragg, 2003)
  • 6.  bPortfolios = Blogging portfolios Well suited for enhancing professional learning of teachers: Increases Causes Crystallizes audience and reflection thinking feedback Creates Increases personal Enhances skills creativity momentum (Wheeler, 2011; Lumpe & Wicks, 2010; Tan, 2006)
  • 7.  Experience with Commercial System Considerations ◦ Cost ◦ Interactivity ◦ Promotion of reflective thinking
  • 8. Reflection • MetacognitionChronologically organized • View development over time Popular tool • Easy to use, Double loop learning Tagging • User-generated taxonomy aids reflection Data mashup • Text, videos, images integrated into one tool Communication • Commenting, peer assessment, RSS feeds Integrated Standards • Facilitates integration across courses
  • 9. 1. Set up bPortfolios Faculty 3. Build into requirements 2. Write reflective posts 4. Tag posts with keywords 5. Categorize by standards
  • 10. 6. Include artifacts 7. Write meta-reflections Faculty & Peers 8. Provide formative feedback Faculty 9. Provide summative evaluation 10. Share professional portfolio
  • 11.  Set up through introductory courses Support through Internship Orientation and supplemental support sessions Digital citizenship ◦ Public site ◦ No school or student identifying information permitted
  • 12. CoursesKeyWords
  • 13. CategoryCloud -Principlesof HOPE
  • 14. Title ImageOutside link Text
  • 15. Link toartifact
  • 16.  Allow the blog to be interactive
  • 17. Link to artifactLink to artifact
  • 18. FORMATIVE ASSESSMENT 5 Exemplary 4 Proficient 3 Competent 2 Progressing 1 Improvement Desired 0 Not AttemptedCandidate Evidence from Evidence from Evidence from Evidence from Evidence from No evidence,artifact(s) candidate artifact(s) candidate artifact(s) candidate artifact(s) candidate artifact(s) candidate artifact(s) reference, or is/are shown with is/are shown with is/are shown with is/are shown without is/are referenced or description of enough enough some interpretation/ any interpretation/ described, but not candidate interpretation/ interpretation/ evaluation, but not evaluation. shown. artifact(s) evaluation to evaluation to develop enough to develop a appear(s). develop a a coherent analysis or coherent analysis or comprehensive synthesis. synthesis. analysis or synthesis.Integration Meaningfully Meaningfully evaluates Analyzes connections Identifies connections Duplicates Principles of No evidence toof evaluates and and synthesizes between Principles of between Principles of HOPE with minimal or show integrationPrinciples synthesizes Principles Principles of HOPE with HOPE and coursework HOPE and coursework no connections of Principles ofof HOPE of HOPE with formal formal coursework assignments or assignments or between coursework HOPE. coursework assignments and reflections showing reflections to show assignments or assignments and reflections to deepen an understanding of an emergent reflections. reflections along understanding of teaching and learning. understanding of with integrating teaching and learning. teaching and learning. other experiences to deepen understanding of teaching and learning.
  • 19. SUMMATIVE ASSESSMENT 5 Exemplary 4 Proficient 3 Competent 0 - Not Passing Evidence from student Evidence from student Evidence from student Evidence from student artifact(s) is/are shown with artifact(s) is/are shown with artifact(s) is/are shown with artifact(s) is/are Student enough enough some mis/aresing or is/are artifact(s) interpretation/evaluation to interpretation/evaluation to interpretation/evaluation, shown without any develop a comprehensive develop a coherent but analysis/synthesis interpretation/evaluation. analysis or synthesis. analysis or synthesis. is/are limited. Evidence from candidate Evidence from candidate Evidence from candidate Evidence from candidate artifact(s) is/are shown with artifact(s) is/are shown with artifact(s) is/are shown with artifact(s) is/are Candidate enough enough some mis/aresing or is/are artifact(s) interpretation/evaluation to interpretation/evaluation to interpretation/evaluation, shown without any develop a comprehensive develop a coherent but analysis/synthesis interpretation/evaluation. analysis or synthesis. analysis or synthesis. is/are limited. Meaningfully evaluates and Meaningfully evaluates and Analyzes connections Duplicates Principles of synthesizes Principles of synthesizes Principles of between Principles of HOPE with minimal or no HOPE with internship HOPE with internship HOPE and internship connection to internship experiences in an out of experiences to deepen experiences through experiences. Conclusions the classroom to deepen understanding of teaching examples showing an are not supported by understanding of teaching and learning. Conclusions understanding of teaching information discussed.Metareflecti and learning. Conclusions are logically tied to a range and learning. Conclusions on of and related outcomes of information, including are logically tied toPrinciples of (consequences and initial and resultant information (because HOPE implications) are logical understanding; related information is chosen to fit and reflect student’s outcomes (consequences the desired conclusion); informed evaluation and and implications) are some related outcomes ability to place evidence identified clearly. (consequences and and perspectives implications) are identified discussed in priority order. clearly.
  • 20.  See these posts to learn about how SPU implements bPortfolios using WordPress.com ◦ 4 Steps to Set up Your bPortfolio ◦ 10 Questions about bPortfolios ◦ Assessing bPortfoliosSloan-C Award Presentation:http://sloanconsortium.org/effective_practices/bportfolios-blogging-reflective-practice
  • 21. Amy VaughnClinical Instructorvaugha@spu.eduAndrew LumpeAssociate Deanlumpea@spu.eduRick EigenbroodDean and Professoreigend@spu.edu