E portfolios wolcott
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The document discusses the purpose and requirements of portfolios for an ENC 1101 class. Portfolios constitute a large portion of the grade and are used to showcase the writing process over the semester through multiple drafts, revisions, and a reflective letter. They emphasize developing writing skills and demonstrating a variety of work. Digital portfolios allow for media-rich, hyperlinked organization and save paper, with examples provided of student portfolio websites. Components required are drafts of major papers, reading journals, other classwork, and a navigation system. An outstanding portfolio significantly revises papers and makes an argument for publication.
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Patterns of Practice: Thematic Unit Template
Teacher Candidate
Language Art(s)Grade
Theme of Unit
Steps
Teacher Guide – Unit Plan Instructions and Information
Step 1:
Standards
Step 2:
Text Set (3-5 books)
Step 3:
Textbooks
Step 4:
Digital Resources
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EDUC 632
Patterns of Practice Assignment Instructions
Overview
For this series of assignments, you will independently focus on one Pattern of Practice in four separate assignments. Each Patterns of Practice assignment is completed separately. For each assignment, you will create a unit plan based on each pattern of practice. Chapter 12 is a culminating chapter acknowledging the four patterns of practice. Use Chapter 12 as a reference to understand and follow the specific steps for each pattern of practice. Each assignment will be completed according to the schedule below.
Assignment Name
Assignment Description
Module 3: Week 3
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Module 8: Week 8
Patterns of Practice: Reading or Writing Workshop
A Reading or Writing Workshop is defined as “students read self-selected books independently and write compositions on topics they’ve chosen.”
Instructions
How to Set up Patterns of Practice (PoP) Activities
1. Select appropriate literature for each PoP Assignment.
2. Select how to set up the unit plan. Using the template provided, show what is included in each step of the PoP. Clearly label all steps. Each PoP activity has different components that you will include in the assignment. Review the specific steps in the textbook and modules (labeled with each activity). You do not write ...
Effective elements of online instruction
This document provides guidance on effective elements of online instruction. It discusses initial course planning, including checklists and student contact information. It also covers course design considerations like accessibility, simplicity, consistency, and instructional models. Factors affecting online course quality like design, content, and learner readiness are addressed. The document then discusses learning objectives, feedback rubrics, flipped classroom approaches, student engagement ideas, and available media services for faculty.
My Creative Paper in Humanities and Social Sciences
The document discusses what a portfolio is and how to develop an effective HUMSS portfolio. It defines a portfolio as a collection of a student's work that shows their learning and progress over time. The key parts of a portfolio are identified as the cover page, checklist, table of contents, preface, selected works, and goals. It also outlines the phases of portfolio development as projection, collection, selection, reflection, self-assessment, and presentation. Tips provided include creating a timeline, practicing reflections, reviewing examples, and making the process organized and convenient.
Page 1 of 8 School of Management — BUSM4551 CID
Page 1 of 8
School of Management
—
BUSM4551 CID/Innovation Management
Assessment 3: Reflective piece
Assessment type: Essay Word limit: 1,000 (+/- 10%)
The word count excludes
the cover page, reference
list, and any appendices
that you may wish to
include.
Due Date: On or before Monday of Week 13 @
23:59 (Singapore time)
Weighting: 20%
Overview
You are required to engage in creative writing of a reflective essay consisting of an academic
analysis of your own learning experiences through self-reflection.
The purpose of writing a reflective essay is to provide you with a platform to not only recount a
particular life experience, but to also explore how you have changed or learned from those
experiences. Essays should be authored individually; all ideas and words should be your own.
Assessment criteria (100 marks equate to 20% of overall course assessment)
This assessment will measure your ability to:
• Introduce the context, background, scope and purpose of your essay (10 marks)
• Provide a quality encounter of your learning (15 marks)
• Reflect at a level that reveals deep insights (20 marks)
• Evaluate the significance and impact of your learning (20 marks)
• Implicate the significance of your learning to your future career (15 marks)
• Draw a meaningful conclusion (10 marks)
• Professionally present your encounter (10 marks)
Learning outcomes
Course Learning Outcomes related to this assessment are:
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CLO1 Explain the relationship between creativity, innovation and entrepreneurship and how
it impacts business growth, sustainability and wealth creation
CLO2
Investigate factors that inhibit creativity in individuals and innovation within teams and
organisations, and recommend strategies and tactics to encourage entrepreneurial
behaviour
CLO3 Identify and critique organisational models of innovation management
CLO4 Work individually, and collaboratively with others in applying a range of tools that assist
the creative front end of innovation that leads to problem solving
CLO5 Evaluate the characteristics that make innovative organisations successful and discuss
how a business might emulate these traits
CLO6 Demonstrate learning through presentation and communication skills in a variety of
business and professional contexts
The Program Learning Outcomes related to this assessment are:
PLO1 Explain their role as a local, national and global citizen and be able to apply these
perspectives in business contexts.
PLO4
Reflect on and continuously progress their own professional development, enhancing
their intellectual agility and adaptability as tools for success in ever-changing business
contexts.
Assessment details
This assessment requires you to look back on your learning and experiences in this course and
provide a personal reflection of what you learned from the course and how you have both used and
will use this learning in the futu ...
English 6th Semester BSN Notes, Educational Platform-1.pdf
The document outlines the syllabus for an English course divided into 4 units. Unit 1 focuses on academic writing, with objectives of developing coherent ideas, supporting ideas with evidence, and writing effective arguments. Unit 2 covers incident reports, with the aim of enhancing language skills for problem detection and resolution. Unit 3 guides students in proofreading, editing, and crafting papers. Unit 4 teaches references and citations in APA style to improve scientific and scholarly writing. The overall syllabus aims to improve students' English language abilities in various types of academic writing.
effective_powerpoints_CETL_REV.pptx
The document provides tips for creating effective PowerPoint presentations for teaching, emphasizing the importance of engagement, organization, design principles, and delivery. It discusses differences between presentations for teaching versus research, and strategies for incorporating interactivity into presentations for small and large classes. The document also provides examples and best practices for writing content, using visuals, organizing slides, and engaging students during delivery.
Ocdai seminar document
The document describes several models for structuring online courses:
The ILARQ model outlines 5 components - Introduction, Lesson, Application, Reflection, and Quiz. The ICare model is similar but replaces Lesson with Connect and adds an Evaluation component. The Dream model's components are Discover, Read, Explore, Apply, and Measure. The E-Class model uses Explain, Clarify, Look, Act, Share, and Self-Evaluate/Submit. Finally, the DSELASM model structures lessons around Discover/Intro, Self-Assess, Explain, Connect/Explore, Look, Act/Apply/Engage, Share, and Measure/Evaluate.
Project 4 PortfolioWriter’s Role EvaluatorAudience UA Stude.docx
Project 4: Portfolio
Writer’s Role: Evaluator
Audience: UA Students, Your Current and Subsequent Writing Instructor
Genre: Portfolio
Due Dates:
· Wednesday, Nov. 30th: Portfolio Idea Proposal
· Monday, Dec. 5th: First Draft of Portfolio
· Friday, Dec. 9th: Final Portfolio due via d2l by 7:59 AM
The goal of this final portfolio is to reflect on and demonstrate your learning in this course. Kathleen Yancey, an expert in reflective writing, says writers need to know their work before they can like or critique it. Applying what we’ve learned to subsequent (and different) writing contexts depends on taking time to assess your writing practices. Evaluating your progress in English 101, it follows, should convince readers that you know your work and you can reflect on and assess your writing experiences. Project 4, as a portfolio, allows you to document your performance in this class by examining what you’ve produced this semester in relation to some of the student learning outcomes. So, too, the course has emphasized key terms that represent core concepts in writing, and they will be useful vocabulary for explaining what you’ve learned about writing.
Course Key Terms
· Audience
· Purpose
· Context
· Genre
· Community
· Rhetorical situation
Before beginning your portfolio, then, it is important to carefully read over the learning outcomes and key terms (as we have been doing throughout the semester). Decide which outcomes and key terms you would like to highlight; in the reflective essay, you will explain how learning is demonstrated (or areas in which you still need to improve) in the artifacts you’ve curated to represent your writing.
Portfolio Requirements
Task #1: Curate Portfolio Artifacts.
An important part of reflection involves reviewing and selecting samples of your writing across the semester. “Any writing” means anything you’ve written for English 101. It might be notes you made in class. It might be all of the major assignments with rough drafts. It might be one or two homework assignments that you felt had a big influence on your learning this semester. It could even be all of the homework assignments put together in a way that you think demonstrates learning outcomes.
Of course, learning is not always captured in successes. While you will predominately select writing that illustrates success in learning outcomes in the portfolio, you will also select at least one instructive failure, one example of writing that represents an outcome you have struggled with and will continue to work on. Often a critical incident with writing, or an instructive failure, prompts the best learning. With that in mind, use the following guidelines to curate a portfolio:
· Select artifacts that demonstrate mastery of one or two learning outcomes in each goal (see below). Remember, any writing you did for class counts.
· Select one artifact that represents your struggle with one learning outcome.
· Design a table of contents (TOC) with clear titles.
The portfolio
The document outlines the purpose and structure of a student portfolio. A portfolio is used to track student and teacher progress through continuous assessment. It contains samples of student work, feedback, and drafts that allow the student to see their progress. The portfolio is structured and monitored by the teacher. It aims to ensure students can track their own learning and includes both classwork and self-directed learning materials. Key components are suggested such as poems, essays, quizzes, and presentations to demonstrate skills and assess learning objectives.
Introduction to Academic Portfolios.pptx
This document provides an introduction to academic portfolios, including their fundamental features, processes for creation, examples, advantages, and the potential for electronic portfolios. It discusses two approaches to portfolio creation for self-evaluation or professional purposes. Key aspects covered include collection, selection, reflection, and making connections between teaching, research, and experiences. Examples of reflective statements and portfolio contents are provided.
Portfolio Assessment
The document discusses portfolios as a way to collect student work over time to show growth. Portfolios can include various types of student work and media. They have pros like allowing students to reflect on growth, but scoring them reliably can be difficult. Portfolios can be used to showcase student work and interests, or demonstrate growth with self-assessment. Teachers should establish a clear vision and intended audience for portfolios. They should also determine what types of student work and context will be included, and create examples to help students understand the portfolio process.
TED619 taking a stand project
This document outlines the details and requirements for a final project called "Taking a Stand" for a course on literacy, instruction, and leadership. The project asks students to apply what they have learned in the course to effect change in their own schools. It involves identifying a need, taking action to address it, gathering evidence of the effects, and reflecting on the experience. Students will then create a portfolio with 5 sections showcasing their project and learning. The sections address how literacy is complex, about effecting change, participatory, identity-making, and involves continuous learning. The portfolio will be submitted and evaluated based on completeness, the details and impact of the taking a stand activity, the quality of artifacts included, and the depth
Assign ref
This guide provides university students with information about effective assignment writing and referencing. It discusses the differences between writing at university compared to secondary school, including that university assignments typically require more in-depth research. The guide also offers guidance on reading strategies, note-taking, summarizing, paraphrasing, quoting, language and style, referencing, and avoiding plagiarism.
Exploring eportfolios for students
An overview of eportfolios with discussions including how they could be used in higher ed, tools (such as google sites), and more.
Similar to E portfolios wolcott (20)
Breaking Down the Article Writing Process for New Academics
Breaking Down the Article Writing Process for New Academics
✍Report OverviewIn this assignment, you will Document an.docx
✍Report OverviewIn this assignment, you will Document an.docx
My Creative Paper in Humanities and Social Sciences
My Creative Paper in Humanities and Social Sciences
English 6th Semester BSN Notes, Educational Platform-1.pdf
English 6th Semester BSN Notes, Educational Platform-1.pdf
Project 4 PortfolioWriter’s Role EvaluatorAudience UA Stude.docx
Project 4 PortfolioWriter’s Role EvaluatorAudience UA Stude.docx
E portfolios wolcott
- 1. Portfolios in ENC 1101 Considering the Digital Portfolio
- 2. (remember this? From the syllabus?) I use a portfolio grading system in ENC 1101 because this class emphasizes teaching writing as a process. So, the focus during the semester should be revising with an eye toward putting a very good “final” draft of each assignment in your portfolio. It is your responsibility to keep all writing that you do in and out of this class. This portfolio constitutes a large portion of your grade for this class. It is not a project that can be completed the last week of class.
- 3. What is the purpose of a portfolio? Primarily, the purpose can be summed up in the following three words: •Collection •Selection •Reflection
- 4. More specifically, I use portfolios because they • Presume Development • assume that you have learned something • Display Document Diversity • Allow you to demonstrate a variety of types of work • Require selection and self-assessment • YOU do the work • Are context rich • You display the whole writing process, not just the final product.
- 5. Digital Portfolios are • Web-sensible • Thoughtfully arranged (or, they should be) • Media-rich • Hypertextual
- 6. Also: They save trees. And desk space
- 7. But more importantly, you • Compose • Own • Maintain • Archive on the internet or in other formats It is easy to transition this from an ENC 1101 project to an online archive of your writing and other schoolwork. An electronic portfolio is excellent for the job market. Really.
- 8. Portfolios are naturally Hypertextual We want them to express the intertextuality of writing; and e-portfolios can link inward to your own writing drafts and processes, and outward to texts (remember: texts can be videos, images, as well as traditional writing) elsewhere.
- 9. Your portfolio will need to do the following • Offer an organized path through your work (table of contents, for example) • Display multiple drafts of major projects • Display some of the low-risk writing you’ve done in the class (writing journals, in class work) • Offer, in some form, a letter of reflection that discusses your work in the class.
- 10. • Portfolio Assignment • 45% of final grade • DUE: Dec 3, 2012, at the beginning of class. • The portfolio should demonstrate your ability to select your best work (and sometimes work that is not your best) and reflect on what you did and perhaps did not learn or utilize in that particular writing situation.
- 11. • Components • A table of contents or other similar organization/ navigation system that is easy to use • A reflection letter; this is a narrative or reflection on what you have learned this semester. At minimum, this should demonstrates an understanding of audience, discuss the semester’s learning, revision, and suggest a grade for the portfolio. If you choose a digital portfolio, this letter might be text, but it could also be incorporated into a video or recording where you speak the reflection. It can be presented as one whole reflection, or as several reflective sections. • Your three major papers. At least one of these should demonstrate significant global revisions. An “A” portfolio will demonstrate extensive revision of at least 2 papers. – Rhetorical Analysis & drafts & and any relevant peer or teacher feedback & a link to or copy of your original text – Writing Self-Study & drafts & and any relevant peer or teacher feedback – Discourse Community paper & drafts & and any relevant peer or teacher feedback • A selection of your favorite 6 Reading journals (these do not need to be revised; you just need to include them so that I can see a full picture of your progress this semester). • A selection of other classwork that you think best reflects your learning and work in the class. This might include peer letters that you wrote, small in-class exercises, or anything else you have done as a result of concepts learned in class.
- 12. An outstanding portfolio might do one or more of these: • Change the genre or format of at least one of your major papers • Make significant and major revisions to all three major papers • Make an argument for a paper’s inclusion in the Knight’s Write showcase in 2013 or in the journal Stylus (UCF’s first year writing journal)
- 13. Some examples of digital portfolios MengHua: a student who knew a lot of web design www.wix.com/wmh_xiaohuahua/menghua-portfolio Neel—a scientists’ portfolio Neelsportfolio.wordpress.com Steven – a basketball metaphor Stevenceliportfolio.weebly.com Note: Some of these examples are from UCF, and some are from other universities. Your content and organization will not be the same.
- 14. What are some other platforms you might consider using? • Wordpress • Weebly • Wix • Tumblr • Blogger • Google Sites • Things I haven’t heard of • Remember, a digital portfolio can be as simple or as complex as you want it to be. Its primary job is to display the writing work you have done over the course of the semester.