The document discusses ePortfolios and their use in education. It begins by introducing ePortfolios and their flexibility to engage students through appropriate learning pathways. It then discusses how ePortfolios can be used for effective pedagogy and assessment, motivating and engaging students. The document also addresses parent involvement, the use of technology like eLearning, and considering parents and caregivers as partners.
Para comprender mejor cómo elaborar tu Autobiografía te invitamos a apoyarte en las siguientes diapositivas que tu Maestra diseñó especialmente para ti...
Para comprender mejor cómo elaborar tu Autobiografía te invitamos a apoyarte en las siguientes diapositivas que tu Maestra diseñó especialmente para ti...
Pedagogy is the most commonly understood approach to teaching. It refers to the theory and practice of learning. Pedagogy is often described as the act of teaching. Pedagogy has little variations between traditional teaching and online teaching. Online teaching pedagogy is a method of effective teaching practice specifically developed for teaching via the internet. It has a set of prescribed methods, strategies, and practices for teaching academic subjects in an online (or blended) environment, where students are in a physical location separate from the faculty member.
CORE Education Breakfast Seminar in Wellington, March 11, 2011.
Smart portfolio assessment is noted as one of UNESCO's 10 Global Trends in ICT and Education. So what is an eportfolio and what purpose do they serve? What do they look like in action? Do I need a proprietary system? Should they include all aspects of a student's life? What about eportfolios and National Standards?
This CORE breakfast session will :
- Introduce the use of eportfolios for students to capture learning and ongoing reflection and feedback
- Examine professional eportfolios for teachers as they inquire into the impact of their teaching
- Discuss the potential benefits of eportfolios
- Outline the process of what eportfolios look like when supporting learning
- Look at different tools for eportfolios and how you might go about choosing the best for your school
- Ask some big picture questions to facilitate discussion regarding the implementation of eportfolios
This session will be particularly useful for school leaders and classroom practitioners, those with responsibility for developing and supporting the implementation of eportfolios within schools, advisers working with schools on authentic assessment practices and professional development and learning facilitators looking at implementing professional eportfolios for teaching staff.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
June 3, 2024 Anti-Semitism Letter Sent to MIT President Kornbluth and MIT Cor...Levi Shapiro
Letter from the Congress of the United States regarding Anti-Semitism sent June 3rd to MIT President Sally Kornbluth, MIT Corp Chair, Mark Gorenberg
Dear Dr. Kornbluth and Mr. Gorenberg,
The US House of Representatives is deeply concerned by ongoing and pervasive acts of antisemitic
harassment and intimidation at the Massachusetts Institute of Technology (MIT). Failing to act decisively to ensure a safe learning environment for all students would be a grave dereliction of your responsibilities as President of MIT and Chair of the MIT Corporation.
This Congress will not stand idly by and allow an environment hostile to Jewish students to persist. The House believes that your institution is in violation of Title VI of the Civil Rights Act, and the inability or
unwillingness to rectify this violation through action requires accountability.
Postsecondary education is a unique opportunity for students to learn and have their ideas and beliefs challenged. However, universities receiving hundreds of millions of federal funds annually have denied
students that opportunity and have been hijacked to become venues for the promotion of terrorism, antisemitic harassment and intimidation, unlawful encampments, and in some cases, assaults and riots.
The House of Representatives will not countenance the use of federal funds to indoctrinate students into hateful, antisemitic, anti-American supporters of terrorism. Investigations into campus antisemitism by the Committee on Education and the Workforce and the Committee on Ways and Means have been expanded into a Congress-wide probe across all relevant jurisdictions to address this national crisis. The undersigned Committees will conduct oversight into the use of federal funds at MIT and its learning environment under authorities granted to each Committee.
• The Committee on Education and the Workforce has been investigating your institution since December 7, 2023. The Committee has broad jurisdiction over postsecondary education, including its compliance with Title VI of the Civil Rights Act, campus safety concerns over disruptions to the learning environment, and the awarding of federal student aid under the Higher Education Act.
• The Committee on Oversight and Accountability is investigating the sources of funding and other support flowing to groups espousing pro-Hamas propaganda and engaged in antisemitic harassment and intimidation of students. The Committee on Oversight and Accountability is the principal oversight committee of the US House of Representatives and has broad authority to investigate “any matter” at “any time” under House Rule X.
• The Committee on Ways and Means has been investigating several universities since November 15, 2023, when the Committee held a hearing entitled From Ivory Towers to Dark Corners: Investigating the Nexus Between Antisemitism, Tax-Exempt Universities, and Terror Financing. The Committee followed the hearing with letters to those institutions on January 10, 202
Read| The latest issue of The Challenger is here! We are thrilled to announce that our school paper has qualified for the NATIONAL SCHOOLS PRESS CONFERENCE (NSPC) 2024. Thank you for your unwavering support and trust. Dive into the stories that made us stand out!
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Francesca Gottschalk - How can education support child empowerment.pptxEduSkills OECD
Francesca Gottschalk from the OECD’s Centre for Educational Research and Innovation presents at the Ask an Expert Webinar: How can education support child empowerment?
8. ePortfolios
gy
go
a
ed
p
ve
ti
fec
ef
rning
elea
volvement
parent in
effective a
ssessment
mo
tiva
ted
en
ga
ge
d
9. Engage, motivate, create,
collaborate, share, present...
eLEARNING
ePORTFOLIO
Effective Pedagogy &
Assessment:
ASSESSMENT
Participation, interaction, FOR
collaboration, social networking...
LEARNING
Web 2.0
10. You and ePortfolios
Questionnaire
Please go to:
http://nickrate.com and click:
Link 1: My ePortfolio Story
(results on screen...)
11. he lio
T fo
s rt
es
oc ia
o
pr ed
P
re
tim he e
e
ul m
m yw ti ss
an y e
an c d
ac cte
re
di
lf- ion
se ct
fle g
re in
rk
wo ck
et ba
ln ed
cia fe
so
12. The ePortfolio:
...uses electronic
technologies as the container,
allowing students/teachers to
collect and organize portfolio
artifacts in many media types
(audio, video, graphics, text)...
connecting evidence to appropriate
outcomes, goals or standards.
Barrett, 2005
13. The ePortfolio:
“...what is produced when persons
collect, select, reflectively
interpret, and/or present their own
evidence to support their assertions
about what they have
learned, know and can or
should do...”
Cambridge, 2003
16. “...opens wide the possibilities for
reflections... in action, before
action, after action, in solitude, in
consultation with peers, in
consultation with instructors...
written, spoken,
videotaped, or
graphically
represented...”
Riedinger., 2006
17.
18. social networking
...the
potential of the learning landscape
and eportfolio-related tools are
facilitate and
features that
enhance the making of
connections and the linking
together of people, ideas,
resources and learning...
Tosh et al., 2006
19. ...to define e-Portfolios as a
process, rather than
just a product or a
technological system.
Attwell, 2007
20. he lio
T fo
s rt
es
oc ia
o
pr ed
P
re
tim he e
e
ul m
m yw ti ss
an y e
an c d
ac cte
re
di
lf- ion
se ct
fle g
re in
rk
wo ck
et ba
ln ed
cia fe
so
21. ePortfolios
gy
go
a
ed
p
ve
ti
fec
ef
rning
elea
volvement
parent in
effective a
ssessment
mo
tiva
ted
en
ga
ge
d
22. 2007 ePortfolios & PMI
on your CD
folder: eportfolios
select student and open folder
open index.html file to view portfolios
------
Please go to:
http://nickrate.com and click:
Link 2: ePortfolio PMI
(your feedback on screen...)
23.
24.
25. ...assessment for learning
is one of the most powerful ways of
improving learning and
raising standards.
Assessment Reform Group, 2002
27. “Embedded in a view of
teaching and learning, of which
it is an essential part.”
Assessment Reform Group, 1999
28. “The awareness of
learning and the
ability of learners to
direct it for
themselves is of
increasing importance in
the context of
encouraging lifelong
learning.” Assessment Reform Group, 1999
29. “What this amounts to is that
self-assessment by
pupils, far from being a luxury, is in
essential
fact an
component of formative
assessment.”
Black & Wiliam, 1998
30. Nick’s AFL & ePortfolio Cycle
Exemplars,
creating LI, SC, Students working towards Future learning
matrices/rubrics new goals in their learning
“finished”
1st draft
teachers example
of writing
Learning Learning
peers Feed back Feed back
story
artifact artifact video
& feed & feed
board
demonstrated demonstrated
forward & forward &
self in portfolio in portfolio
reflection reflection
brainstorm 2nd draft
family
32. ePortfolios 2009
Please go to:
http://nickrate.com and click:
Link 4: ePortfolios 2009. 1, 2, 3, 4 & 5.
1 = Year 6 girl
2 = Year 5 boy
3 = Year 6 boy
4 = Year 5 girl
5 = Year 5 boy
33. ePortfolio Management...
In order to be effective and support the process of student
learning, eportfolios:
•need to be embedded into your teaching and
learning.
•require a high level of access to technology.
•and you need to set time aside for students to actively
reflect on learning in their eportfolio environment.
Start small, and work your way up. Get students actively blogging
in a class blog and move on to individual spaces
34. ePortfolio Management...
ePortfolios do not add to your workload. Instead you will need
to change some of the ways you:
• give feedback
• facilitate reflection
• engage students in self and peer assessments
and
• you need to adapt learning and teaching so that
the process and outcomes can be shared
digitally within the eportfolio platform.
35. Web 2.0 & your school & your students...
copyright
parent understanding
cybersafety
bandwidth
blocked sites
cost
age restrictions
computer &
internet use policies
computer &
privacy
internet user
permissions agreements
36. ePortfolios 2009
Please go to:
http://nickrate.com and click:
Link 5: Future Proofing our Web 2.0
students.
Read-Think-Pair-Share
37. Where to...
“Learning that
happens
mlearning
across
moblogging
locations, or
mfolios
that takes
mportfolios
advantage of
learning
opportunities
offered by
portable
technologies.”
Wikipedia
38. “...students can
carry
literally
their eportfolio
around with them and
update it at
any time in
any place.”
MOSEP, 2007