Putting the pieces together: Capstones and portfolios
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How can students share their growth and mastery of Global Competence? Two key elements of student work from the Global School Design Model serve as vehicles to capture students’ integration of college readiness and global competence skills - the senior capstone project and the senior portfolio. The focus of this session is to share examples of these culminating student products and how they can evidence the core of student experiences outlined in the Matrix and the Global Leadership Performance Outcomes. Explore the essential components of capstones and portfolios and investigate samples from a variety of ISSN campuses showing how they have chosen to design these important experiences for students. Participants will leave the session with sample resources and a set of key questions to guide the efforts for implementing capstones and portfolios on their campus.
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Putting the pieces together: Capstones and portfolios
- 1. Putting the Pieces Together: Capstones and Portfolios
- 3. 3 Goals for This Session I recognize how Capstone Projects and Portfolios capture students’ integration of college readiness and global competence skills . I understand how the ISSN School Design Matrix and GPS lay out the structures and processes fundamental for successful student capstones and portfolios. I can use the guiding questions and resources to implement capstones and portfolios on my campus .
- 4. 4 Be present. Listen as an ally. Balance advocacy with inquiry. Stay open to many possible outcomes. Group Norms
- 5. Introduce a partner (someone you do not know) including their name, position, campus, and what they hope to gain from the session.
- 6. What is Global Competence? Global competence is the capacity and disposition to understand and act on issues of global significance.
- 7. 7 The Four Domains of Global Competence
- 8. 8 ISSN SCHOOL DESIGN MATRIX Student Learning Outcomes (Element 6) All students graduate from school globally competent, as defined in the ISSN Graduate Profile / GPS Performance Outcomes. Key Descriptors Multiple measures across different subject areas Proficiency in all four domains of global competence Scored in accordance with ISSN GPS rubrics
- 9. 9 Graduation Performance System Performance Outcomes and Rubrics GLOBAL LEADERSHIP ELA MATH SOCIAL STUDIES SCIENCE WORLD LANGUAGES FINE ARTS
- 10. 10 How do we help students make global connections? UN Sustainable Goals The World We Want https://www.youtube.com/watch?v=kR-YRC5D-QY
- 11. Designing A Capstone Project
- 12. 12 Prior to graduation, each student identifies, investigates and addresses a significant global issue by successfully completing a long-term, individual or small group interdisciplinary capstone project that demonstrates all four global competence domains. ISSN SCHOOL DESIGN MATRIX - CAPSTONE CURRICULUM, ASSESSMENT AND INSTRUCTION (ELEMENT 20) Key Descriptors Sustained research Significant global issue of the student’s choice Development and implementation of strategy or solution at local, state, national and/or global levels Sufficient time, guidance and resources
- 13. 13 CAPSTONE – Key Questions How will the global focus be integrated? Will it be a semester or yearlong course for credit, or integrated into an existing course? How will SAGE be integrated? How will the capstone be graded? Will sponsors/mentors be faculty and/or community members? How does it incorporate service learning and take action requirements? What prerequisites need to be in place to support student success?
- 14. 14 CAPSTONE RESOURCES Austin Academy of Global Studies Kelly Wroblewski Capstone teacher http://www.mswroblewski.com/capstone.html Take 10 minutes to explore either the handbook or student capstone projects. Identify where you see the key elements described.
- 15. Designing a Portfolio Process
- 16. 16 ISSN School Design Matrix - Student Portfolios Prior to graduation, all students successfully complete an ISSN Graduation Portfolio that demonstrates college/career readiness and global competence as reflected in the GPS Performance Outcomes/ ISSN Graduate Profile. CURRICULUM, ASSESSMENT AND INSTRUCTION (ELEMENT 19) Key Descriptors Annual presentation of cumulative grade-level portfolio Demonstrates his/her reflective thinking and growth Digitally based to the greatest extent possible
- 17. 17 Student Portfolios Key Questions How does the portfolio demonstrate mastery of Global Competence? What digital platform will be used? Who should participate in determining the portfolio design process? Who will mentor students through the process and help them manage their portfolio? Advisors? Continued
- 18. 18 Student Portfolios Key Questions How will the four domains and performance outcomes (Global Leadership) be addressed? How many artifacts will be included? Are there core content requirements? How is student choice involved? Will service learning be included? How does the portfolio demonstrate growth over time (e.g., annual presentations, artifacts from different grade levels, etc.)? What reflection process is included? How do colleges and other external entities have access to the portfolio? How will students share their portfolios?
- 19. 19 Taking a Closer Look: Portfolio Resources International School of the Americas Sample Student Portfolios User Name Hmoorm1 Password Gl0baled2 Reina: http://blogs.neisd.net/rgonzales2016/senior-portfolio/ Keyanna: http://blogs.neisd.net/ktaylor2016/senior-portfolio/ Noah: http://blogs.neisd.net/nsadowski2016/senior-portfolio/ Ryan: http://blogs.neisd.net/reskridge2016/senior-portfolio/ Take 10 minutes to explore one or more of the student portfolios. Identify where you see the key elements described.
- 20. 20 School Resources Available Capstones Austin Academy of Global Studies Sharpstown International School International Studies Learning Center Jackson Academy of Global Studies Winton Woods High School Portfolios International School of the Americas Austin Academy for Global Studies Jackson Academy of Global Studies International Studies Learning Center
- 21. 21 Questions, Reflections, Discussion Turn to a partner and identify new learning you have received and what questions remain. Concluding Discussion Write down three next steps you will undertake as a result of this session.
Editor's Notes
- Facilitator Notes The goal of this icebreaker is to allow participants to begin defining for themselves what performance assessment is. By thinking of a project they enjoyed, they are recalling a time when they were accountable for their own learning, even if they were guided by a mentor or teacher. They are also recalling that they learned and applied knowledge, skill, and behavior, and that they produced some kind of product. Let people pair with their neighbors for this activity, and give them about five minutes to chat about the questions on the slide. Let them know this is a brief activity, so they should just hit the highlights in telling each other about the project they are remembering. By doing this activity, participants will connect personal experience to what makes project based learning so engaging, and how performance assessments can be so successful. After the pairs conclude, use a whiteboard or flip chart to note some of the commonalities people identified about what made it engaging. As a warm up, I’d like you think about a moment when you were deeply engaged in a project. This can be a work project, something you did as a hobby, or anything else you can think of. Does everyone have a project in mind? Great. Now, turn to a neighbor and tell each other about this project. Offer your thoughts about the questions up on the board. We’ll just take five minutes to do this, so make it a snapshot rather than an analysis! When we come back together, I’ll ask you to identify what you both noticed, and we’ll put those ideas up on the whiteboard. Ready? Go! What was the project? What made it engaging? How did you get involved in the project? Take about 5 minutes for this activity. [CLICK TO ADVANCE AT CONCLUSION OF EXERCISE]
- Activity: Choose Your Global Issue and Performance Assessment Shell Get out a copy of the Storyboard Template. Think of this as an organization tool for the decisions you make about your GPS Module. You will go through several drafts, and you can always download a clean copy of the template on the Ning. You’ll do some of the work on this storyboard here in Units 7 and 8, but a lot of it will be drafted outside these sessions. Take about ten minutes now to review the performance assessment shells and the global issue overviews, and choose one of each for your GPS module design. Then go ahead and fill in the first three lines at the top of the Storyboard.