Teacher electronic portfolios
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An e-portfolio is a digital collection of a teacher's work and accomplishments both inside and outside the classroom. It allows teachers to highlight their talents, knowledge, and skills through multimedia elements like photos, videos, and audio clips. An e-portfolio is designed to showcase a teacher's work in a more engaging way than a traditional paper portfolio by taking advantage of digital formats. Teachers can create an e-portfolio website using a platform like Yola to organize elements like their resume, teaching philosophy, lesson plans, student work samples, and letters of recommendation. The specific contents will depend on the intended audience, but an e-portfolio generally serves as a personal reflection of a teacher's experience and qualifications.
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A presentation used in preparing teacher to understand what is a teaching portfolio and how to design it for maximum benefits.The slide are used alongside a handbook and a reading resource available at http://1drv.ms/1zV2VcV
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Teachers and master teachers must prepare an annual portfolio to showcase their strengths and weaknesses, professional development plans, and student learning outcomes. The portfolio contains evidence of teaching performance arranged according to standards. It is accessible to teachers, administrators, and instructional leaders and should include best practices and a reflection section. The portfolio is used for teacher evaluation and contains personal information, evidence organized by standard, evaluation forms, reflections, and administrator remarks.
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Topic: Introduction to Portfolio
Student Name: Anusha
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Designs of Students Portfolio
Designs of Students Portfolio
Guidelines for Effective Design:
Establish how the portfolio will be used.
- one can restrict the contents to what is relevant and design its structure to facilitate its intended use.
Common purposes:
Growth monitoring
Skill certification
Evidence of best work
External assessment
Communication with parents
2. Center the content of portfolios on instructional goals
- the list of goals provides the framework for selecting and evaluating work samples.
-These goals specifies what the student is striving to achieve and indicates which skills to be document.
- these goals are stated more generally than performance objectives.
3. Determine the type of portfolio to be used.
Types of Portfolio
Showcase portfolio
- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.
b) Reflective portfolio
-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.
c) Cumulative portfolio
-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.
d) Goal-based portfolio
-has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives.
e) Process portfolio
-a way of documenting the steps and processes a student has employed to complete a piece of work.
4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.
5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.
- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.
6. Record the significance of items included in students’ portfolios.
- they can create a caption statement to identify and note the significance of the piece.
Caption statements – are concise, written comments in which students and teachers note the time and the date
7. Review and evaluate portfolios periodically.
Teachers and students can also examine portfolios as a whole product considering:
The number, diversity, quality, and organization of the items selected.
The level of student involvement and reflection
The effectiveness of the caption and summary statement
The growth and changes documented.
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2. The purpose of instructional planning which is to guide teaching and maximize student learning and achievement of objectives.
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The document provides guidance on creating a teaching portfolio. It explains that a teaching portfolio is a collection of documents that record a teacher's ideas, objectives, teaching methods, courses taught, effectiveness, and methods for assessment and improvement. It should include items like a table of contents, examples of student work, assessments and reflections. The portfolio process involves collection, selection, reflection, and connecting items. It is used to assess teachers on cognitive, affective, and psychomotor behaviors.
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Presented at the Information Literacy Seminar @ Li Ka Shing Library, Singapore Management University
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At the end of the academic year, the university’s Teaching, Learning & Pedagogy Division conducted 3 half-day training sessions for all NTU Librarians. The training sessions included a refresher on writing learning-outcomes and also went more in-depth by introducing Bloom’s Taxonomy, formative assessment, and assessment criteria.
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These have become the basis whenever library workshops are designed by ADM Librarians. The workshops’ activities and presentations had to align with the set of learning outcomes. By working on these together with the course instructors, this ensured that the workshops were more focused rather than covering a wide range of topics. It also ensured that the students learn what the librarians and instructors had decided upon and provides feedback and assessment on whether the lessons taught were useful for the students. The feedback received from the students is encouraging as they mention that they had picked up useful information and tips even beyond the learning outcomes.
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Portfolio
Portfolios are purposeful collections of student work that demonstrate progress over time. They can be used to evaluate student learning, determine if standards have been met, and document growth. Effective portfolios have clear purposes and criteria. Students and teachers collaborate to select portfolio contents and assess student work using rubrics or checklists. Portfolios provide authentic assessments of diverse skills and motivate independent learning.
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E portfolio presenation
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Ecep101 keys assignment package fall 2013
This document outlines the requirements and grading structure for an e-portfolio assignment in an Early Childhood Education course. It provides instructions for students to create a digital portfolio organized into four sections: a welcome page, "All About Me" page, artifacts and reflections section, and final resume/cover letter. The portfolio will be developed over two years and showcase the student's skills, growth, and accomplishments in the program. It assigns specific tasks and multimedia components to each section and provides grading criteria and evaluation rubrics. The goal is for the e-portfolio to demonstrate to others who the student is and how they have met their educational and professional goals.
Stages implementing portfolio
Organizing portfolio assessment involves establishing teaching goals, making those goals clear to students, and using the portfolio to guide student assessment. The portfolio assessment process involves four stages: 1) identifying teaching goals; 2) introducing the portfolio concept to students; 3) specifying portfolio content; and 4) providing guidelines for portfolio presentation. Support from both teachers and students is needed to ensure portfolio work represents the students' own learning and allows for self-reflection and improvement.
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Topic: Introduction to Portfolio
Student Name: Anusha
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Guidelines for Effective Design:
Establish how the portfolio will be used.
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Common purposes:
Growth monitoring
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- the list of goals provides the framework for selecting and evaluating work samples.
-These goals specifies what the student is striving to achieve and indicates which skills to be document.
- these goals are stated more generally than performance objectives.
3. Determine the type of portfolio to be used.
Types of Portfolio
Showcase portfolio
- Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment.
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-a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement.
c) Cumulative portfolio
-contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning.
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4. Establish Procedures for Organizing the Portfolio.
- stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology.
5. Choose a range of authentic classroom products that relate to the objectives of the portfolio.
- teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio.
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- they can create a caption statement to identify and note the significance of the piece.
Caption statements – are concise, written comments in which students and teachers note the time and the date
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The document discusses several key aspects of lesson planning including:
1. The components of a lesson plan such as objectives, content, learning activities, resources, and evaluation.
2. The purpose of instructional planning which is to guide teaching and maximize student learning and achievement of objectives.
3. Factors to consider when selecting learning activities such as alignment with goals and principles of learning, student motivation, and available facilities.
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The document discusses the importance of learning outcomes in education. It explains that learning outcomes focus on what students can actually do after instruction rather than just covering content. Well-written learning outcomes provide direction for planning lessons, focus student behavior on skills to be developed, and clearly convey to students what they should learn. The document also contrasts learning outcomes with objectives and provides examples of verbs to use in writing measurable outcomes.
Portfolio
The document provides guidance on creating a teaching portfolio. It explains that a teaching portfolio is a collection of documents that record a teacher's ideas, objectives, teaching methods, courses taught, effectiveness, and methods for assessment and improvement. It should include items like a table of contents, examples of student work, assessments and reflections. The portfolio process involves collection, selection, reflection, and connecting items. It is used to assess teachers on cognitive, affective, and psychomotor behaviors.
Introducing NTU Libraries’ outcomes based learning approach
Presented at the Information Literacy Seminar @ Li Ka Shing Library, Singapore Management University
29 January 2015
NTU Art, Design & Media (ADM) subject librarians implemented outcomes-based learning for their workshop design where previously the workshops were content-driven and focused heavily on slides. They began writing learning outcomes when planning library instructional programs. The librarians implemented learning outcomes when they were invited to conduct a workshop for all first year students in the foundation course, “Introduction to histories of Western art” in August 2013 and subsequent workshops.
At the end of the academic year, the university’s Teaching, Learning & Pedagogy Division conducted 3 half-day training sessions for all NTU Librarians. The training sessions included a refresher on writing learning-outcomes and also went more in-depth by introducing Bloom’s Taxonomy, formative assessment, and assessment criteria.
This prompted ADM Librarians to further refine the design of the future outcomes-based workshops for by introducing these three new items:
1) Envisioning the ‘successful student’ - The librarians wrote a description of a ‘successful student’ when planning the library workshop to help determine the overall purpose of the library workshop. The statement was also shared with the course instructors and tutors to make sure that the library’s objectives aligned with theirs.
2) Matching the learning outcomes to cognitive skills from Bloom’s Taxonomy - In doing so, it was determined that the learning outcomes for the second round of workshops were adjusted accordingly to achieve higher cognitive skills for the students.
3) Designing activities based on the ‘formative assessment’ and ‘expected outcomes’ concepts- The assessment activities helped to determine whether the students actually achieved the learning outcomes. If it did not, the feedback received was useful to refine future workshops
These have become the basis whenever library workshops are designed by ADM Librarians. The workshops’ activities and presentations had to align with the set of learning outcomes. By working on these together with the course instructors, this ensured that the workshops were more focused rather than covering a wide range of topics. It also ensured that the students learn what the librarians and instructors had decided upon and provides feedback and assessment on whether the lessons taught were useful for the students. The feedback received from the students is encouraging as they mention that they had picked up useful information and tips even beyond the learning outcomes.
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Portfolio
Portfolios are purposeful collections of student work that demonstrate progress over time. They can be used to evaluate student learning, determine if standards have been met, and document growth. Effective portfolios have clear purposes and criteria. Students and teachers collaborate to select portfolio contents and assess student work using rubrics or checklists. Portfolios provide authentic assessments of diverse skills and motivate independent learning.
ppt
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The document discusses the importance and benefits of ePortfolios for students in the Master of Education program. It states that ePortfolios allow students to document their narrative of growth throughout the program by collecting work samples and written reflections. A good ePortfolio demonstrates thoughtful reflection on learning experiences and goals, and provides evidence of the student's developing capabilities. Maintaining an organized, well-written ePortfolio can help students improve their learning and track their progress both during and after completing the program.
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Discussion about the importance of maintaining a lifelong eportfolio with two case studies as exemplars using google sites and Mahara
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This document outlines the requirements and grading structure for an e-portfolio assignment in an Early Childhood Education course. It provides instructions for students to create a digital portfolio organized into four sections: a welcome page, "All About Me" page, artifacts and reflections section, and final resume/cover letter. The portfolio will be developed over two years and showcase the student's skills, growth, and accomplishments in the program. It assigns specific tasks and multimedia components to each section and provides grading criteria and evaluation rubrics. The goal is for the e-portfolio to demonstrate to others who the student is and how they have met their educational and professional goals.
Stages implementing portfolio
Organizing portfolio assessment involves establishing teaching goals, making those goals clear to students, and using the portfolio to guide student assessment. The portfolio assessment process involves four stages: 1) identifying teaching goals; 2) introducing the portfolio concept to students; 3) specifying portfolio content; and 4) providing guidelines for portfolio presentation. Support from both teachers and students is needed to ensure portfolio work represents the students' own learning and allows for self-reflection and improvement.
EDUC 8 ppt how to make e portfolio by lumang
1. The document discusses creating an ePortfolio using Google Sites to document student learning. It provides steps for constructing an ePortfolio on Google Sites, including adding pages, reflections, and controlling access.
2. Key parts of an ePortfolio include a home page, pages organized chronologically or thematically, and reflections using models like Gibbs' reflective cycle. Reflections are important for documenting student thought processes and insights.
3. EPortfolios can help evaluate student academic progress by monitoring their learning growth over time. They provide a way for students to showcase the process of their work.
Establishing teacher presence
This document outlines strategies for establishing teacher presence in blended and online learning environments. It discusses the Community of Inquiry theoretical framework and defines teaching presence. It then provides five quick steps for successful blended teacher presence: 1) Prepare before each class meeting or term, 2) Personalize the course with contact information and policies, 3) Participate actively in online discussions, 4) Model academic content and critical thinking, and 5) Scaffold student learning with feedback and support. The document emphasizes the importance of preparation, personalization, timely participation and feedback to establish teacher presence online.
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E portfolios short2012
The document discusses using ePortfolios for nursing students, including learning, assessment, and professional portfolios. It provides examples of each type and benefits. Learning portfolios encourage reflection and development. Assessment portfolios present work for evaluation. Professional portfolios showcase skills for employment. Next steps include considering platforms, integrating ePortfolios across the program, and offering workshops to help students create professional profiles.
Final draft 689
E-portfolios are digital collections of artifacts that represent an individual's skills, experiences, and learning. Artifacts can include items like photos, videos, documents and presentations. E-portfolios allow for customization according to personal style while showing artifacts to audiences. They can be as simple or complex as the creator chooses. Reflections should accompany each artifact to provide context since the audience may not interact directly with the creator. E-portfolios can be used for education, employment purposes like job applications, or to track development within a program. The author plans to create an e-portfolio to showcase their knowledge gained from a graduate program and to demonstrate coaching skills and experience for future career opportunities.
Teaching ePortfolio Workshop (07 Jan, 2010)
INTENDED LEARNING OUTCOMES
1. Identify the benefits and uses of ePortfolios
2. Adopt templates to start creating your teaching ePortfolio
3. Apply the recommended generic structure strategically to your ePortfolio
4. Add selected artifacts/evidence for showcasing your achievements
Portfolios
The document discusses different types of portfolios, including personal, academic, and professional portfolios. Personal portfolios communicate interests and accomplishments, academic portfolios highlight student development and achievement, and professional portfolios demonstrate skills and work experience relevant for job applications. The document focuses on developing a professional portfolio, noting it should include sections for a resume, skills, and careers information. It provides examples of documents and experiences that demonstrate skills employers seek. Overall, the document provides guidance on creating an effective professional portfolio for career and job applications.
Webinar: Brightspace ePortfolios - UW La Crosse
"ePortfolios: Assess Student Learning and Help Students Stand Out in the Interviewing Process" by Ronda Leahy and Saundra Solum of UW - La Crosse
_Continuing-Professional-Development
Continuing professional development (CPD) helps teachers maintain and improve their knowledge, skills, and qualities through their careers. There are three main types of CPD learning: structured/active learning through interaction; reflective learning through independent study; and self-directed learning through individual activities like reading. An effective CPD process is self-driven, focuses on learning from experience and review, and includes both formal and informal learning to help set goals. Maintaining a CPD provides benefits like an overview of development, identifying strengths and gaps, and supporting career progression and applications. It is important to keep a learning log to record progress towards goals.
Portfolio
This document provides guidelines for creating an electronic portfolio, including:
- Defining what a portfolio is and its purposes
- Requirements for the portfolio, including an introduction, body, artifacts, and reflections
- Examples of completed portfolios and technical requirements
The portfolio allows pre-service teachers to showcase their knowledge, skills, and reflections on teaching through curated artifacts and assessments from their field experiences.
Blackboard ePortfolios
The document provides guidance on using the new ePortfolios tool in Blackboard at Montgomery College. It describes how ePortfolios allow students to showcase their work and reflect on their learning in a digital format. Instructions are provided on creating portfolios, designing their appearance, adding pages and artifacts, and setting sharing options. Faculty are encouraged to use portfolios to help students make connections between courses and demonstrate learning outcomes. The document concludes by informing readers that workshops will be offered in the fall semester to provide more training on the ePortfolios tool.
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This document provides instructions for a welcoming activity assignment for the first day of class. Students are asked to create a document, video, PowerPoint, lesson, or other format that addresses how they will (1) provide a safe classroom climate, (2) a positive learning environment, (3) meet social and emotional needs, (4) foster student ownership, (5) create empathy, (6) provide opportunities to succeed, and (7) eliminate fear of failure. The assignment requires addressing all topics listed and providing citations for any sources used.
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Teacher electronic portfolios
- 1. What is a teacher e-portfolio
- 2. Teacher e- portfolio is a concise, annotated collection of the teacher’s work and things he has accomplished, in and outside the classroom.
- 3. A teacher e-portfolio is a collection of work produced by a teacher. The portfolio is designed to highlight and demonstrate the teachers' talents, knowledge and skills in teaching.
- 4. Why a teacher’s e-portfolio and how it is different from the traditional one
- 5. What makes teacher e-portfolio very different from the traditional portfolios is that it can include scanned or digital photos, video and sound clips, animations, recordings of students, text, traditional writings and drawings.
- 6. How can a teacher design an e-portfolio
- 7. First he needs to get an account with awebsite like yola and creat a website to work as e-portfolio. THEn he must start designing his e-portfolio
- 8. The question that a teacher should ask before designing e-portfolio is "What am I trying to tell the reader about myself?" How to answer this question depends on the targeted audience.
- 9. A portfolio is a personal reflection. In fact there is no one agreed -on way to deesign the e- portfolio .But, It should look very professional and should include the following:
- 10. 1 –A brief biographical sketch 2 - Your resume, copies of documents, licenses, tests, etc. 3 –A brief description of the classes you've taught and grade level 4 - Describe your teaching philosophy, your teaching style, and include why you teach.
- 11. 5 - Demonstrate your continuing education and creativity 6 - Include copies of recent lesson or unit plans you have used with photos of class engaged in the activities; student papers, even a video clip of you in action, and photos of classroom 7 - A letters of commendation, evaluations, recognition or honors you've received
- 12. What is actually included will vary depending on how you intend to use your portfolio.