AACTE, 2007 Portfolios for Teaching and Learning A Longitudinal, Scaffolded Context Steve Head.
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Transcript of AACTE, 2007 Portfolios for Teaching and Learning A Longitudinal, Scaffolded Context Steve Head.
AACTE, 2007
Portfolios for Teaching and Learning
A Longitudinal, Scaffolded Context
Steve Head
The Portfolio Project:
1. Employs an organic development model which provides central roles for program coordinators, instructors, supervisors, and students in shaping the portfolio project
2. Is a scaffolded, longitudinal process3. Is integrated with teacher education with
portfolio development positioned as a central part of learning and growth.
Dimensions of DevelopmentDimensions Progression over ProgramProfessional Development
From assigned initial ed philosophy to reflection on values & goals in practice
Professional Development
From detailed instructor/supervisor assignments to student teacher guided work.
Portfolio Writing:
Artifact Type From class-based artifacts to artifacts selected from clinical settings
Portfolio Writing:
Artifact Media From simple, familiar media (e.g. lesson plan text) to new, complex media (image of student work & video of teaching)
Portfolio Writing:
Writing LevelFrom authoring around assignments to goal & dialog guided composition
Progression Over SemestersDimension Progression Semester 1-2
Professional Development
Education philosophy, discussion of longitudinal perspective and professional development
Artifact Type Journals, lessons, class writing Artifact Media Text, usually from Word documents
Structure Usually class assignments, can be specific items or list of options
ProcessElements
Direct instruction in portfolio writing, preparing and adding artifacts
Progression Over SemestersDimension Progression Semester 2-3
Professional Development
Student purpose and track teaching and student learning goal/s
Artifact Type Clinical classroom activities, student work
Artifact Media Images (scanned, digital photos)Structure Mix of clinical and class artifacts,
class assigned specific or list of options, and student selected.
ProcessElements
Students guided in portfolio writing, preparing artifacts and peer dialogue
Progression Over SemestersDimension Progression Semester 3-4Professional Development
Students establish goals, plan for implementation & reflective analysis
Artifact Type Teaching samples, classroom activities, student work
Artifact Media Audio and/or VideoStructure Concept based, student selected
artifactsProcess
ElementsStudents supported in self-guided portfolio writing, preparing artifacts and peer dialogue (sharing)
Progression Over SemestersDimension Progression Semester 4-5Professional Development
Student guided portfolio worked based on professional development planning
Artifact Type Dependent on teaching goals
Artifact Media Dependent on teaching goals
Structure Dependent on teaching goalsProcess
ElementsStudents guided in portfolio writing, preparing artifacts and peer dialogue