E-Portfolio and Graduate Presentation

Learning by Example(s) Dr Al Strangeways and her graduating

students

The E-portfolio

Consider: • Platform • Style (think of purpose and audience) • Layout and organisation (note requirements/options of a) 2 pieces

per 37 or b) 5-8 pieces of rich evidence with links to each of the 37 standards)

• Evidence (range, presentation, organisation) • Explanation: making links to standards

Note the layout, organisation, and use of hyperlinks in this 2 pieces per focus area example

Starting with the STANDARDS: and linking two pieces of evidence to each standard

Note the VARIETY in types of evidence and areas of learning and QUALITY of evidence If you are doing the 5-8 pieces of rich evidence, you’ll also want a good variety and quality e.g. • Unit of work • Collection of

reflections • Excursion materials • Student assessments • Resources collection

Thanks Beth Waterhouse

A similar layout, but including the presentation slides as part of the e-portfolio

Starting with the STANDARDS But still drawing evidence mainly from 5-8 pieces of rich evidence e.g. unit of work, excursion, assessment e.g.s

Note the use of • imbedded multi-media • lined documents that

can be opened

Thanks Lauren Wapling

Starting with the STANDARDS Note the use of explicit ‘reflection’ sections to make clear links between the evidence and the standard: Whether you organise by focus area (e.g. 1.1, 1.2 etc) or by pieces of rich evidence (e.g. unit of work that covers 1.3,1.5, 1.6, 2.5, 2.7, 4.3 etc.) You need to have a statement that clearly links an aspect of your evidence to the graduate standard focus area discriptor

Thanks Brooke McAllan

A unit of work

1 2

3

4 5

6

7

1.1

1.3 1.5

2.1

2.6

Starting with the Evidence: Linking graduate standards to 5-8 pieces of rich evidence

Note the unit of work is linked to specific focus areas descriptors across the range of 7 Graduate Standards

This piece of RICH EVIDENCE is a unit of work

Therese Kersten

From EPR300 Learning Materials: Presenting your evidence

Once you have decided on the quality evidence that you will share, ensure that the material is rich enough to 'speak to' all of the graduate standards and clearly describe the linkages. For example:

• This unit of work meets the following standards (1 .1, 1.3, 1.5, 2.1, 2.6,

3.1, 3.3, 4.1, 4.4, 5.1, 6.1, 7.1, 7.2, )

• These reflections identify the needs outlined in standards (1.2, 6.3, 7.4)

• The letter of introduction and excursion package meets the requirements for standards ( 3.3, 3.5, 4.5, 7.1, 7.2)

• The Student work/assessments (images of written or built products, tests, checklists) meet the requirements (2.2, 5.1, 5.2, 5.3, .5,4)

• The resources ( see photo file) used and developed for teaching indicate attention to standards ( 2.3, 2.4, 3.4, 3.6)

Therese Kersten

Starting with the EVIDENCE: making it clear that all focus areas are covered

Provide a statement that explicitly says how the evidence demonstrates the focus area of the graduate standards you are claiming that it meets

Examples from a Unit of Work (piece of rich evidence)

• Graduate descriptor: 1.1 Demonstrate knowledge and understanding of physical,

social and intellectual development and characteristics of students and how these may affect learning

Example statement for 1.1

“I planned this unit based on observations of students’ social interactions; discussions with the mentor teacher about the different learning needs in the class (physical and intellectual). The section in the unit plan called student backgrounds shows how I considered the physical, social and intellectual development and characteristics of students and how these may affect learning. For example…“

• Focus area: 1.3 Demonstrate knowledge of teaching strategies that are responsive to

the learning strengths and needs of students from diverse linguistic, cultural, religious and socioeconomic backgrounds

Example statement: For 1.3

“The group of children I planned this unit for come from a range of different linguistic, cultural, religious and socioeconomic backgrounds. The teaching strategies called x are X and Y are responsive to the learning strengths and needs of these students because…”

Starting with the EVIDENCE: Ensure each focus area referred to has an explicit link to the evidence

The Graduate Presentation

• Tell a story • Make it yours • Keep it coherent • Use one or two pieces of rich evidence • Explicitly link to the standards • Link to, but don’t replicate your e-portfolio • Keep it professional: remember your

audience and purpose

Using Prezi for the Graduate presentation

Thanks Beth Waterhouse

One piece of rich evidence: a unit of work

A chronological story of the process of planning, teaching, modifying, reflecting on, assessing, collaborating on a unit of work

Two linked stories approach: a ‘critical incident’ experience and the teaching approaches that came from that

Note use of multimedia, student work, teacher docs, alignment to standards . . .

Reflection: Reading through these materials I began to develop an understanding of the key concepts, skills and content of this new subject area – geography. I selected key concepts, skills and content from the curriculum that were relevant to the two units that I would be teaching – Antarctica and coasts - and used these to develop a unit outline for each. In doing so, I have demonstrated graduate standard 5.2 – my ability to articulate key concepts, skills and content of the curriculum and have demonstrated how they are applied within a specific unit.

The ‘teaching philosophy’ approach: structuring the linear ‘story’ to these beliefs; linking standards and evidence to each belief.

Thanks Jodie Milton

Analysing a teaching approach

Link the story to the standards, explicitly reflect on implications of experience or story

Thanks Laarni Gaces

Reflections

• The e-portfolio • The graduate presentation

• How clear are you on the difference between

them? • What do you understand about the content,

purpose, approach to creating each • What will you do next?