E portfolio Scope & Sequence 2011

Presented byTamara Malloff

Technology Coordinator/ Teacher-LibrarianMt. Sentinel Secondary School

Kootenay Leadership in LearningJune 24, 2011.

EPORTFOLIO SCOPE & SEQUENCE WORKSHOP

Tamara Malloff February 2011.

Learning Intentions& Guiding Questions

Today we will explore Eportfolios as a vehicle for student ownership and walk away with ideas, strategies, and a simple plan to embed Eportfolios into our learning context.

How do we gradually release ownership of learning to our students using eportfolios?

How do we move from a culture of marks and assignments to a culture of improving learning?


PART 1: INTRODUCTION.


WHY EPORTFOLIOS?

We are Here. Why?


WHAT’S AN EPORTFOLIO?


StudentCenteredEPortfolio

Showcase & justification of

curricular work/experiences

Holistic snapshot of the learner's

interests, extra-curricular activities,

and goals

Linked to Learning Outcomes and/or

competencies

Part of a continual feedback loop for learner, educator,

parents, and school

WHAT’S AN EPORTFOLIO?


Components of Eportfolios:

Growth/Progress Achievement/Summative

Reflections/Learning Log Holistic/Celebration

http://nicola-eportfolio.blogspot.com/

Learning Log Example.

See Table 11.3 Student Phrases for Annotations, Goal Setting & Reflection p347


Gradual Release of Responsibility for Assessment & Learning:

"I Teach, You Learn"Teacher responsible for all

aspects of curriculum delivery, mainly in isolation

Teacher reports on student achievement in accordance

to legal obligationsTeacher responsible for most

aspects of formative and summative assessment

""I Coach, You Learn"

Teacher develops broad learning outcomes &related

activities in collaboration with colleagues

Teacher & students share responsibility for formative

and summative assessmentsTeachers, students, & parents

have access to assessment information at any time

"We Connect, We Learn"Formal and informal learning

is validated, with learner goals at the core of assessment

Educators, parents, students, mentors, and school have shared responsibility for

assessment in a connected feedback environment

Learners plan to meet broad competencies & reflect on learning on ongoing basis


Part 2: Eportfolio Framework


CHALLENGES TO EPORTFOLIOS.•Lack of educator collaboration•Eportfolios are “static” stand-alone objects•No commitment to collecting & selecting artefacts•Focus remains mainly on content, not skill development or meta-cognition•No conferencing or feedback involving eportfolios•Parents/Administrators are not involved or educated in the process•Culture of marks, assignments, and grading prevails


Structures to Support Eports.•Teacher teams collaborating & talking about learners and learning•Support teachers and para-educators•Time built in for Eports and Conferencing ie/ TAG, Family Groups , class time, celebrations•Available technology •Personalized learning conversations with students.


Part 3: Implementation Phases.


EPortfolio Stages of Implementation:

• Technology Infrastructure

• Building EPortfolios and Digital Framework

• Student Learning Profiles & Pre-Assessment

Stage 1"Conceptual"

• Collecting Artefacts and Evidence/journaling progress (Logistics)

• Multi-Age peer interviews and mini-conferencing

• Collaborative conversations & reporting sessions with learning team

Stage 2"Static" • Authentically embed into

formative assessment (informs instruction and personalizes learning strategies for students)

• 3-way conferencing with parent, student, educators

• EPortfolios linked to grading and reporting

• EPortfolios as part of school feedback loop and school planning

• Celebration of Learning

Stage 3"Authentic"

September – October November – January February - JuneSeptember – October November – January February - June


A NOTE ON CONNECTING.5 minute

conferencing

• Done 1:1 or in triads• Prep student with paper

checklist (see example)• Use questioning

strategies (see example) can use Flip Videos

• Done while students are on project tasks or in TAGs

Digital Feedback

3-way Conferencing

•Invite parents to conferences & P/T/S interviews mid-way

•Invite parents to a Celebration of Learning Evening

•Use eportfolios & paper folders in conferencing

•Prepare students & parents with outline—Grad Transitions

•Feedback on blogs or Learning Logs•Done before reporting period 1-3 times•Connected to criteria or learning strategies

•Encourage parents and teach peers to give feedback (see example)

•Make it manageable: oral and digital; less marking, more feedback staggered over one week


Roles in Eportfolio Learning.

Student Educator Parent

•Set goals for learning•Self-advocacy + learning style•Collecting artefacts•Annotations•Reflections•Use strategies for growth & achievement

•Determine learning outcomes/targets•Facilitate meta-cognition•Coaching for skills & strategies•Conferencing & feedback•Connect eportfolio assessment to grading & reporting

•Support learning by commenting/ providing feedback on digital content in eportfolio•Supporting next steps in learning•Participate in conferencing using eports as a reference

See Table 11.5 Portfolio Responsibilities p. 351


EPORTFOLIOS/AAL PHASES IN THE CLASSROOM & SCHOOL.

Pre-Plan.

• Learning Outcomes• “Starting the Year

with Significance”• Parent Invitation• Identify Tech Needs

& Support• Identify significant

units & themes (LO, rubrics)

• 15% time for Assessment AS Learning (AAL) or EPorts

Phase 1.

• “Getting to Know You”

• Distribute Parent Letter or Email (group)

• Learning Inventory (paper—digital)

• Learning Outcomes & Evidence (Davies)

• Tech Support for Eport platform & development

Phase 2.

• Determine Unit Targets

• Prior Knowledge post in Learning Log

• Begin Unit, coach for meta-cognition & feedback based on criteria

• Post in Learning Log mid-way & 5 min conferences

• End of unit: artefact, annotation, justification (rubric) and Learning Log reflection

• Final mini-conference/ oral or digital feedback based on criteria

Phase 3.

• Digital feedback for one unit or mid-way through semester

• Parent email (contact list) for eport feedback for blog

• Learning Team meets to discuss students based on eports

• P/T/S interview night with eports and evidence

• Reporting done collaboratively, with link to eport as evidence

• Celebration of Learning Evening


PART 4: PAUSE & THINK.SCOPE & SEQUENCE ACTIVITY.

“How could we plan for and implement eportfolios and Assessment AS Learning in across subjects? On a whole school level? At a district level?”


Learning Intentions & Guiding Questions Revisited.

Today we will explore Eportfolios as a vehicle for student ownership and walk away with ideas, strategies, and a simple plan to embed Eportfolios into our learning context.

How do we move from a culture of marks and assignments to a culture of improving learning?

How do we help students take ownership of their own learning?

What are Next Steps?


THANK YOU!

E portfolio Scope & Sequence 2011

Education

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