Introduction to Professional Portfolio

1. Introduction to Professional Portfolio DTLT 602 DTLT 602 Introduction

2. I cannot teach anybody anything, I can only make them think. Socrates DTLT 602 Introduction

3. Do you agree?? • What the teacher is, is more important than what he teaches. Soren Kierkegaard • Teachers open the door. You enter by yourself. Chinese Proverb • The only thing that interferes with my learning is my education. Albert Einstein DTLT 602 Introduction

4. … agree ?? • The teachers who get "burned out" are not the ones who are constantly learning, which can be exhilarating, but those who feel they must stay in control and ahead of the students at all times. Frank Smith • The most important knowledge teachers need to do good work is a knowledge of how students are experiencing learning and perceiving their teacher's actions. Steven Brookfield DTLT 602 Introduction

5. Course Aims & Outcomes DTLT 602 Introduction

6. Aim This course will facilitate the process of reflection on learning gained throughout the study of DTLT501, 502, 511, 504 and 611 (Foundation courses). DTLT 602 Introduction

7. Learning Outcomes On successful completion you will be able to • Use and document a reflective process to demonstrate reflection on learning through DTLT foundation • Demonstrate the application of this learning towards enhancing student learning and improving their own teaching practice. What does this mean to you ? DTLT 602 Introduction

8. DTLT 602 Assessment Present your learning journey, showing how you have developed as a teacher, enhanced student learning and improved your practice over time. Provide evidence of your development from your reflection on learning (Portfolio of evidence) DTLT 602 Introduction

9. Key concepts DTLT 602 Introduction

10. Concepts we will exploreThe DTLT Graduate profile is the basis of assessing you for 602 • Reflective practice as a tool for exploring understanding learning & teaching • Developing your role as an educator with a dual professional pathway • Contributing to and learning from your community of practice • Practice informed by theory • Recognising developing skills and knowledge of learning & teaching DTLT 602 Introduction

11. In order to achieve this… Course work • Workshop 1 • Individual support from DTLT tutor Approx. 20 hours • Individual • Personal professional development • Portfolio • Recording of learning • Reflection on learning • Final Presentation • Approx. 80 hours DTLT 602 Introduction

12. Learning Activities Examples • Goal setting & review • to help focus your learning • Learning conversations • to facilitate reflection on practice • Considering values, ethics, dilemmas • to explore diverse perspectives • Learning & teaching project • to develop inquiry skills • Feedback on practice • to gain input into your practice DTLT 602 Introduction

13. How does a portfolio help you achieve? It gives you an ‘space ‘ in which you can organise your evidence of learning: • Evidence – artifacts, journal, record of activity, examples of best work etc • Annotation – what is the learning from these? • Critical reflection – how does my learning impact on my practice? • Structure – develops the ‘themes’ to your elarning • Mapping + claim - show how your learning matches the required framework (graduate profile) DTLT 602 Introduction

14. Framework for reflection DTLT 602 Introduction

15. Stages of reflection • Descriptive recall of events, tasks, learning event(s); includes context • Reflection comments on ownperspectives, behaviour, feelings, values, assumptions, beliefs • Reflection comments on others’ …… • Explores/inks to other knowledge, previous experience or theory • States what has been learned or solved. Discusses strength & weaknesses of any planned action • Identifies the principles/ implications/ other related issues or question to be aware of or explore DTLT 602 Introduction

16. Improving the quality of reflection by deepening it •  In deepening reflection, there are shifts – • from description to reflective account • from no questions to questions to responding to questions • emotional influence is recognised, and then handled increasingly effectively • there is a ‘standing back from the event’ • self questioning, challenge to own ideas • recognition of relevance of prior experience • the taking into account others’ views • metacognition - review of own reflective processes DTLT 602 Introduction

17. Communities of Practice DTLT 602 Introduction

18. DTLT 602 Introduction

19. Mitchell & Wood, 2001 DTLT 602 Introduction

20. Professional development process DTLT 602 Introduction

21. IFL August,2009 DTLT 602 Introduction

22. DTLT 602 Introduction

23. Portfolios DTLT 602 Introduction

24. Why authentic assessment? • You can fluke a multi choice test, but you can’t fluke assessment set in real life authentic contexts! • Values ‘real’ work and learning • Recognises and values diverse backgrounds and contexts • Thrives on complex relationships • Allows the learner to design & discover • Reflects challenges typical of the workplace • Mixes cognitive and affective domains of learning • Incorporates social learning • Suits extended timeframes • Suits ‘messy’ learning DTLT 602 Introduction