1 / 73

Digital Portfolios, Student Led Conferences and VELS Graeme Henchel

Digital Portfolios, Student Led Conferences and VELS Graeme Henchel. Digital Portfolios & Student Led Conferences. What? Why? How? When?. Examples. The Components. Foundation Studies Unit Digital Portfolio Process Student Led Conference. What is an Effective Digital Portfolio?.

tekli
Download Presentation

Digital Portfolios, Student Led Conferences and VELS Graeme Henchel

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Digital Portfolios, Student Led Conferences and VELS Graeme Henchel 2007

  2. Digital Portfolios & Student Led Conferences What? Why? How? When? 2007

  3. 2007

  4. Examples 2007

  5. The Components • Foundation Studies Unit • Digital Portfolio Process • Student Led Conference 2007

  6. What is an Effective Digital Portfolio? • Shows progress and learning • Linked to VELS and well organised • Contains student reflection and evaluation • Suggests goals and ideas for improvement • Gives an overall picture of the student Initially the desire is to get any work onto the portfolio. Overtime students will become more selective about which artefacts are used to demonstrate learning and progress 2007

  7. Why Use a Digital Portfolio Process? • VELS Foundation Studies Checklist • PoLT PoLT Checklist • Assessment and Reporting DET • Engagement and Accountability • Teaching for the future 2007

  8. We are using Digital Portfolios to • Demonstrate student learning across all VELS domains • Facilitate learning and assessment in the domains of • Personal Learning • ICT • Thinking • Communication • Facilitate the development of student’s personal learning goals 2007

  9. We are also using Digital Portfolios to • Increase the relationship/partnership between teachers and students • Increase collaboration between teachers • Increase the use by teachers of e-learning strategies 2007

  10. Selling the Concept Linking the use of a Digital Portfolio process to the implementation of VELS was a powerful lever 2007

  11. Digital Portfolio Source Rubrics (VELS) • Personal Learning • ICT • Thinking • Student Rubric 2007

  12. Conference Assessment sheets • Year 7 semester 1 • Year 7 semester 2 • Year 8 semester 1 • Year 8 semester 2 2007

  13. How do you develop a digital portfolio process? • Technical issues • Network infrastructure/management • PowerPoint?, Word?, Web? • Template? • File Management? • Data collection? • Equipment usage 2007

  14. Technical Process • Develop template • Preload or import template folder • Teach students basic software processes • Set up student websites on intranet • Note: The website can be developed and stored on a memory key or a network space and displayed privately without being placed on an intranet 2007

  15. Web Templates Primary Secondary 2007

  16. A snapshot of Laura’s folder/file structure FLASH ICT Level 5 Outcome “manage files to secure their contents and enable efficient retrieval “ 2007

  17. How do you develop a digital portfolio process? • Teaching and learning issues 2007

  18. Whole School Issues • Leadership Support • Technical Infrastructure • Team of participating teachers • Technical support • Teaching and Learning support • Long Term view • Financial support ($22000 grant) 2007

  19. Teaching and learning support • Cluster Educator (I&E) • Graeme Henchel • E-learning coach (YVeL) • Dot Anikitou • Intranet WEBSITE • Foundation studies program 2007

  20. Absolutely necessary condition A team of teachers willing to have a go. 2007

  21. Teachers • Teacher risk taking and learning • Use ICT as part of their normal teaching • Teach the skills of goal setting, monitoring and reflection • Provide time for students to work on the digital portfolio process • Value the digital portfolio process 2007

  22. Students • Opportunities to produce digital learning artefacts • Assistance to effectively utilise these in their portfolio. • They need some help with technical issues but not much 2007

  23. The dialogue with students • What is the purpose? • What are the types of portfolio? • How will artefacts be collected? • How will artefacts be selected? • How will personality be injected? • How will reflection be included? • Who will be the audience 2007

  24. What is the purpose? • Student self-assessment and reflection. • Increase student accountability • Increase student engagement • Demonstrate student achievement in VELS. • Assess student achievement in VELS • Develop learning in particular domains (Personal Learning, ICT, Communication,Thinking) • Demonstrate progress to parents. • Provide overall picture of the student and make connections across domains. 2007

  25. How are artefacts/files be collected, organised and stored? • Students need e-learning and access to digital resources • Teachers should train students to collect • Students store files in an organised way • Not all files will be used in the DP • Students also collect non digital evidence 2007

  26. How are items to be included in the portfolio be selected? • Include work that shows learning. • Select work to show progress. • Have a spread across domains. • Note: One artefact may show learning across several domains. • Show achievement of learning goals. • Students need help to select and reflect 2007

  27. How can the student inject their own personality? • Students should have some scope to personalise their portfolio • Beware the tendency for style over substance. • Develop a “Quality” rubric and focus on the portfolios purpose. Eg1Eg2 2007

  28. How will the student reflect meta-cognitively on the items? The reflection process starts with the decision to include a particular piece of work in a portfolio. • Why am I selecting this artefact and what learning does it demonstrate? • How does it connect to my learning goals? • How does it demonstrate achievement of particular learning standards? • How will I convey its importance to an audience? Skip reflection Details (19 slides) go to Projection 2007

  29. 2007

  30. student reflections and self assessment • develop and demonstrate • Thinking and Personal Learning domains. 2007

  31. 2007

  32. Use reflection in regular practise. • Reflection journal or blogg “What I learnt today” and “What I am confused about”. • Include reflection in assessment rubrics. “What I thought I did well in this project” • Use instant feedback eg. “Hands high if you understand, low if you don’t” • Summarise learning at the end of a lesson. Concept map learning at the end of a unit 2007

  33. Plan ahead for reflection Start • K – What do you KNOW about the topic. • W – What do you WANT to learn (and need to learn: identify learning standards, learning tasks and design an assessment rubric) Reflection • L – What have you LEARNT • H – HOW did we learn it 2007

  34. Unit Planning • Tell students what essential learning standards are to be developed, • Negotiate and plan the learning activities • Cooperatively design an assessment rubric or capacity matrix Dave Greenwells Percentages Unit 2007

  35. Reflect on Reflection • Teachers can model reflection by, • reflecting with the whole class on a learning activity, • providing examples of effective reflections • discussing what effective reflection looks like • providing reflection stems, scripts and scaffolds. 2007

  36. Effective reflections involve four progressive stages. • Description of the product and task • An identification of the relevant learning (Standards) demonstrated by the artefact • An Evaluation of the artefact • Suggestions for improvement 2007

  37. The Description • States what the artefact is and what the student did to produce it. • The minimum requirement for any portfolio sample. 2007

  38. The Standards • Based on the VELS statements and “progression points” see VCAA website and Student Learning website. • Unpack and paraphrase standards • Connect standards across multiple domains 2007

  39. The Evaluation • The evaluation stage is about judging • quality of the work/product, • quality of thinking/learning • quality of work processes • quality of improvement 2007

  40. Monitor progress • Evaluating change over time through • comparison with earlier artefacts • data collection and analysis. 2007

  41. Assessment rubric • Ideally involve students in designing the rubric at the start of the activity. • At least explain the rubric • Use teacher, self and peer assessment 2007

  42. Evaluation stems • I am very proud of this work because….. • What I learned form doing this work was…. • This piece was a challenge because….. • I have chosen this piece of work because…. • This piece of work shows that I…… • I’ll remember this in 2O years because……. • I liked this work because… • If I could do this again I would…. • This piece will surprise many people because… • This piece was my greatest challenge because… • The Habits of Mind I used in this piece of work were… • In completing this work I used the following intelligences…. • This piece of work shows my higher order thinking because….. • Compared to my past work this piece of work shows improvement in… • Using the self assessment criteria I gave myself……… • This piece shows that I understand how to… • This piece is important because… • I think my parents will be impressed with this work because…. • This piece shows I have met learning standard…… because…. • This piece really shows how I have improved because… 2007

  43. 2007

  44. Using Theoretical Frameworks • Costa : Habits of Mind What are the behaviours, attitudes and skills of effective learners/thinkers • Gardner: Multiple Intelligences What are the different types of intelligence evident in thinking, learning and doing • Bloom: Taxonomy of thinking How can you classify and distinguish different order/levels of thinking Skip details go to monitor progress 2007

  45. Costa: Habits of Mind 2007

  46. Gardner: Multiple Intelligence 2007

  47. Blooms 2007

  48. Suggestions for improvements • Goals for improvement • Actions for improvement • Monitoring plans 2007

  49. Projecting improvement “Students set realistic short and long-term learning goals for a variety of tasks and evaluate their progress.” (PL standard) • Student goal setting is also a reporting requirement in years 7-10. • Goals can be related to performance in a particular discipline or general work habits. • Identify particular short term actions • Plan a monitoring and assessment process 2007

  50. Who will be the audience for the Portfolio? • The most important audience is the student themselves. • Student Led Conference is an audience for parents (family) and teachers 2007

More Related