what is an e-portfolio? components of an e-portfolio ?? a sample of one of the reflections and...

Download What is an E-Portfolio? Components of an E-Portfolio ?? A sample of one of the reflections and recommended links on an e-portfolio ... Microsoft Word - E_Portfolio NESA 2013 Author:

Post on 18-Mar-2018

213 views

Category:

Documents

1 download

Embed Size (px)

TRANSCRIPT

  • ________________________________________________________________________________________________________ Lillian Salama 2nd Grade Teacher Cairo American College lsalama@cacegypt.org Basma Salem K-2 Technology Teacher Assistant Cairo American College bsalem@cacegypt.org

    Using E-portfolios and Voice Thread With Elementary Students

    Presented by Lillian Salama and Basma Salem Cairo American College

    What is an E-Portfolio?

    An e-portfolio is an electronic online learning record that helps students develop the self-awareness required as they reflect on their learning. It is a collection of reflections, goals, and evidence of a students learning journey over time.

    Components of an E-Portfolio: There is no set content of an e-portfolio. It may include:

    Welcoming note about the learner

    Reflections

    Goals

    Supporting Files in different formats

    Evidence of educational growth

    Evaluations (writing & reading samples) Classroom projects Display projects from special classes (Attached is a sample of the reflections and the different links recommended.)

    How e-portfolios help teachers? Teachers can use portfolios to monitor student development. Teachers share portfolios with families to help them see growth over time. Portfolios move with the students to the next grade.

    Benefits of e-portfolios:

    Students take time to think about themselves as learners.

    Students recognize their strengthens, weaknesses, and achievements, and take responsibility for them.

    Learning takes on a new depth through the reflection process.

    Students develop their own learning goals.

    Students self-esteem and self-confidence are enhanced as they take control of their learning.

    Students may share their e-portfolio with parents and relatives anywhere in the world.

    Portfolios heighten the emphasis on lifetime learning and technology skills.

  • ________________________________________________________________________________________________________ Lillian Salama 2nd Grade Teacher Cairo American College lsalama@cacegypt.org Basma Salem K-2 Technology Teacher Assistant Cairo American College bsalem@cacegypt.org

    The Process of E-Portfolio Development

    The potential benefits of e-portfolios (outlined below) have more to do with the process of e-portfolio development than with the portfolio product itself. According to Danielson and Abrutyn (1997, cited in Barrett 2001a), portfolio development involves five stages:

    Collection: Teachers and students learn to save artifacts that represent the successes (and growth opportunities) in their day-to-day teaching and learning.

    Selection: Teachers and students review and evaluate the artifacts they have saved, and identify those that demonstrate achievement of specific standards.

    Reflection: Teachers and students become reflective practitioners, evaluating their own growth over time and their achievement of the standards, as well as the gaps in their development.

    Projection: (or Direction) Teachers and students compare their reflections to the standards and performance indicators and set learning goals for the future. This is the stage that turns portfolio development into professional development and supports lifelong learning.

    Presentation: Teachers and students share their portfolios with their peers. This is the stage where appropriate public commitments can be made to encourage collaboration and commitment to professional development and lifelong learning.

    Dr. Helen Barrett (https://sites.google.com/site/eportfolioapps/Home ) (Dr. Helen Barrett retired from the faculty of the College of Education at the University of Alaska) Four Dimensions of Reflection

    Thinking back (connecting to past memories and experiences that relate to the topic) eg. What prior learning or previous life experiences come to my mind

    about this topic? Thinking forward (considering future implications of the topic) eg. What aspect of this topic would I like to study further? How

    might this learning influence my future? Thinking inward (recognizing feelings and emotions about the topic) eg. Do I have negative or positive associations with this topic? Where might that be coming from? Thinking outward (considering others point of view on the topic) eg. How might a person from a different culture view this

    topic? In what ways does that view differ from mine?

    Karen Barnstable's Blog (https://sites.google.com/site/reflection4learning/notes-reflections/karenbarnstablesblog)

  • ________________________________________________________________________________________________________ Lillian Salama 2nd Grade Teacher Cairo American College lsalama@cacegypt.org Basma Salem K-2 Technology Teacher Assistant Cairo American College bsalem@cacegypt.org

    Scope and Sequence:

    Sessions

    (1 - hour)

    Task

    Teaching Team: Brainstorm layout and web links.

    Create template on school Google account. Put students resized pictures into their server folders.

    Session One Create site from template and add their pictures to their sites.

    Session Two Students fill in their reflections and goals for the links: As a Learner and reading.

    Session Three Students fill in their reflections and goals for the links: writing and math.

    Session Four Students fill in their reflections and goals for the links: science and social studies.

    Session Five Students create a Wordle project describing themselves and save it to their server folders. (www.wordle.net)

    Teaching Team: Add the students selected samples into the students server folders.

    Record students reading into iMovie and export them to their Google docs. Scan or export any documents needed for their portfolio. Create Voicethread accounts for students (www.voicethread.com)

    Session Six Students add evidence in the form of images and files. (insert images and add files).

    Session Seven Voicethread recording session

    Session Eight Embed Voicethread recordings into their Google sites and insert their reading movies.

    Session Nine and Ten

    Rehearse teaching team model

    Students change roles (student/parent)

  • ________________________________________________________________________________________________________ Lillian Salama 2nd Grade Teacher Cairo American College lsalama@cacegypt.org Basma Salem K-2 Technology Teacher Assistant Cairo American College bsalem@cacegypt.org

    E-portfolio Conference Suggested Points of Discussion Between Students and Parents

    You are probably wondering how I identified my strengths. You are probably wondering how I set my goal. You are probably wondering how I work on my goal throughout the trimester. You are probably wondering how putting together this portfolio has helped me.

    What is Voicethread

    Why use Voicethread?

    It is a free web tool that serves as an introduction to reflective writing and collaborative interactions with other audience.

    Attached:

    A sample of one of the reflections and recommended links on an e-portfolio Guidelines for creating an e-portfolio with Google sites Guidelines for using Voicethread website as a tool to display students evidence. Guidelines for sharing Voicethread safely (handout from Voicethread website)

  • ________________________________________________________________________________________________________ Lillian Salama 2nd Grade Teacher Cairo American College lsalama@cacegypt.org Basma Salem K-2 Technology Teacher Assistant Cairo American College bsalem@cacegypt.org

    Sample of the Reading Reflection matrix:

    Reflection S T Y=Yes N=No A=With Assistance

    1 I use different decoding strategies to read challenging words. Y Y

    2 My reading sounds fluent. Y Y

    3 I read with expression. A Y

    4 I can name the characters and setting of a story. A Y

    5 I read for meaning. Y Y

    6 I can tell you what happened at the beginning, middle, and end of a story. Y Y

    7 I can identify the author's message in a story. Y Y

    8 I make connections when I read. Y Y

    9 I can predict what will happen next in a story. Y Y

    10 I create a mental image when I read. Y Y

    11 I can complete a written response about the book I read. Y Y

    12 I can discuss the book I read with others. Y Y

    13 I read and understand nonfiction books. Y Y

    14 I can identify things I've learned from a nonfiction book. Y Y

    My goal in reading for trimester two is...

    To read harder books, and to challenge my self too.

  • ________________________________________________________________________________________________________ Lillian Salama 2nd Grade Teacher Cairo American College lsalama@cacegypt.org Basma Salem K-2 Technology Teacher Assistant Cairo American College bsalem@cacegypt.org

    Two Examples of Recommended Links:

  • ________________________________________________________________________________________________________ Lillian Salama 2nd Grade Teacher Cairo American Colle