Designing ePortfolios to Promote & Assess Adaptive ExpertiseEvelyn Reed, Serra De Arment, Angela WetzelVirginia Commonwealth University

TED Conference 2012Grand Rapids, MI

Session Overview

AE

•Adaptive Expertise & Program Outcomes for SET candidates

AE +

CEC

•AE Elements & CEC Standards: How to promote AE?

ePortfol

io

•ePortfolio: Tool to promote, document, & assess AE

Adaptive Expertise: Gold Standard(Hammerness, Darling-Hammond, & Bransford, 2005)

• Adaptive Dispositions– Holding theories lightly, the world is complex and messy– Seeking out feedback, willing to ask questions– Being driven to learn, curious, motivated by problem-solving

• Metacognitive Skills– Assessment of level of expertise, monitoring comprehension,

understanding self as problem solver – Monitoring results and performance

• Cognitive Skills– Inventing new procedures, balancing efficiency and innovation– Causal reasoning, selecting appropriate approach based on

data and hypotheses

Adaptive experts balance the dimensions of innovation and efficiency. (Bransford, Derry, Berliner, & Hammerness, 2005)

Adaptive Expertise for SET• Meet needs of diverse learners• Apply pedagogical knowledge in varied situations• Adapt environments, instruction and support which

requires problem-solving, experimentation, critical assessment, and reflection

• Manage challenges of beginning practice– Collaboration, teaching in multiple content areas,

understanding legal and procedural knowledge, time management, flexibility

AE & Program Outcomes• Target level on clinical continuum

– building on reflection, making changes to improve, adjust, expand & connect

• Standard 1. Positive & Safe Environmentc. Time management: Reflects on strategies used for managing time effectively, makes adjustments to routines and adopts new plans that maximize time on task for student learning.

Curriculum Mapping Example

Alignment Activity: AE Tenets & CEC Standards

ePortfolios

• Visible framework (standards), but flexible• Throughout program • Regular feedback• Supportive & challenging environment• Illuminate growth & document learning• Accessible for community engagement• Program effectiveness

– Candidate learning– Faculty effectiveness

ePortfolios in Action

• VCU Special Education – template

• Candidate Example 1• Candidate Example 2

ePortfolios & Reflection• Teach reflection using explicit expectations (e.g.,

rubric) (Dalal et al., 2012; Pitts & Ruggirello, 2012; Wetzel & Strudler, 2006)

• Associate reflection with an assignment (Jenson, 2011)

• Focus reflection prompts on candidate’s experience but tie in standards and theory (Wetzel & Strudler, 2006 ; Yao et al., 2009)

• Require candidates to justify and explain decisions (Bransford, 2004; Crawford et al., 2005; Hatano & Inagaki, 1986; Inagaki & Miyake, 2007)

Scaffolding Reflection for AE• Reflection on positive teaching

experiences prompted greater innovation & motivation (Janssen et al, 2008)

• Guiding & reflecting supervision style prompted more discussion of novice problems - unquestioned familiarity, dual purpose, context (Soslau, 2012)

Core Content for ReflectionReflect on what you did in this experience/assignment:1. What other options and/or perspectives did you consider?2. Why did you make the decisions as you did?3. Accounting for what you know now from additional

experience, student outcomes, and faculty/community feedback, what would you do the same and/or differently next time? And why?

4. Articulate your growth and gaps in knowledge, skills, and dispositions related to the standards evidenced in this experience/assignment. What else could you do (e.g., resources, experiences) to address gaps and further growth?

Your experiences• Using ePortfolios• Prompting reflection about adaptive

dispositions, decision making, and problem solving

• Continuing the dialog http://wp.vcu.edu/soesedp