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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?. - PowerPoint PPT Presentation
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2007
Digital Portfolios, Student Led Conferences and VELS
Graeme Henchel
2007
Digital Portfolios & Student Led Conferences
What? Why? How? When?
2007
2007
Examples
2007
The Components
1. Foundation Studies Unit2. Digital Portfolio Process3. Student Led Conference
2007
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
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
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
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
Selling the Concept
Linking the use of a Digital Portfolio process to the implementation of VELS was a powerful lever
2007
Digital Portfolio Source Rubrics (VELS)
Personal Learning ICT Thinking Student Rubric
2007
Conference Assessment sheets
Year 7 semester 1 Year 7 semester 2 Year 8 semester 1 Year 8 semester 2
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Technical issues
Network infrastructure/management PowerPoint?, Word?, Web? Template? File Management? Data collection? Equipment usage
How do you develop a digital portfolio process?
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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
Web Templates
Secondary Primary
2007
A snapshot of Laura’s folder/file structure
ICT Level 5 Outcome
“manage files to secure their contents and enable efficient retrieval “
FLASH
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How do you develop a digital portfolio process? Teaching and
learning issues
2007
Whole School Issues
Leadership Support Technical Infrastructure Team of participating teachers Technical support Teaching and Learning support Long Term view Financial support ($22000 grant)
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Teaching and learning support
Cluster Educator (I&E) Graeme Henchel
E-learning coach (YVeL) Dot Anikitou
Intranet WEBSITE Foundation studies program
2007
Absolutely necessary condition
A team of teachers willing to have a go.
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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
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
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
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
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
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
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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. Eg1 Eg2
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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
2007
student reflections and self assessment
develop and demonstrate
Thinking and Personal Learning domains.
2007
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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
Plan ahead for reflectionStart 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
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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
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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.
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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
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The Description
States what the artefact is and what the student did to produce it.
The minimum requirement for any portfolio sample.
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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
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The Evaluation
The evaluation stage is about judging quality of the work/product, quality of thinking/learning quality of work processes quality of improvement
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Monitor progress
Evaluating change over time through comparison with earlier artefacts data collection and analysis.
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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
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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
P M IPositives about feelings, the work itself and the process.
Minuses about feelings, the work itself and the process.
Ideas and Improvements to assist future learning
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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
Costa: Habits of Mind
Striving for accuracyThinking interdependentlyOpen to continuous learningCreating, imagining, innovatingThinking FlexiblyFinding HumourManaging impulsivityListening with understanding and empathy
Thinking about thinkingUsing past knowledge in new situationsPersistingQuestioning and posing problemsTaking responsible risksUsing all the sensesThinking and communicating clearlyResponding with wonderment
2007
Gardner: Multiple Intelligence
Words (Verbal/Linguistic)
Visual & Spatial
Body (Kinaesthetic)
People (Interpersonal)
Logic & maths
Music & sound
Self (intrapersonal)
Naturalist
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Blooms
Fin
din
g O
ut
1. REMEMBER—Retrieve relevant knowledge from long-term memory.
2. UNDERSTAND—Construct meaning from instructional messages, including oral, written, and graphic communication.
Sortin
g O
ut
3. APPLY—Carry out or use a procedure in a given situation.
4. ANALYZE—Break material into constituent parts and determine how parts relate to one another and to an overall structure or purpose.
Takin
g C
on
trol
5. EVALUATE—Make judgments based on criteria and standards.
6. CREATE—Put elements together to form a coherent or functional whole; reorganize elements into a new pattern or structure.
2007
Suggestions for improvements
Goals for improvement Actions for improvement Monitoring plans
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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
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
When do we “do” Digital portfolios?
Teaching the technical/software skills Discussing the purpose and process of the
portfolio
Producing digital artefacts
Teaching and doing effective reflection
Preparing for a presentation event
E-Rich Learning Student Led Conference
2007
Developing an E-Rich curriculum
Learning specific software Short online activities Longer research projects Capturing Digital record Effective IT presentations Blogging
Boys in IT program
2007
Learning Specific Software
Always learnt best by applying Eg Footy Scoreboard in excell Eg Rounding Numbers in PowerPoint
2007
Short Online activities
Learning Federation objects
Online Interactives, eg Shodor, NVLM, BBC, ABC ……..
Search using Education Channel, E-themes, Google
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Capturing Digital Content
Scanners Digital still cameras Digital Movie cameras Microphones Products from Software applications
Who?
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Effective IT presentations
Develop and use rubrics that emphasis content over style.
Advice Use a separate rubric for Presentation
and IT aspects Example Show exemplars eg Thinkquests
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Perfecting by Self assessingBelow
expectations
At expectations Above expectations
Content Artefacts presented in 3-4 Domains
All domains covered in isolation
All domains covered with connections established between domains
Reflection No evidence of reflection
Some evidence of reflection but little connection to learning standards or meta-cognition
Reflections clearly link to student learning goals, achievement of learning standards and learning habits
Goal setting
No evidence of goal setting
Goal setting in some areas
Comprehensive Goal setting linked to personal learning domain.
Appearance
Navigation and appearance detracts from purpose
All links work and consistent layout and look maintained
Presentation effects enhance the purpose of the portfolio.
2007
Personal Learning
I identify my preferred learning styles and use strategies that promote my learning.
I monitor and describe my learning progress and use learning habits that address my needs.
I describe task progress and achievements and suggest how outcomes may have been improved.
I negotiate learning improvement goals and justify the choices I make about my own learning.
Thinking I collect relevant information from a range of sources and make judgments about its worth.
I articulate my thinking processes.I document changes in my ideas and beliefs over time.
I use the information I collect to develop concepts, solve problems or inform decision making.
I use a broad range of thinking processes and tools, and reflect on and evaluate their effectiveness.
Communic.
I develop interpretations of the content and provide reasons for them.
I summarise and organise ideas and information, logically and clearly in a range of presentations.
I identify the features of an effective presentation and adapt elements of my own presentations to reflect them.
Using provided criteria, I evaluate the effectiveness of my own and others’ presentations.
ICT I use ICT tools to assist my thinking processes and reflect on the thinking strategies I use.
I manage my files to secure their contents and enable efficient retrieval
I record my decisions and actions when solving problems and clarifying thoughts.
I process data and information to create solutions to problems and information products
I use ICT to support oral presentations to live local audiences and to present ideas and understandings to unknown, remote audiences.
I use ICT efficiently to capture, validate and manipulate data for required purposes.
I monitor and evaluate the changes in my own and others’ thinking strategies.
I evaluate the usefulness of ICT for solving different types of problems and reflect on the effectiveness of my own use of ICT.
2007
What is a Student Led Conference Why have a student led conference How are they organised
Student Led Conference
Digital Portfolio
2007
What is Student Led Conference?
The student “leads” parents and teachers through a structured presentation of the students learning
The conference may then shift towards a Three Way conference
2007
Why use Student Led Conferences?
encourage student responsibility and accountability
practice student self-evaluation develop students’ organizational and
oral communication skills increase student self-confidence increase parent attendance encourage open 3 way dialogue
2007
How to prepare for Student Led Conferences
School wide decisions. Principal and administration support. The relevant cohorts determined. Willing participation of teachers. Mechanics of the event and dates set. Practical Leadership support. Financial and PD support.
2007
Teachers
Don’t assume or underestimate students abilities.
Have a dialogue about the purpose Develop a generic agenda, Assist with preparation of artefacts,
reflections and goal setting Ensure equipment and space is ready. Teacher checklist
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Students
preparing their portfolio, including non digital artefacts, reflections….
prepare a generic subject scripts prepare self analysis Work habits, Costa’s
Habits Multiple Intelligences rehearsing their script and presentation. summary statement of their performance prepare next semesters goals Student Checklist
2007
Parents
Notify of the new format.
Students can prepare an “invitation”.
Involve parents in assessing presentation.
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The Conference a agenda
Introduce parents to teacher Explain how the conference will run. Start with personal learning goals. Present and discuss progress in particular areas. Present and discuss overall generic learning analysis Summarise progress made this semester. State learning goals for the next semester. Seek parent comment on progress and presentation.
Ask parents to assess using ‘Portfolio rubric’ Move into a 3 way discussion of the future Thank everyone for coming.
2007
Further advice for teachers
Keep your expectations real. Move from student led
conference to three way dialogue Use generic learning analysis forms (
Work habits), (how do I see myself), (Costa’s Habits), (quality learning capacities)
Use the bone diagram to look forward
2007
3. Positive forces that create success growth
1.Present Performance
2. Future Performance
5. Short term actions
4. Negative forces that prevent growth
2007
After the Conference
Complete the post conference reflection form and place this in the communication domain of the digital portfolio
2007
Parent Feedback
“We were very impressed with how Ben is becoming confident and comfortable navigating his way around the computer. He has worked very hard”
“Wonderful Alex. Enjoyed looking at the work you’ve been doing at school. Well done!!”
2007
Student reflection video
2007
The Future
Improve students reflection skills Improve students goal setting skills Further link to VELS Involve more teachers Resolve technical problems