digital portfolios could be used as a “parking lot”
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Edmodo for "Book Clubs" « Periods of Reflection - 1 views
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5 Essential Questions About ePortfolios - Getting Smart by Susan Lucille Davis - edchat... - 18 views
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This idea -- the students need to take ownership, sift through their learning and make sense of their triumphs and challenges. We feel that this is a VERY meaningful learning experience.
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One of the most important aspects for us about portfolios is that reflection happens - putting portfolio together is not just making a checklist - it is thinking about your learning - the metacognition.
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What is the teacher’s role?
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Creating a personal portfolio as an exemplar to model for students would be a way to guide students' learning
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That is great! I kept my portfolio from ETEP and have often shown them my own portfolio. But perhaps creating my own writing portfolio would be helpful and show that this is something that writers do -- not just students.
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in other words, a place for gathering all of one’s academic, artistic, athletic, or other achievements from kindergarten to twelfth grade.
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As a content area teacher, I use e-portfolios in place of lab notebooks. All the students lab reports are housed in a digital setting. So my goals and vision for e-portfolios are much more singular.
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Something our district is looking at doing. Spotty digital portfolios now. MYP and IB require reflection!
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Some students will take the bull by the horns and make the most of the features of the portfolio process and program. Of course others will just go through the motions to get it done. Either way, the process of creating is what's important - the generation of a body of work that the student will consider and the process of accomplishing the task as well.
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This is my concern with moving in the direction of an ePortfolio. I've seen this happen with "paper" portfolios time and time again. Lots of work is put into it and when it's finished parents see it as a "keepsake" and still want a "grade". How do we change this culture? How do we assist parent and administrators.
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shared by seth_mitchell on 27 Feb 12
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Common Core State Standards Initiative | Mathematics | Introduction | Standards for Mat... - 0 views
www.corestandards.org/...ards-for-mathematical-practice
math Standards common core Technology writing
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Mathematically proficient students can explain correspondences between equations, verbal descriptions, tables, and graphs or draw diagrams of important features and relationships, graph data, and search for regularity or trends
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the ability to contextualize, to pause as needed during the manipulation process in order to probe into the referents for the symbols involved. Quantitative reasoning entails habits of creating a coherent representation of the problem at hand; considering the units involved; attending to the meaning of quantities, not just how to compute them; and knowing and flexibly using different properties of operations and objects.
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In middle grades, a student might apply proportional reasoning to plan a school event or analyze a problem in the community. By high school, a student might use geometry to solve a design problem or use a function to describe how one quantity of interest depends on another. Mathematically proficient students who can apply what they know are comfortable making assumptio
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Mathematically proficient students at various grade levels are able to identify relevant external mathematical resources, such as digital content located on a website, and use them to pose or solve p
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roblems. They are able to use technological tools to explore and deepen their understanding of concepts.
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In the elementary grades, students give carefully formulated explanations to each other. By the time they reach high school they have learned to examine claims and make explicit use of definitions.
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shared by thebda on 26 Sep 12
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Miss T's Reflections: Digital Storytelling in Class - 1 views
miskaytea.blogspot.co.nz/...tal-storytelling-in-class.html
digital storytelling writing digital writing
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