Skip to main content

Home/ UWCSEA Teachers/ Group items tagged portfolios

Rss Feed Group items tagged

Filter: All | Bookmarks | Topics Simple Middle
Louise Phinney

Digital Video Portfolios in PE « Mr Robbo - The P.E Geek - 1 views

thepegeek.com/...digital-video-portfolios-in-pe

video portfolios p e geek

shared by Louise Phinney on 27 Jul 12 - No Cached
  • Louise Phinney on 27 Jul 12
     
    "In recent weeks I have playing with the exciting combination of Easy Portfolio and Coaches Eye inside of the PE classroom. This has enabled the easy recording and storing of video analysis activities. Check out the apps working in concert together below."
Keri-Lee Beasley

Response: Ways To Help Students Develop Digital Portfolios - Classroom Q&A With Larry F... - 0 views

blogs.edweek.org/...evelop_digital_portfolios.html

technology portfolios reflection blogs learning journals uwcsea_east

shared by Keri-Lee Beasley on 08 Jun 15 - No Cached
  • Keri-Lee Beasley on 08 Jun 15
     
    Great summary of existing ideas on Digital Portfolios.
Keri-Lee Beasley

Dutch Uncle :: Noma Bar :: Portfolio - 1 views

www.dutchuncle.co.uk/...portfolio

design posters stories visual_literacy technology

shared by Keri-Lee Beasley on 04 Nov 12 - No Cached
  • Keri-Lee Beasley on 04 Nov 12
     
    Simple posters showing famous books/movies using negative space. Beautiful and clever
Louise Phinney

Why My Six-Year-Old Students Have Digital Portfolios | Getting Smart - 2 views

gettingsmart.com/...udents-have-digital-portfolios

portfolios eportfolios blogging education

shared by Louise Phinney on 16 Mar 12 - No Cached
  • Keri-Lee Beasley on 16 Mar 12
     
    Perfect for our Infant bloggers - this is an explanation of why Kathy Cassidy has blogs for her 6 year old students.
  • Louise Phinney on 19 Mar 12
     
    For any writer or creator, it is all about the audience. Why would a student even want to write on a piece of paper for their teacher to see when they could write on their blog for the world to see?
Adrienne Michetti

More Than Blended Learning - - 0 views

morethanblended.com

BlendedLearning book portfolio video

shared by Adrienne Michetti on 27 May 15 - No Cached
  • Adrienne Michetti on 27 May 15
     
    "Blended solutions combine contrasting learning methods and media in order to maximise effectiveness and efficiency. The More Than approach goes a step further to ensure the blend results in application to real-world tasks and the learner is supported along the whole length of their learning journey." This site includes a portfolio of resources, case studies, and video. 
Mary van der Heijden

Pics4Learning | Free photos for education - 1 views

www.pics4learning.com

shared by Mary van der Heijden on 09 Sep 12 - Cached
  • Mary van der Heijden on 09 Sep 12
     
    Pics4Learning is a safe, free image library for education. Teachers and students can use the copyright-friendly photos and images for classrooms, multimedia projects, web sites, videos, portfolios, or any other project in an educational setting.
Katie Day

WorldImages - 0 views

worldimages.sjsu.edu/?sid=26964&x=4243514

images cultures history teacher_resources science art G5_voices

shared by Katie Day on 20 Sep 10 - No Cached
  • Katie Day on 20 Sep 10
     
    "The internationally recognized WorldImages database provides access to the California State University IMAGE Project. It contains almost 75,000 images, is global in coverage and includes all areas of visual imagery. WorldImages is accessible anywhere and its images may be freely used for non-profit educational purposes. The images can be located using many search techniques, and for convenience they are organized into over 800 portfolios which are then organized into subject groupings. To explore them click below. "
Katie Day

Yokohama International School: Learning Hub - 0 views

blogs.yis.ac.jp

primary_school blogs international_schools school_websites

shared by Katie Day on 17 Sep 10 - Cached
  • Katie Day on 17 Sep 10
     
    "The main YIS website is, and will continue to be, a place to display important information about the school. The learning hub is different, it is a collaborative space intended to host communication and dialogue. Therefore at the centre of the learning hub are the students' own individual websites . These websites are a place for the students to host their projects and ideas. They serve as weblogs (blogs) and digital portfolios. The students will design and adapt their own sites to suit these different functions and will be encouraged to explore and experiment with a variety of digital tools as this project develops."
Katie Day

Education Week Teacher Professional Development Sourcebook: Change Agent - 0 views

www.edweek.org/...01richardson.h04.html

teaching 21stcenturylearning

shared by Katie Day on 17 Oct 10 - No Cached
  • You’ve written that too many teachers are “un-Googleable.” What do you mean by that and why does it matter? What I mean is that too few teachers have a visible presence on the Web. The primary reason this matters is that the kids in our classrooms are going to be Googled—they're going to be searched for on the Web—over and over again. That's just the reality of their lives, right? So they need models. They need to have adults who know what it means to have a strong and appropriate search portfolio—I call it the “G-portfolio.” But right now—and this is my ongoing refrain—there’s no one teaching them how to learn and share with these technologies. There's no one teaching them about the nuances involved in creating a positive online footprint. It's all about what not to do instead of what they should be doing. The second thing is that, if you want to be part of an extended learning network or community, you have to be findable. And you have to participate in some way. The people I learn from on a day-to-day basis are Googleable. They’re findable, they have a presence, they’re participating, they’re transparent. That’s what makes them a part of my learning network. If you’re not out there—if you’re not transparent or findable in that way—I can’t learn with you.
  • Why do you think many teachers are not out there on the Web? I think it’s a huge culture shift. Education by and large has been a very closed type of profession. “Just let me close my doors and teach”—you hear that refrain all the time. I’ve had people come up to me after presentations and say, “Well, I’m not putting my stuff up on the Web because I don’t want anyone to take it and use it.” And I say, “But that’s the whole point.” I love what David Wiley, an instructional technology professor at Brigham Young University, says: “Without sharing, there is no education.” And it’s true.
  • What could a school administrator do to help teachers make that shift? Say you were a principal? What would you do? Well, first of all, I would be absolutely the best model that I could be. I would definitely share my own thoughts, my own experiences, and my own reflections on how the environment of learning is changing. I would be very transparent in my online learning activity and try to show people in the school that it’s OK, that it has value. I think it’s very hard to be a leader around these types of changes without modeling them.
  • ...6 more annotations...
  • Secondly, I would try to build a school culture where sharing is just a normal part of what we do and where we understand the relevance of this global exchange of ideas and information to what we do in the classroom.
  • There’s a great book called Rethinking Education in an Era of Technology by Allan Collins and Richard Halverson. For me, these guys absolutely peg it. They talk about how we went from a kind of apprenticeship model of education in the early 19th century to a more industrialized, everybody-does-the-same-thing model in the 20th century. And now we’re moving into what they call a “lifelong learning” model—which is to say that learning is much more fluid and much more independent, self-directed, and informal. That concept—that we can learn in profound new ways outside the classroom setting—poses huge challenges to traditional structures of schools, because that’s not what they were built for.
  • What we have to do is build a professional culture that says, “Look, you guys are learners, and we’re going to help you learn. We’re going to help you figure out your own learning path and practice.” It’s like the old “give a man a fish” saying. You know, we’re giving away a lot of fish right now, but we’re not teaching anybody how to fish.
  • If you were a principal, in order to foster network literacy as you envision it, what kind of professional development would you provide to teachers? I think that teachers need to have a very fundamental understanding of what these digital interactions look like, and the only way that you can do that is to pretty much immerse them in these types of learning environments over the long term. You can’t workshop it. That’s really been the basis of our work with Powerful Learning Practice: Traditional PD just isn’t going to work. It’s got to be long-term, job-embedded. So, if I’m a principal, I would definitely be thinking about how I could get my teachers into online learning communities, into these online networks. And again, from a leadership standpoint, I’d better be there first—or, if not first, at least be able to model it and talk about it.
  • But the other thing is, if you want to have workshops, well, that’s fine, go ahead and schedule a blogging workshop, but then the prerequisite for the workshop should be to learn how to blog. Then, when you come to the workshop, we’ll talk about what blogging means rather than just how to do it.
  • If you were starting a school right now that you hoped embodied these qualities, what traits would you look for in teachers? Well, certainly I would make sure they were Googleable. I would want to see that they have a presence online, that they are participating in these spaces, and, obviously, that they are doing so appropriately. Also, I’d want to know that they have some understanding of how technology is changing teaching and learning and the possibilities that are out there. I would also look for people who aren’t asking how, but instead are asking why. I don’t want people who say, “How do you blog?” I want people who are ready to explore the question of, “Why do you blog?” That’s what we need. We need people who are willing to really think critically about what they’re doing.
Jeffrey Plaman

http://web.media.mit.edu/~kbrennan/files/Brennan_Resnick_AERA2012_CT.pdf - 0 views

web.media.mit.edu/...rennan_Resnick_AERA2012_CT.pdf

scratch programming computational thinking computer science theory

shared by Jeffrey Plaman on 25 Mar 14 - No Cached
  • Jeffrey Plaman on 25 Mar 14
     
    Computational thinking is a phrase that has received considerable attention over the past several years - but there is little agreement about what computational thinking encompasses, and even less agreement about strategies for assessing the development of computational thinking in young people. We are interested in the ways that design-based learning activities - in particular, programming interactive media - support the development of computational thinking in young people. Over the past several years, we have developed a computational thinking framework that emerged from our studies of the activities of interactive media designers. Our context is Scratch - a programming environment that enables young people to create their own interactive stories, games, and simulations, and then share those creations in an online community with other young programmers from around the world. The first part of the paper describes the key dimensions of our computational thinking framework: computational concepts (the concepts designers engage with as they program, such as iteration, parallelism, etc.), computational practices (the practices designers develop as they engage with the concepts, such as debugging projects or remixing others' work), and computational perspectives (the perspectives designers form about the world around them and about themselves). The second part of the paper describes our evolving approach to assessing these dimensions, including project portfolio analysis, artifact-based interviews, and design scenarios. We end with a set of suggestions for assessing the learning that takes place when young people engage in programming.
Sean McHugh

Learning Through Reflection - 1 views

www.ascd.org/...arning-Through-Reflection.aspx

reflection learning self-assessment

shared by Sean McHugh on 31 Oct 14 - No Cached
  • A defining condition of being human is that we have to understand the meaning of our experience
  • we want students to get into the habit of linking and constructing meaning from their experiences. Such work requires reflection
  • Reflection has many facets. For example, reflecting on work enhances its meaning. Reflecting on experiences encourages insight and complex learning. We foster our own growth when we control our learning, so some reflection is best done alone. Reflection is also enhanced, however, when we ponder our learning with others.
  • ...14 more annotations...
  • Reflective teachers help students understand that the students will now look back rather than move forward. They will take a break from what they have been doing, step away from their work, and ask themselves, "What have I (or we) learned from doing this activity?"
  • The teacher helps each student monitor individual progress, construct meaning from the content learned and from the process of learning it,
  • Teachers who promote reflective classrooms ensure that students are fully engaged in the process of making meaning.
  • in written and oral form
  • To be reflective means to mentally wander through where we have been and to try to make some sense out of it.
  • and journals
  • Habits of Mind
  • ask students to reread their journals, comparing what they knew at the beginning of a learning sequence with what they know now. Ask them to select significant learnings, envision how they could apply these learnings to future situations
  • the quality of students' reflections changes as children develop their reading and writing skills. When kindergartners were asked to reflect orally, they gave rich descriptions of their work. But as they developed their writing ability and were encouraged to write their own reflections, the reflections became less descriptive. This change puzzled the teachers until they realized that students are more concerned about spelling, punctuation, and other aspects of editing when they first learn to write. Because students do not have a great deal of fluency with their writing, they are more limited in what they describe. In contrast, when meeting with the teacher, the kindergartners elaborated on what they wrote about their work. And once students became more fluent with their writing skills, they were able to represent their reflective thoughts more easily.
  • stereotypical comments such as "This was fun!" or "I chose this piece of work because it is my best." Teachers realized that they needed to spend time teaching students how to reflect. They asked students, "What does a reflection look like when it really tells you something about the experience?"
  • Reflection was not a time for testimonials about how good or bad the experience was. Instead, reflection was the time to consider what was learned from the experience.
  • Students might collect work throughout the year as part of a portfolio process. Every quarter they can review the work in their collection folders and choose one or two pieces to enter into their portfolio. When they make those choices, they can take the opportunity to reflect on the reasons for their choices and to set goals for their next quarter's work.
  • superficial to in-depth reflections. Indicators of in-depth reflections include making specific reference to the learning event, providing examples and elaboration, making connections to other learning, and discussing modifications based on insights from this experience.
  • Sentence Stems Sentence stems can stimulate reflections. Use them in conferences (where reflection can be modeled), or put them on a sheet for students who choose writing to jump-start their reflections. Here are examples of possible sentence stems: I selected this piece of writing because … What really surprised me about this piece of writing was … When I look at my other pieces of writing, this piece is different because … What makes this piece of writing strong is my use of … Here is one example from my writing to show you what I mean. What I want to really work on to make my writing better for a reader is …
Sean McHugh

Educational Leadership:Sustaining Change:Getting into the Habit of Reflection - 1 views

www.ascd.org/...o-the-Habit-of-Reflection.aspx

education reflection portfolios learning journals

shared by Sean McHugh on 29 Oct 14 - No Cached
  • Life can only be understood backwards; but it must be lived forwards
  • In teaching, as in life, maximizing meaning from experiences requires reflection.
  • Every school's goal should be to habituate reflection throughout the organization—individually and collectively, with teachers, students, and the school community
  • ...8 more annotations...
  • the school needs to create an atmosphere for reflection
  • a time and a place for looking backward and inward, not forward and outward
  • We are going to take a break from what we have been doing, stand back, and ask ourselves, What have we learned from doing our work today?
  • the tradition in education is to simply discard what has happened and move on to new topics. This episodic approach is reflected in both classroom instruction and assessment and in change efforts as schools frantically strive to stay abreast of an array of educational improvements and mandates. Knowledgeable, vigilant, and reflective organizations, however, view school change from a broader perspective—as a process of revealing and emancipating
  • In reflective schools, there is no such thing as failure—only the production of personal insights from one's experiences.
  • which dispositions were you most aware of in your own learning
    • Sean McHugh
      Sean McHugh on 29 Oct 14
       
      Meaningful engagement with the UWCSEA Profile here. 
  • Collecting work provides documentation for comparing students' levels of knowledge and performance at the beginning, middle, and end of a project.
  • Providing sentence stems might stimulate more thoughtful reflections during portfolio conferences (where reflection can be modeled) or as an option for those who need a "jump start" for reflections: I selected this piece of writing because. . . . What really surprised me about this writing was. . . . When I look at my other journal entries, I see that this piece is different because. . . . What makes this piece of writing strong is my use of . . . . Here is one example from my writing to show you what I mean. . . .
Jeffrey Plaman

Give A Kid A Blog | Intrepid Teacher - 2 views

www.jabizraisdana.com/...give-a-kid-a-blog

blogs literacy technology eportfolio eportfolios portfolio assessment social comment

shared by Jeffrey Plaman on 22 Mar 12 - No Cached
  • I wish her grandparents could watch this, I wish I wasn’t watching it now at this conference, I wish I could have seen this unfold throughout the year and not all presented in one package, I wish I could interact with it and leave comments. I wish others– family friends etc…could also interact with it. You guessed it, I wished this portion of the conference was on a blog, and that I had had access to it months earlier.
Keri-Lee Beasley

Serious Games - Mike Farley - Teacher Portfolio - 1 views

mikefarley.weebly.com/serious-games.html

g5 g3 games technology socialstudies gamesbased learning action service pyp resources

shared by Keri-Lee Beasley on 01 Sep 11 - No Cached
  • Keri-Lee Beasley on 01 Sep 11
     
    Mike Farley has created a fantastic resource for teachers of social studies here. Under the headings: Energy, Environment, Global Poverty, Global Conflict, Migration & Civic Action, he has provided links to 'serious games', together with downloadable worksheets that aim to help students get the most out of the game.
  • Keri-Lee Beasley on 01 Sep 11
     
    You HAVE to check out this website! It would be great for our G5 unit Through the Eyes of a Child, and Energy, the G3 unit on Migration, G6 on Natural Disasters - and that's just a start...
Louise Phinney

Organize your resources in an online binder - LiveBinders - 1 views

livebinders.com

collaboration organization livebinders portfolio sharing

shared by Louise Phinney on 03 May 11 - Cached
  • Louise Phinney on 03 May 11
     
    may be a good resource?
1 - 19 of 19
Showing 20▼ items per page