The Transformation
Looking at the six facets of understanding by Wiggins and McTighe, three facets were especially highlighted in using successful portfolios: interpreting, having perspective and having self-knowledge.
E- portfolios will help student interpret in their learning by having them reflect on their work (step 3 of the portfolio process) related to our real-life connections to our texts. An e-portfolio can include photos, diagrams, multimedia, videos, audio, etc, all telling their own live’s details, linked to their connections and reflections about their learning. E-portfolios will aide in students' perception-forming in steps 4 and 5 of portfolio-making, as well as helping them have self-knowledge. In these steps, students must take direction (review reflections and set goals) and make connections (publish work for community's feedback) regarding their work. These steps allow student to see the big picture about their skill development and achievements because they are critiquing their performance, as well as receiving the community’s responses about their performance and displaying their intimate thought processes. For more information regarding the portfolio-producing steps, please see the Content description on the Total PACKage page.
At the beginning of the e-portfolio process, the teacher and the students will discuss the purpose of having successful portfolios and create the criteria. Throughout the year, the teacher will give time to reflect on the work that is curated in our Explain Everything app, on students' iPads. Checkpoints will be created so students and teachers can conference about progress and students can modify, record reflections as necessary. A rubric will have been created by the teacher and student at the beginning of the process that includes such features as:
Lastly, the students will be responsible for leading a parent conference about their 5th grade English learning and acquired skills, which could also be included in the e-portfolio rubric.
Barrett, H. (April 22, 2013). Electronciportfolios.org. Retrieved June 27, 2013 from http://electronicportfolios.org/
Wang, D. Designing Hybrid Instruction, Topic 2: Develop Goals and Objectives. Educational Technology Services. Retrieved July 1, 2013 from
http://pixel.fhda.edu/hybrid/six_facets.html
- interpret:
Tell meaningful stories, offer apt translations, provide a revealing historical or personal dimension to ideas and events; make subjects personal or accessible through images, anecdotes, analogies, and models. - have perspective:
See and hear points of view through critical eyes and ears; see the big picture. - have self-knowledge:
Perceive the personal style, prejudices, projections, and habits of mind that both shape and impede our own understanding; they are aware of what they do not understand and why understanding is so hard.
E- portfolios will help student interpret in their learning by having them reflect on their work (step 3 of the portfolio process) related to our real-life connections to our texts. An e-portfolio can include photos, diagrams, multimedia, videos, audio, etc, all telling their own live’s details, linked to their connections and reflections about their learning. E-portfolios will aide in students' perception-forming in steps 4 and 5 of portfolio-making, as well as helping them have self-knowledge. In these steps, students must take direction (review reflections and set goals) and make connections (publish work for community's feedback) regarding their work. These steps allow student to see the big picture about their skill development and achievements because they are critiquing their performance, as well as receiving the community’s responses about their performance and displaying their intimate thought processes. For more information regarding the portfolio-producing steps, please see the Content description on the Total PACKage page.
At the beginning of the e-portfolio process, the teacher and the students will discuss the purpose of having successful portfolios and create the criteria. Throughout the year, the teacher will give time to reflect on the work that is curated in our Explain Everything app, on students' iPads. Checkpoints will be created so students and teachers can conference about progress and students can modify, record reflections as necessary. A rubric will have been created by the teacher and student at the beginning of the process that includes such features as:
- having a variety of work samples (poems, journal entries, descriptive writing, etc.);
- having certain amounts of photos, images, audio and video to show learning;
- effort in reflection and modification of work samples, having a certain amount of sharing on and offline of their portfolio,
- having a certain amount of giving feedback to their peers about peers' e-portfolios.
Lastly, the students will be responsible for leading a parent conference about their 5th grade English learning and acquired skills, which could also be included in the e-portfolio rubric.
Barrett, H. (April 22, 2013). Electronciportfolios.org. Retrieved June 27, 2013 from http://electronicportfolios.org/
Wang, D. Designing Hybrid Instruction, Topic 2: Develop Goals and Objectives. Educational Technology Services. Retrieved July 1, 2013 from
http://pixel.fhda.edu/hybrid/six_facets.html