digital portfolios, student led conferences and vels graeme henchel

2007

Digital Portfolios, Student Led Conferences and VELS

Graeme Henchel

2007

Digital Portfolios & Student Led Conferences

What? Why? How? When?

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Examples

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The Components

1. Foundation Studies Unit2. Digital Portfolio Process3. Student Led Conference

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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

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Why Use a Digital Portfolio Process?

VELS Foundation Studies Checklist PoLT PoLT Checklist Assessment and Reporting DET Engagement and Accountability Teaching for the future

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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

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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

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Selling the Concept

Linking the use of a Digital Portfolio process to the implementation of VELS was a powerful lever

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Digital Portfolio Source Rubrics (VELS)

Personal Learning ICT Thinking Student Rubric

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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

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Web Templates

Secondary Primary

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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

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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

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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

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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

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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

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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.

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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

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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

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student reflections and self assessment

develop and demonstrate

Thinking and Personal Learning domains.

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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

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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…

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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

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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

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Gardner: Multiple Intelligence

Words (Verbal/Linguistic)

Visual & Spatial

Body (Kinaesthetic)

People (Interpersonal)

Logic & maths

Music & sound

Self (intrapersonal)

Naturalist

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Blooms

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1. REMEMBER—Retrieve relevant knowledge from long-term memory.

2. UNDERSTAND—Construct meaning from instructional messages, including oral, written, and graphic communication.

Sortin

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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

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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.

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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

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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

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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

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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

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Learning Specific Software

Always learnt best by applying Eg Footy Scoreboard in excell Eg Rounding Numbers in PowerPoint

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Short Online activities

Learning Federation objects

Online Interactives, eg Shodor, NVLM, BBC, ABC ……..

Search using Education Channel, E-themes, Google

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Longer Research Projects

Webquests

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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.

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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.

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What is a Student Led Conference Why have a student led conference How are they organised

Student Led Conference

Digital Portfolio

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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

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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

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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.

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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

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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.

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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

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3. Positive forces that create success growth

1.Present Performance

2. Future Performance

5. Short term actions

4. Negative forces that prevent growth

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After the Conference

Complete the post conference reflection form and place this in the communication domain of the digital portfolio

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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!!”

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Student reflection video

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The Future

Improve students reflection skills Improve students goal setting skills Further link to VELS Involve more teachers Resolve technical problems