Archive for May, 2006

Eportfolios with Comprehensive Proficiency, Artifact, and Caption

I see students’ proficiency eportfolios as a three legged stool for demonstrating the proficiency

The first leg is their ability to focus on the proficiency in a comprehensive way. When a proficiency has five different subparts and the students show a limited knowledge of the proficiency or only one or two aspects of the proficiency, then their stool leg does not support the proficiency.

The second leg is their artifacts or evidence that illustrates that proficiency. A picture of a student teacher administering an informal assessment is not as strong a support as a picture of the actual assessment.

The third leg is the captions that connects the artifacts to the proficiency. A caption such as “cooperative learning” is a weak support while “Engaging students in inquiry science through lung creation cooperative learning activity” provides a solid support.

Eportfolios Show Students’ Proficiency Discrepancies

Recently I watched numerous students show their eportfolios based on the university’s proficiencies. I was very impressed with all the great activities the students showed. I was not impressed by how they proved that they could demonstrate the proficiencies.

 

In our proficiency on assessment, students will show: many different assessments; pre, during and post assessments; use of assessment data to plan for and adapt instruction for individuals with different needs and abilities; and use of assessment data to plan instruction for groups and whole classes


All the students showed that they knew many different types of assessments and they knew how to use pre, during and post assessments; very few students showed how they used the information gained from these assessments to modify instruction for individuals and to modify instruction for the whole class.

 

Due to the compact nature of the eportfolio, it was easy to see the discrepancy between knowledge of and understanding the real reason for assessment.

Videoconferencing in education: Students, Administration, Faculty, Community

Students

Collaborate with students in other schools who are working on the same learning project such as pollution.

Peer critique students from another school who are working on the same standard.

Share an expert ( a university professor may work with students from several schools)

Take a courses within the school district (one AP teacher for the 10 students in one school and 13 in another). Likewise, take a course with other districts. One Latin teacher for several districts.

Do research by videoconferencing with experts in their universities, labs, business, or museum

Join a cultural celebration such as a

Have an expert assess your project. A corporate business person can review ads created by art students

Practice your new language with people from that language area.

Teach a topic to students from another school (no need to travel or to limit where the students are)

Attend class even if hospitalized or at home.

Do portfolio reviews where the reviewers are there via videoconferencing. Same for science projects reviews.

Inquire about a college by interviewing with a recruiter and students from that university.

Interview for a job in business.

 

District/Administration

Have many district wide meetings through videoconference so faculty do not have to drive to other distant schools.

Special Education Diagnosis can be done with experts from one location talking to a student in another location.

Interview teacher candidates or future administrators

Meet with lawyer or contractors.

See student or faculty Board presentations when the students or faculty are in a far away school.

 

Professional Development:

Provide professional development from one site to all the schools within the district.

Have a virtual expert teach a professional development even though she lives on a different continent.

View sample lessons using a specific technique. Teachers can watch a classroom teacher as he/she actually teaches using the technique; after class they can talk with that teacher.

 

Faculty:

Can co-teach a course over two buildings. Build on the strengths of both teachers.

Ability to interact “face-to-face” with teachers of the same subject area to plan a common course, lessons or assessments.

 

Community Events:

Sister school or sister community exchanges

For large areas, have videoconferences to bring all the people together to discuss a topic or celebrate a special day.

 


RSS Education with Technology

  • Tech Integration Teacher, What time is it? August 23, 2016
    When someone asks what time it is, that person wants to know the time, not the history of the clock, not how a clock works, and not what other types of clocks there are. Classroom teachers want to help their students improve their academic learning through technology. Sometimes they need help with technology so they go […]
    hgtuttle
  • Curriculum Focus, Not Technology Focus July 28, 2016
    In my public school career I have been a classroom teacher, a technology integration specialist and a technology administrator. In my technology role, I served under the Assistant Superintendent for Instruction. She had a simple mission: Improve students’ academic learning. My mission was equally simple: Improve students’ academic learning through technology […]
    hgtuttle
  • Students React to Digital Badges: Pros, Cons and Interesting June 22, 2016
      ISTE 2016 By Harry Grover Tuttle, Ed. D. College World Language Students’ Preferences Digital Badges – 52%        Paper Certificates – 48% World Language: Can-Do Digital Badges Digital Badges Pro- – Breaks down proficiency more – Shows all badges at once – Is more attractive – Is more appropriate since we use […]
    hgtuttle
  • Digital Badges: Naming the Badge October 29, 2015
    Once teachers have selected what learning and what digital badges (individual or category badges; see previous blog), the teachers encounter another decision. What will they name each badge? Will they use the full name of the Common Core Standard or the national proficiency? For English, under “Speaking and Listening,”will they write out SL.2 “Integrate and […]
    hgtuttle
  • Digital Badges: Better Than Grades? October 19, 2015
    Teachers understand that the grade in a course consists of many different factors such as homework, participation , projects, tests, etc. Blodget observes that sometimes grades reflect attitude, effort, ability and behavior (http://www.academia.edu/9074119/Grading_and_Whether_or_not_Grades_Accurately_Reflect_Student_Achievement). Equally important, a letter […]
    hgtuttle
  • World Language Students Use of Mobile Devices in the Classroom October 5, 2015
    Do world language students use technology n the classroom? Do their  teachers go beyond having their students use technology simply for the drill and practice in vocabulary and grammar? Students can use laptops and mobile devices to hear authentic language, read authentic texts, read tweets about famous performers, see up-to-the-moment culture,  watch video […]
    hgtuttle
  • Digital Badges: Individual or Categorized Learning Badges? September 12, 2015
    The idea of digital badges sounds appealing for the digital children in classes. As teachers start thinking about digital badges, they have to figure out what badges will be awarded. The teachers can award social or academic badges. If teachers decide to use academic badges, then the teachers may base their badges on the Common […]
    hgtuttle
  • English +Common Core +Mobile = Success (ISTE2014 Poster -details) June 30, 2014
    Here are the ten examples I showed at my English + Common Core  + Mobile ISTE 2014 Poster Session: Based on CCSS Anchor Statements: L.2 Take a Conventions Mobile Online Quiz  to pick the  incorrect sentence from four choices (capitalization) SL.2  Evaluate audio recording of a  book chapter on mobile and predict for next chapter. […]
    hgtuttle
  • Global Cultural Learning Using Mobile Devices (ISTE Mobile MegaShare Presentation) June 28, 2014
    Based on my presentation at ISTE 2014 Mobile Megashare Why teach about other countries? Location: Large view to small on maps. Culture or culture. Find six similarities in a  mobile picture from another culture (“Wars are caused by differences, not similarities.”-Tuttle.) Tell one piece of information from each different Internet visual from a place in that […]
    hgtuttle
  • English + Common Core + Mobile = Success in Learning Poster Session at ISTE 2014 June 25, 2014
    In my ISTE Sunday 8-10 am poster session, I demonstrate many diverse mobile activities to help students achieve the English Language Arts Common Core Anchor Statements through mobile devices. The mobile activities focus on free common tool apps that are available on both the Android and the iPad. The students use the apps as a seamless […]
    hgtuttle

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