Archive for the 'pre-service' Category

Eportfolio Public Presentation Tips for Pre-service Students

Eportfolio Presentation OK to Stellar

My tips for pre-service students giving their eportfolio public presentation:

Focus your comments on showing how you have met the proficiencies, not on your “wonderful and happy” times.

Show more than you tell. You say you believe in something but we need to see how you implemented your theory/belief in your classroom.

Use “I” statements such as “I structured the lesson so….” Avoid “You should..” or “When teachers….” Tell what you did.

Back up each general statement with a specific classroom example. “I assessed students” can be supported by “Here’s a pre-test, here’s a during the activity assessment, and here’ a post-test on their ability to write.”

Use reflection words to emphasize what you’ve learned such as “I learned”, “Now I know….”, “I found out ….. “, and “Next time I will….” Show your desire to improve.

Explain the richness of a learning experience instead of saying “My students did a map exercise.” say “I differentiate by having them put together a map, label it, and say the names of the states in the areas.”

Identify your areas for growth in specific terms. “I still need to improve in class management. I’ve tried ….. but I need more techniques.”

Show what your students did as a result of what you taught them. Don’t focus on what you taught but do focus on your students’ learning. Show the results of your teaching.

Be passionate and excited about teaching and learning. Gesture. Be animated.

Describe what you learned from doing an activity rather than dwelling on the details of the activity. ”

Don’t read the screen to the audience. Expand on it. Give more examples.

By using this presentation hints, you’ll shine in your eportfolio for the great teacher you have become!

© Harry Grover Tuttle, 2007


Educational Eportfolios(OSP): Students Successfully Structure Their Own Learning


The School of Education pre-service students presented their eportfolios. Overall, their presentations seemed very professional and certainly showed the students’ progress in the school’s proficiencies. We used Open Source Portfolio (OSP with some modifications thanks to two great programmers (Sean and Huan). The students saw the proficiencies on the left, their text & artifacts in the center, and thumbnails of their artifacts on the right. They could click to get a bigger image and more information on the artifacts. Their presentation flowed from proficiency to proficiency.

Students seemed to have a better sense of what each proficiency meant than in the past. I’m not sure if it is because we have had the same proficiencies for a while or rather their instructors have emphasized the proficiencies more. Likewise, all students used examples from their K-12 students to demonstrate each proficiency. Their talk was teacher talk with statements like “My students put different M&Ms (blue M&Ms for water; brown for mountains) on the cookie to show the geography of New York State. I assessed them ….” One student talked about her philosophy of education as constructivism and then gave several visual examples in each proficiency to demonstrate it.

The students should be very proud of their progress and achievement of the proficiencies. They used OSP to organize and present the information for each proficiency.

© Harry Grover Tuttle, 2007


Eportfolio Reviews: Face to Face vs Online


So what is the difference between an online eportfolio review and a face to face eportfolio review? That depends on the pre-service students. Some students let their enthusiasm for teaching bubble over during an oral presentation. Others rush through their presentation. Some students add more information than what is on the screen. Others simply read the screen. Some students connect the various artifacts and proficiencies to create a big picture of teaching; some do it in their oral presentations and some do it in their eportfolios.

The same information (artifacts and reflection) is in both presentations. I am a reflective person so I like to be able to study the artifacts, review the student’s philosophy of education, and then finally assess the proficiency.

There are times when I want to ask the student questions such as “Tell me more about…” or “What did you really do to assess your students’ literacy?” Sometimes I can ask a question during an oral presentation but usually there is only time for a quick question. I cannot do it during an online review.

Some students label each paragraph with the appropriate subproficiency to make sure that the reviewer can find the evidence. That is a double edged sword. Yes, I can see where the evidence should be but is it really there? Often during an oral presentation they do not identify subproficiencies.

The real question is whether the student, either face to face or online, convincingly presents the evidence to show success in the proficiency. The student can do it successfully in both formats.


RSS Education with Technology

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