AACTE, 2007 Portfolios for Teaching and Learning A Longitudinal, Scaffolded Context University of Wisconsin-Madison.

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Presentation transcript:

AACTE, 2007 Portfolios for Teaching and Learning A Longitudinal, Scaffolded Context University of Wisconsin-Madison

The e-portfolio as a tool for student teacher learning and for research about student -teacher learning 1.Introduction Ken Zeichner 2.A Longitudinal, Scaffolded Context to Support Teaching and Learning Steve Head 3.Electronic Portfolios as a Teacher Learning Tool (Semester 3 Elementary) Kim White 4.Fostering Reflection on Practice with e-Portfolios (Semester 3 Math) Amy Ellis 5.Mapping portfolio authoring to teacher skill development (Semester 2,3 Science) Bryan Zoellner 6.The e-Portfolio as a Research Tool for Understanding the Development of Culturally Responsive Teachers (Semester 5 Elementary) Ken Zeichner, Beth Hutchensen, Regina Chagolla

The Portfolio Project: 1.Employs an organic development model which provides central roles for program coordinators, instructors, supervisors, and students in shaping the portfolio project 2.Is a scaffolded, longitudinal process 3.Is integrated with teacher education with portfolio development positioned as a central part of learning and growth.

DimensionsProgression over Program Professional Development From writing ed philosophy to setting and tracking goals. Artifact Type From university class-based to work selected from clinical settings Artifact Media From familiar media (text/docs) to new (images) and complex (video) Artifact Selection From detailed assignment artifacts to student selected work Portfolio Composition Structured writing with style elements to creating composition Session Structure From directed authoring to focus on dialog and meaningful preparation

Progression Over Semesters DimensionProgression Semester 1-2 Professional Development Education philosophy, discussion of longitudinal perspective and professional development Artifact Type Journals, lessons, class writing Artifact Media Text, usually from word documents Structure Usually class assignments, can be specific items or list of options Process Elements Direct instruction in portfolio writing, preparing and adding artifacts

Progression Over Semesters DimensionProgression Semester 2-3 Professional Development Student purpose and track teaching and student learning goal/s Artifact Type Clinical classroom activities, student work Artifact Media Images (scanned, digital photos) Structure Mix of clinical and class artifacts, class assigned specific or list of options, and student selected. Process Elements Students guided in portfolio writing, preparing artifacts and peer dialogue

Progression Over Semesters DimensionProgression Semester 3-4 Professional Development Students establish goals, plan for implementation & reflective analysis Artifact Type Teaching samples, classroom activities, student work Artifact Media Audio and/or Video Structure Concept based, student selected artifacts Process Elements Students supported in self-guided portfolio writing, preparing artifacts and peer dialogue (sharing)

Progression Over Semesters DimensionProgression Semester 4-5 Professional Development Student guided portfolio worked based on professional development planning Artifact Type Dependent on teaching goals Artifact Media Dependent on teaching goals Structure Dependent on teaching goals Process Elements Students guided in portfolio writing, preparing artifacts and peer dialogue