As time progresses, so too do the actions being taken to reach the goals outlined in my GAME plan. The most progress has been made toward my goal of identifying and obtaining access to an online portfolio to be used by the students of the St. Johns Academy of Future Teachers. I have identified several options but decided to use the Bridges portfolio provided by the Florida Department of Education. Since the site is free to access and use, I began by exploring the site under an example account name, discovering its various features and deciding which would best support the students. As this exploration continues to take place this upcoming week, I am positive new questions will arise addresses specific program applications. As decisions are made based on how to implement the portfolio into the program, I will have to meet with the academy cohort of teachers, along with the career specialist, to not only provide training but receive their feedback and input. Because several teachers will be requiring the students to use the portfolios, an additional action has been added to the plan. Several meetings will need to take place in order to discuss the overall requirements that will be made, how the students will be assessed, and a timeline for posting the outlined requirements.
Actions to reach my second goal, which is to create a student-directed learning module for a World History unit, have also been made, although with not as great of strides as the first. So far, I have identified the unit for which I would like to design the module, as I believe the learning objectives match this type of activity (Laureate Education, 2009). The unit is entitled Encounter and Exchange, as students are asked to develop an understanding of the purpose of European exploration starting in the 15th century and how it has led to the exchanges being made and the blending of cultures of the present times. In making this decision, I have also located several webquests posted on the Internet, providing examples of how to design and implement this learning module. Some of these examples are: Example 1, Example 2. My next step includes beginning to design the module specific to my class needs and experiment with ways to publish it using my class website on the district server. Again, as these future actions are taken, additional questions will need to be answers pertaining to specific technology and software being used. So, how am I doing so far?
Reference
Laureate Education, Inc. (Executive Producer). (2009). Assessing student learning with technology. Integrating technology across the content areas. Baltimore: Author
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Katie it sounds like you are making lots of progress. I'm impressed that this late in the school year you are finding time to work on your GAME plan.
ReplyDeleteWe are working to implement digital portfolios at our school next year as well. Have you considered whether the portfolios will be aligned across all the content areas in your school as well as within departments? In our school each student will have a homepage that lists all of their classes from their entire HS career and by clicking on the class link you go to the class page for that student. So as I get a senior, I can look back and see what a student submitted to their portfolio in 10th grade for example. As a department, we are required to have 50% of the portfolio components by specified and parallel among teachers/courses, and allowed 50% for students or teachers to choose. This will allow for consistency but also student choice as well. Are other teachers in your school using digital portfolios?
Tracey Waid
HS French