Portfolio+Report+Dec+6-11


 * * ** Portfolio Elements ** || ** Criteria for feedback **  ||=   ||
 * ** Learning Statements ** || Describe significant learning that has come out of the various learning experiences in the program.
 * That Technological 'Literacy' is better expressed on a continuum than as a 'have/have not' distinction. Literacy Rubric
 * Blog entries

Describe significant learning that has come out of field study work this semester.
 * While tech tools such as Wikis can and do improve collaboration and effectiveness it does not supplant the need for a good working relationship. Infact, I discovered that relationship is PRIMARY.
 * That having things clarified does make collaboration more focussed and effective.

Look at the “big picture” of personal and professional growth. > || - ||
 * I now Learn from a place of perspective and collaborate from a place of increased patience and understanding.
 * ** Elaboration ** || Describe why this is important learning for the student.
 * These are important insights because it means that I am more aware of the need to extend a measure of grace both to myself and my colleagues

Describe how this learning has influenced the student’s identity as a teacher and a learner.
 * T (as people not pawns)
 * L (as a learner moving along a continuum from a place of no skill to increased skill/expertise)

Describe how learning connects to new concepts and ideas. > || - ||
 * Henri Nouwen, Mike Mason, Fredrick Beuchner
 * (T); Gee, ELL Handbook/Rubrics (L)
 * ** Evidence ** || Evidence is selected to directly support and illustrate learning statements.
 * Div. 3 Wiki, Quote from Nouwen or Mason or Beuchner,
 * Excerpt from Gee, ELL Handbook, Rubric

Rationale for selection of evidence is clear to learner and mentor.
 * Each shows what I'm talking about

Evidence is chosen from a variety of experiences (and is showing efforts to include digital media)
 * Survey Comments, Screen Shots, Photos, Log, Blog, Wikis, Inquiry Report
 * ** Self-Assessment in Capacities ** || Identify capacities related to learning and explains growth.
 * 1) Integrate Tech
 * 2) Collaborate
 * 3) Reflect
 * 4) Research
 * 5) Be Mentored
 * 1) Be Mentored

Discusses what might come next; what capacities might be addressed in subsequent learning experiences.
 * Research - learn to use Mendely, learn more about iPads and creating multi-media presentations with students
 * Discuss how my mentor group might be able to support each other more
 * ** Connection to Educational Theory ** || Connect learning with readings completed in class or selected for individual inquiry.
 * Gee (Literacy), Brookfield (Adult-o-gogy)
 * Wikis (done but not part of the key learning -- more as an affirmation of what I already suspected
 * Wikis (done but not part of the key learning -- more as an affirmation of what I already suspected

Name and/or briefly outline theories of learning and teaching that are related to new learning and thinking.
 * People matter. Learning is an incremental happening. Clarity breeds identity and purpose.
 * ** Vision or Goals ** || Discuss/ describe changes to be made in practice
 * Keep being clear about what we're doing in my collaborations
 * See my ability to make good working relationships as probably the most important skill I bring to the workplace
 * RESEARCH more and learn how to RESEARCH better using online journals
 * RESEARCH more and learn how to RESEARCH better using online journals

Discuss/describe new questions
 * Now that I've done the practical thing how much fun can be had when I put tech in the hands of students...?

Describe specific future actions or goals
 * iPads, Multi-media as a means of augmenting, enriching or adapting programs for students