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Digital Portfolios. Dr. David Meoli Sousa Elementary School Port Washington UFSD dmeoli@portnet.k12.ny.us. Digital Portfolios. We can use technology to create a richer picture of a student’s abilities that go beyond numbers (quantitative data) - PowerPoint PPT Presentation

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  • Digital Portfolios

    Dr. David MeoliSousa Elementary SchoolPort Washington UFSD

    dmeoli@portnet.k12.ny.us

  • Digital PortfoliosWe can use technology to create a richer picture of a students abilities that go beyond numbers (quantitative data)

    A portfolio can contain a set of qualitative data that demonstrates: student growth over time AND student individuality

  • Exhibitions of student learning

    What did you accomplish in school?

  • The CatalystSousa Elementary SchoolEmpire State Partnership (grant from NYSCA:New York State Council of the Arts)

    Interdisciplinary grant combining art and science

    Use digital portfolios to document our students individuality and growth over time

  • The Big Picture

    What are the goals?

    What does it look like when the children have learned those goals?

    How well have they done in accomplishing those goals?

  • Our Digital Portfoliosafter 1 years

  • What comes first?

  • Initiatives in SchoolsPortfoliosCurriculum MapsTech InitiativesStatus Quo

  • Cheryls Digital Portfolio

  • Reading Tab

  • Reading: Spring 09First Grade

  • Reading: Fall 09Second Grade

  • Reading: Spring 10Second Grade

  • The Art Portion of the Digital Portfolio FollowedA sample portfolio page from a first grade student, Alexis.

  • The Art Portion of the Digital Portfolio FollowedHere is another student after the first round

    (and after the second shown on the next page)

  • Our Digital PortfoliosAfter One Year of Pilot Work

  • Drawn to ScienceWorking on rubrics in both art and science to assess student work

  • Drawn to ScienceAlso creating student self assessments in art:

  • Drawn to Scienceand in science:

  • The English Language Arts Portion of the Digital Portfolio FollowedHere is a page from a first grade book that students made after their science unit that includes short examples of reflective student writing

  • 21st Century Curriculum

  • Drawn to Science: Teaching Drawing to Illuminate Scientific Observation

  • Next Steps:Port Washington

    Add ELA and Science artifacts

    Add Rubrics for teachers & students

    Add other disciplines (SS & Math)

    Work on school structures to support more time for tech and focus on student work

    Develop a parent Tech Committee

  • Digital Portfolios

    QUESTIONS

    dmeoli@portnet.k12.ny.us

    ******For me, my school, and school district, the phone call was a grant I was writing to get funding for an interdisciplinary arts program.

    We were interested in having students follow a formal drawing program built specifically around our science curriculum because we were convinced that having students OBSERVE more carefully through the lens of visual art would make them observe more carefully in science, and lead them to better achievement in both disciplines.

    I had just signed up for a workshop with David in the summer of 2008 (hadnt even taken it yet!) but the concept of keeping a portfolio of drawings to show growth over time in both artistic achievement and science achievement seemed like a no brainer. So I wrote it into the grant.*For me, my school, and school district, the phone call was a grant I was writing to get funding for an interdisciplinary arts program.

    We were interested in having students follow a formal drawing program built specifically around our science curriculum because we were convinced that having students OBSERVE more carefully through the lens of visual art would make them observe more carefully in science, and lead them to better achievement in both disciplines.

    I had just signed up for a workshop with David in the summer of 2008 (hadnt even taken it yet!) but the concept of keeping a portfolio of drawings to show growth over time in both artistic achievement and science achievement seemed like a no brainer. So I wrote it into the grant.*So we began with reading examples in a few first and second grade classrooms that were piloting the grant program.*Sammy Cahn wrote lyrics for many of Frank Sinatras most famous song like the one playing now.

    Sammy often told a storyin fact he had a one man Broadway show around this storyabout how, as a lyricist, people ALWAYS asked him, What comes first? The words or the music?

    His answer always wasthe phone call comes first. If someone wants me to write lyrics to a tune, I do it; if they want lyrics for someone to write a song around, I do it; if they want us to work on it togetherso be it!

    So you are all coming at this from different places and for different reasons. Why digital portfolios? will depend on your circumstances.

    When I attended Davids workshop 1 years ago, there were a number of high schools who had students and teachers exhibiting their work with digital portfolios. The phone call? A new state mandate that required all seniors to complete a digital portfolio in order to graduate!*How many of you are administrators?

    This is one of Davids slides that I stole because its really a good visual.

    We all have teachers with a great variations in technical ability. For some, using a Smart Board is a challenge; for others, its setting a clock radio. If your school is like mine, we are expecting teachers to do more on and with technology each yearanswer email, use individualized software, take attendance and lunch counts, even keep and post grades.

    If your district is like mine, teachers are also engaging in electronic curriculum mapping, requiring more computer facility and interaction.

    So now you want to come along and have then keep and maintain digital portfolios. AMEN!

    In some districts, NOT Port Washington, there can occasionally be some resistance.BADA BUM!*If you click on the student in the class, a page like this comes up. It now has both reading and art because Cheryl was in one of those pilot first grade classes last May.

    If you click on the reading tab*you can see the spring (first grade) example and the fall (second grade) example. If you click on last May*you can see how Cheryl was reading towards the end of first grade.

    *If you go back and click on the September 29th example, you can see how she was reading at the start of second grade as a comparison.

    Cheryls third grade teacher will be able to see her progress in three, one-minute clips with the text.

    Think what an opportunity this opens to use these with parents at conference time.*If you go back and click on the September 29th example, you can see how she was reading at the start of second grade as a comparison.

    Cheryls third grade teacher will be able to see her progress in three, one-minute clips with the text.

    Think what an opportunity this opens to use these with parents at conference time.*So by December students had their first science/art unit completed. AMEN!

    It took a while, but I finally got to see MY vision!

    Heres a sample page from first grade.*Heres a second set of drawings; these are by Abagail.* and Abagails four seasons.

    She archived her artist eyes that the teaching artist used every time she wanted these six year olds to think about what they were observing.*Sohow do we know what kids are learning in art/science?This is one of the drawbacks of qualitative data.

    Its a really rich tool for looking deeply at student work, for observing change over time, but not so great with some of the specific skills, content, and competencies. As a teacher, its also harder to collectively see where your students are on a concept or a skill.

    ED Leadership from December? Multiple Measures?

    One way of dealing with that is towellquantify the qualitative data by using rubrics. We are just starting to create rubrics for teachers to use to assess student progress in a number of areas*as well as rubrics that students can complete to reflect on what they think they have learned in art*and in science.

    What comes first the vision or the purpose?

    It took me 12 months to convince central office that our full time Data Manager should be working with us on these rubrics for our portfolios.

    Thanks Jamie Nolan for your good work.**So this is how we are answering the phone call at Sousa:

    Curriculum integration (grant program), curriculum maps, and digital portfolios are all offering great opportunities for viewing learning through multiple lensesVia multiple delivery modelswith multiple measureswith reflection, collaboration, and alignment.*Several next steps for us.