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Designing ePortfolios to Promote & Assess Adaptive ExpertiseEvelyn Reed, Serra De Arment, Angela WetzelVirginia Commonwealth University
TED Conference 2012Grand Rapids, MI
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Session Overview
AE
•Adaptive Expertise & Program Outcomes for SET candidates
AE +
CEC
•AE Elements & CEC Standards: How to promote AE?
ePortfol
io
•ePortfolio: Tool to promote, document, & assess AE
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Adaptive Expertise: Gold Standard(Hammerness, Darling-Hammond, & Bransford, 2005)
• Adaptive Dispositions– Holding theories lightly, the world is complex and messy– Seeking out feedback, willing to ask questions– Being driven to learn, curious, motivated by problem-solving
• Metacognitive Skills– Assessment of level of expertise, monitoring comprehension,
understanding self as problem solver – Monitoring results and performance
• Cognitive Skills– Inventing new procedures, balancing efficiency and innovation– Causal reasoning, selecting appropriate approach based on
data and hypotheses
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Adaptive experts balance the dimensions of innovation and efficiency. (Bransford, Derry, Berliner, & Hammerness, 2005)
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Adaptive Expertise for SET• Meet needs of diverse learners• Apply pedagogical knowledge in varied situations• Adapt environments, instruction and support which
requires problem-solving, experimentation, critical assessment, and reflection
• Manage challenges of beginning practice– Collaboration, teaching in multiple content areas,
understanding legal and procedural knowledge, time management, flexibility
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AE & Program Outcomes• Target level on clinical continuum
– building on reflection, making changes to improve, adjust, expand & connect
• Standard 1. Positive & Safe Environmentc. Time management: Reflects on strategies used for managing time effectively, makes adjustments to routines and adopts new plans that maximize time on task for student learning.
Curriculum Mapping Example
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Alignment Activity: AE Tenets & CEC Standards
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ePortfolios
• Visible framework (standards), but flexible• Throughout program • Regular feedback• Supportive & challenging environment• Illuminate growth & document learning• Accessible for community engagement• Program effectiveness
– Candidate learning– Faculty effectiveness
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ePortfolios in Action
• VCU Special Education – template
• Candidate Example 1• Candidate Example 2
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ePortfolios & Reflection• Teach reflection using explicit expectations (e.g.,
rubric) (Dalal et al., 2012; Pitts & Ruggirello, 2012; Wetzel & Strudler, 2006)
• Associate reflection with an assignment (Jenson, 2011)
• Focus reflection prompts on candidate’s experience but tie in standards and theory (Wetzel & Strudler, 2006 ; Yao et al., 2009)
• Require candidates to justify and explain decisions (Bransford, 2004; Crawford et al., 2005; Hatano & Inagaki, 1986; Inagaki & Miyake, 2007)
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Scaffolding Reflection for AE• Reflection on positive teaching
experiences prompted greater innovation & motivation (Janssen et al, 2008)
• Guiding & reflecting supervision style prompted more discussion of novice problems - unquestioned familiarity, dual purpose, context (Soslau, 2012)
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Core Content for ReflectionReflect on what you did in this experience/assignment:1. What other options and/or perspectives did you consider?2. Why did you make the decisions as you did?3. Accounting for what you know now from additional
experience, student outcomes, and faculty/community feedback, what would you do the same and/or differently next time? And why?
4. Articulate your growth and gaps in knowledge, skills, and dispositions related to the standards evidenced in this experience/assignment. What else could you do (e.g., resources, experiences) to address gaps and further growth?
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Your experiences• Using ePortfolios• Prompting reflection about adaptive
dispositions, decision making, and problem solving
• Continuing the dialog http://wp.vcu.edu/soesedp