Ubd Wilkerson

STAGE 1 – DESIRED RESULTS Unit Title: E-portfolio Professional Development Course Established Goals:   

Learners will research fundamental aspects of e-portfolio usage Learners will explore benefits and advantages of e-portfolio implementation Learners will design e-portfolios that demonstrate creativity, formation of voice, control over personal learning experiences, and peer collaboration.

Understandings: Learners will understand that… • • • •

E-portfolios promote student-based learning environment Constructivism learning theory lays at the heart of e-portfolio development E-portfolios are learning tools that facilitate creativity, learner-centered experience, reflection, and social interaction. E-portfolio platform decision needs to be made with the mindset that best fits the students and what they are trying to achieve.

Learners will know: • • •

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What are e-portfolios? What makes e-portfolios so dynamic? Where are e-portfolios being utilized? What is constructivism? How could you explain e-portfolio usage to other teachers or parents that are skeptical? What are a few different e-portfolio platforms available for high school students? How can we grow e-portfolio usage throughout the school? Will other subjects beyond English want to use them?

Learners will be able to:

E-portfolios extend past simple reflection and provide aspects of decision making, problemsolving, and freedom of expression Constructivism is a learning theory that begins with conception in the mind of the student before creating and building their own e-portfolio How to promote e-portfolio evaluation based on the need of the student rather than comparing against others

Performance Tasks:

Essential Questions:

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Define what an e-portfolio is Explain the various useful components of a wellconstructed e-portfolio Clarify and deliberate learning theories that correspond with e-portfolio practice Select appropriate e-portfolio platform that maximizes student learning experience

STAGE 2 – ASSESSMENT EVIDENCE Other Evidence:

Why Use E-portfolios? Learners will converse and build a collection of eportfolio examples (including their own) to display for the students E-portfolio Initiative Plan – Learners will decide and structure how eportfolios will be utilized in their classes based on student benefits/needs

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“What does an effective e-portfolio look like to you” rubric/breakdown Discussions o Fundamentals of e-portfolios o Learning philosophy of constructivism o All the uses for e-portfolios Differences of how a student might build them vs. how a teacher would construct their own e-portfolio

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

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STAGE 3 – LEARNING PLAN Summary of Learning Activities:

1. Show my promotional video on e-portfolios that motivates the learners to buy-in and kickstart the e-portfolio implementation process. H, E 2. Group discussions about what e-portfolios are all about, how they promote specific learning philosophies, and the best way to introduce them to the students. W, H 3. Create an idea flowchart that states what everyone envisions for e-portfolios and what comes to mind when they are mentioned. W 4. Build a database of online resources on the Faculty Blackboard page all about e-portfolio basics, implementation, and success stories. E, T, O 5. Discuss the learning philosophy of constructivism and ask if it was mentioned in any of the research the learners have done. H, E, T 6. Re-visit the original idea flowchart and add more discoveries learners have come across during their research exploration. E, T 7. The class of learners will construct and agree upon a school-wide implementation plan with common language to explain to students and parents. W, R 8. Discuss how the different English classes and grade levels with utilize e-portfolios. Examples of what each class or grade level will be settled on and displayed. E, R 9. Create a list through discussion about what abilities and features learners feel the students need in the e-portfolio platform. E, T, O 10. Learners will explore and test various platforms for e-portfolios that best fit the students at our school, no matter what the grade level. Make sure platform has appropriate security and privacy settings to protect the students. H, E 11. Learners split up by grade level to discuss what they might do for their specific courses. Learners discuss as a full group to say what would growth would be expected year to year. R, T, O 12. Leader insists learners continue adding resources to the database on Faculty Blackboard page as they come across them. E, R, T, O 13. General wrap up discussion about anything that might have been left out or seen as a potential obstacle. E, R Wiggins and McTighe’s (2005) WHERETO is an acronym that emphasizes the vital elements and contemplations for instructional planning (p. 197). W = Ensure that students comprehend WHERE the unit is going, and WHY. H = HOOK students at the start and HOLD their attention through the process. E = EQUIP students with required experiences, tools, information, and know-how to meet performance goals. R = Offer students various opportunities to RETHINK big ideas, REFLECT on headway, and REVISE their work. E = Build in chances for students to EVALUATE advancement and self-assess. T = Be TAILORED to reflect individual abilities, interests, styles, and demands. O = Be ORGANIZED to optimize deep understanding as opposed to superficial coverage.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005)

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