Heathers+workshop

Palmerston North English Teachers 31st August 2010  Outline ** 1. E-Portfolios ** media type="custom" key="6801881"
 * E-Portfolios
 * Tools and strategies
 * Google docs
 * wikis and blogs
 * voicethreads
 * What is an e-portfolio?
 * What can it evidence for your students?
 * Who’s the audience?
 * What’s its purpose?
 * What can it contain?

... And, therefore, what tools can we use to capture the evidence of students’ learning?

2. Googledocs 1. Googledocs a. Online collaborative projects? b. Encouraging critical reflection on students’ work?

3. Blogs and wikis

Records of learning e.g. technology portfolios (13390 version 2) (13391 version 2)

2.2 Communication of the solutions includes explanations of processes employed, justification of decisions made, presentation of solutions, explanation and justification of modifications to the solutions, packaging and/or marketing possibilities

3.1 Evaluation of the technological practice used to solve given design problems describes its ability to meet the requirements of the factors identified as primary considerations.

3.2 Evaluation of the technological practice used to solve given design problems describes possible effects on society and the environment.

4. Voicethread media type="custom" key="6801913" a. Collaboration on moderation etc b. Sharing students’ work  ** AS 1.6 **Construct and deliver an oral presentation ** AS 2.5 **Construct and deliver a crafted oral presentation ** AS 3.5 **Construct and deliver a crafted and coherent oral presentation  ** Assessment opportunities ** Good assessment practice in speaking includes providing a variety of opportunities for students to develop, rehearse and deliver a number of different types of presentations as part of a broad oral language programme.  Oral presentation tasks can be integrated with other parts of the English programme, such as seminars developed to present connections across texts [ASs 1.8, 2.7, 3.7]]. Wherever such integration between different parts of the programme occurs, teachers must ensure that the work presented for assessment is developed sufficiently in order to meet the criteria for the other standard. In all such cases teachers should refer closely to the relevant standard including the Explanatory Notes and the Conditions of Assessment Guidelines .   <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Presentation contexts could include any of the following: <span style="margin: 0cm 0cm 0pt 14.2pt; mso-list: l0 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;"> · <span style="font-family: 'Arial','sans-serif';">seminar <span style="margin: 0cm 0cm 0pt 14.2pt; mso-list: l0 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;"> · <span style="font-family: 'Arial','sans-serif';">original dramatic monologue <span style="margin: 0cm 0cm 0pt 14.2pt; mso-list: l0 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;"> · <span style="font-family: 'Arial','sans-serif';">research presentation <span style="margin: 0cm 0cm 0pt 14.2pt; mso-list: l0 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;"> · <span style="font-family: 'Arial','sans-serif';">extended welcome to a guest <span style="margin: 0cm 0cm 0pt 14.2pt; mso-list: l0 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;"> · <span style="font-family: 'Arial','sans-serif';">speeches <span style="margin: 0cm 0cm 0pt 14.2pt; mso-list: l0 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;"> · <span style="font-family: 'Arial','sans-serif';">debate <span style="margin: 0cm 0cm 0pt 14.2pt; mso-list: l0 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;"> · <span style="font-family: 'Arial','sans-serif';">meeting/hui <span style="margin: 0cm 0cm 0pt 14.2pt; mso-list: l0 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;"> · <span style="font-family: 'Arial','sans-serif';">oral book review/film review <span style="margin: 0cm 0cm 0pt 14.2pt; mso-list: l0 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;"> · <span style="font-family: 'Arial','sans-serif';">oral history presentation <span style="margin: 0cm 0cm 0pt 14.2pt; mso-list: l0 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;"> · <span style="font-family: 'Arial','sans-serif';">oral report <span style="margin: 0cm 0cm 0pt 14.2pt; mso-list: l0 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;"> · <span style="font-family: 'Arial','sans-serif';">oral storytelling <span style="margin: 0cm 0cm 0pt 14.2pt; mso-list: l0 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;"> · <span style="font-family: 'Arial','sans-serif';">live or recorded presentations of productions (role plays or performances) <span style="margin: 0cm 0cm 0pt 14.2pt; mso-list: l0 level1 lfo1; tab-stops: 14.2pt; text-indent: -14.2pt;"> · <span style="font-family: 'Arial','sans-serif';">other socially/culturally appropriate oral presentation opportunity. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Good assessment practice ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Teachers may guide students through the planning and preparation process and ensure that students are provided with a number of opportunities for constructive feedback. Teachers might demonstrate how the techniques used in exemplars can be applied to the students’ own presentations. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">The intention of this standard is that the oral presentation is primarily spoken and can include appropriate presentation techniques and supporting materials. Although other languages can be included in the presentation as appropriate (eg as an introduction or greeting), the presentation must be mainly in English. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Teachers will find the timing recommendations in TKI assessment tasks or exemplars helpful in guiding students on the appropriate length of presentations. Before and during students’ preparation of their presentations, close reference should be made to the exemplars of oral presentations. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">During preparation and rehearsal work, equal attention should be paid to the development of ideas and presentation techniques. Ideas expressed and presentation techniques used should be appropriate to Level 6 [AS 1.6], Level 7 [AS 2.5], or Level 8 [AS 3.5], curriculum achievement objectives. Presentation techniques should be taught explicitly so that students are clear that simply reading out a presentation is not appropriate or effective. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">In any group presentation, each student must be able to provide sufficient evidence for the assessment of their contribution. Teachers should make a visual record of oral work to support their judgements and to inform their internal assessment processes. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;"> ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Authenticity of student work ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Students must prepare and deliver their own presentations. Preparation is not directly assessed. Planning and preparation of oral presentation should take place, in part, under teacher supervision to ensure authenticity. <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">
 * ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Achievement Standard Number ** || ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">1.6  ** ||
 * ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Title ** || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Construct and deliver an oral presentation  ||
 * ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Number of Credits ** || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">3  ||
 * ** <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">Version ** || <span style="font-family: 'Arial','sans-serif'; font-size: 12pt;">1  ||

Taranaki English Teachers ... and others ... toc My Goals:

1. figure out what you know – and want to know 2. develop shared understanding of role of e-portfolios 3. develop awareness of how ICT can enhance valid data gathering for teachers, as well as engage students in monitoring and improving their own progress 4. develop a pataka of useful sites, tools and strategies to generate future conversations (Marni to follow up)

... in 2 hours? Yeah Right!

Your Goals Googledoc for today

ePortfolios
This article is worth taking the time to read. The first 17 pages are really the key ideas - the rest is the evidence stuff. <span class="wiki_link_ext">Edtalks EdTalks is a NZ site run by Core Education It has really useful short videos with people who both challenge and support the educational trends of the 21st century. A good site to have in your favourites - great material for staff meetings.

Nick Rate and Ian Fox are good ones to view What do you want your ePortfolios to do for your students? What's their purpose?
 * A key question before you head into ePortfolios:**
 * This will determine the tools used to gather and display content as well as the type of platform you use.**

Data capturing tools

 * **Voicethread** || **Wikispaces** ||
 * **Blogger** || **KwikSurvey** ||
 * **Skype** || **Cool Tools for Schools** ||
 * **Googledocs** || **Twiducate** ||

Support videos
Youtube is great for these sorts of things.
 * media type="youtube" key="-dnL00TdmLY" height="385" width="480" || media type="youtube" key="NN2I1pWXjXI" height="385" width="480" ||