1. PORTFOLIO How to use a portfolio at NISTCOL An ideal scenario Where do we start at NISTCOL? Facilitated by: Astrid Scholten Programme Manager and Leonie Meijerink Programme Adviser Distance Learning VVOB Zambia
2. Content Day 1 08.30 – 09.30 Purpose and content workshop, QAC update & link to portfolio 09.30 – 10.30 What is a portfolio activity, portfolio spider web and portfolio framework 10.30 – 11.00 Break 11.00 – 12.30 Student perspective Activity: write a personal development plan 12.30 – 14.00 Lunch 14.00 – 15.30 Lecturer perspective: Balancing the choices of NISTCOL 15.00 – 15.15 Tea 15.30 – 16.30 Choosing a scenario for NISTCOL 16.30 – 17.00 Entering your professional diary entry
3. Content Day 2 08.30 – 09.00 Reflecting back on yesterday and programme of today 09.00 – 10.30 Back to students perspective: Personal Activity Plan: How do I get there? 10.30 – 11.00 Break 11.00 – 12.30 Learning Cafe: Guidance, Assessment and modules 12.30 – 14.00 Lunch 14.00 – 14.45 Learning café group rotation 14.45 – 15.00 Tea break 15.00 – 16.00 Making a plan of action 16.00 – 17.00 Evaluation reflecting in your diary and closure
4. Purpose of the workshop Lecturers to be introduced into the role of students and lecturers in the development and implementation of a portfolio and to establish a timeframe for the development of the portfolio as instrument at NISTCOL.
5. What is a Portfolio? Who do you think need to be involved? Are you a good lecturer? What would you bring to proof that?
6. What is a portfolio? ‘ A purposeful collection of student work that tells the story of the student’s efforts, progress, or achievement in (a) given area(s). This collection must include student participation in selection of portfolio content; the guidelines for selection; the criteria for judgment merit; and evidence of student reflection’ . (Arter and Spandal, 1992, p. 36, taken from: Scholten, A. 2007)
7. Competency ‘claims’ Assessment criteria Assessment protocol Portfolio evidence Aim portfolio- assessment Guidance student Role portfolio- adviser Guidance staff Role portfolio- assessor Portfolio‘spider web’ Purpose of Portfolio From Scholten, A. , presentation for defend of thesis, sept 2007
8. Professional profile (demands and needs of schools, ministry guidelines, outcomes PTDDL modules) Identify priority goal and level What’s my level now and where do I want to go? Evaluation (progress and consequences towards goals and process How do I get there? How did I perform, what progress did I make? Modified from: Full paper Eunis 2004, Ljubljana, Aalderink, W.
10. Most important purpose of portfolio For students to determine their learning route: What is my level now? What do I want to achieve? How do I get there? How did I perform, what progress did I make? Student perspective
13. What do I want to achieve?***Personal Development Plan B *** 4. Identify which are the areas in which you need strengthening. 5. Prioritize. 6. Identify when you will be happy with your progress What do I want to achieve? Student perspective Success Indicators
14. Activity 1 Do the activity in the activity sheet in which you practice writing a personal development plan on a predetermined topic.
16. Primary functions of portfolio: Reflection ‘learn from self and others’ Registration ‘evidence and direction’ Representation ‘showcase’
17. Three types of portfolios Showcase portfolio Development portfolio Assessment portfolio Place on a continuum Showcase x Development and Development x Assessment: what should the focus of NISTCOL be? (Veugelers, University of Amsterdam)
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19. Choosing a scenario There are different ways and levels of introducing a portfolio. Look in your hand-outs and choose the scenario that you think is most realistic to achieve, but still meets NISTCOL’s expectations.
20. Professional Diary for this workshop Reflect back critically on the day in the professional diary sheet provided: What did you know about portfolios before the workshop? Write a short account of the most important lessons you have learnt Reflect on how you participated in the workshop What do you think you will need to learn more about as priority? How do you think you could achieve this?
22. Reflecting back on Day 1 Professional diary entries Back to the portfolio framework
23. Most important ‘discussion points’ to be agreed upon by college General outcomes mostly considered for portfolio, providing they are related to and build up through modules. Different opinions about how to measure continued progress: e.guse format passed on from module to next module, have one tutor available to follow student throughout. Use of satellite colleges for monitoring students’ portfolio work or NISTCOL lecturers? Students tochoose from general outcomes or reflect on all of them.
24. Discuss some examples of portfolios Looking at the examples and thinking back of yesterday’s activity: which new things do you see from this that NISTCOL could consider?
25. BACK to the students:Deeper insights toWhat to put in the portfolio
26. How do I get there?***Personal Activity Plan*** Develop an activity plan for the next … months on how you can improve yourself in your prioritized and/or weaker areas. Think about how you study most effectively. Discuss your plan with your tutor. How do I get there?
27. How do I get there?Which activities do I choose to focus on? Deliver Quality Products Progress Deeper levels of understanding Learning process More effective way of studying How do I get there? * Choose activities * Student perspective
28. Deliver quality products Reports, assignments, exams, lesson planning, overviews of work done, … What do I expect of the quality I will deliver: Which result do I aim for? What do I expect of the assignment that I will be making? How do I get there? * Choose activities * Student perspective
29. Deeper levels of understanding How do I get there? *level* Student perspective Millers Triangle, fig.2.1 taken from Tartwijke.o., 2003)
30. How to get to Lusaka? Slow but steady and reliable Considerate of hurdles Fast and taking risks How do I get there? LUSAKA Student perspective Using creative resources and cost-effective Safe and together with others Within capacity and determined A bit unrealistic? But fun! Confident, making quick decisions, Relying on where the wind takes you Idealistic and dreaming
31. How do students study a module? Slow but steady and reliable Fast and taking risks Considerate of hurdles Using creative resources and cost-effective How do I get there? Module passed Student perspective Safe and together with others A bit unrealistic? But fun! Within capacity and determined Confident, Relying on where the wind takes you Idealistic and dreaming
32. REAL Learning takes place…. Experimenter Analyser How do I get there? Student perspective Assimilator Applier Kolb, experiental learning cycle, 1974
33. So what’s the point? Everyone has different ways of learning There is no one right or wrong way But it is useful to know your way so you can learn as effective as possible …so which style looks like yours most? How do I get there? Student perspective
34. How did I perform?***Performance and Progress Report*** Critically reflect on the progress you have made: Use guidelines for critical reflection For example: look at yourself from the ‘outside’ Ask feedback from others
35. Practice writing personal activity plan Use hand-out activity 3 and write in your small group an example of a personal activity plan.
37. Learning cafe: Impact for NISTCOL Three questions about the impact of the portfolio on working processes in NISTCOL will be discussed in three groups. (use proposed questions or add any emerging questions). The groups will rotate after the activity, share their findings and the new members will add to the findings of the first group.
38. Key questions to discuss in groups: Who and how will you develop assessment criteria for the portfolio? What needs to happen to provide good guidance to students? How will the integration of portfolios in our curriculum impact on our module writing? Review your experiences of working with portfolios – what worked and what didn’t and how can we learn from it this time?
39. Lessons Learnt to consider Ensure practical work so students have something to reflect on! Organise study day to decide what should be asked in portfolio. Ensure clear assessment criteria.
40. Lessons Learnt to consider (2) Lecturers need to learn a role as coach Give very clear instructions to students and include in students’ guide Give very clear instructions to lecturers
41. Lessons learnt to consider (3) Ensure you know who is responsible for the quality of portfolios and standardization overall Flexibility in how to deliver the portfolio: e.g. opportunities for students to deliver portfolio online Test students on their level before they start the portfolio Start with a ‘pilot period’ before formalizing
42. Plan of Action Activity 5: Make a timeline of the minimum activities that will need to be done before implementation of the portfolio Use the lessons learnt, the chosen scenario and the impact for NISTCOL we discussed to guide you
43. Your Professional Diary Finish your professional diary that you started yesterday As a way of reflecting your own role and identifying your needs for further development Select from your diary: * What are the most important lessons learnt for me? * What is the thing I need to learn more about? * Comments and suggestions.
44. Thank youfor yourattention! Remember: As long as the tutor doesn’t value the portfolio, the student never will!
Notas do Editor
Leonie to start
Competency claims: this is a challenge as NISTCOL doesn’t work through competencies in its modules! What this challenge means: competencies run through all the modules so progress can easily be seen. Whereas if you only look at objectives ‘in’ the modules it may be difficult to trace progress.Role portfolio adviser: someone who is not assessing your portfolio but who will give you advise on whether or not the level is good enough for submissions, who you can go to for questions.Assessment protocol: write up when students have to hand in, how many people should give feedback, how many assess the portfolio, how long marking will take, which indicators are used etc.Depending on the aim of the portfolio assessment and how big a role it plays you can be more or less serious about the other parts of the spiderweb.
Leonie facilitates
Happy with progress: compared to current level – in a given time
Astrid taking over (after lunch?)– linking activity to what does this mean for choices the college has to make and impact on lecturers?
Maybe there’s something of each in the portfolio you decide on. However make sure that you determine for yourself on which type you’ll place the emphasize. The assessment criteria should reflect this emphasize!Showcase: demonstrates materials produced. Often most interesting stories, good practices, best products for purposes of applying for a job, showing to others.Development: student demonstrates personal professional development. Reflection is of key importance, mainly written for yourself, the tutor helps you in your reflections and tries to bring you further, challenge your thinking. Assessment: students demonstrates and proofs which competencies s/he has achieved. A lot of the elements that should be in the portfolio are determined in advance.
Game: use a rope for a continuum and ask participants to stand on the extremes (indicated by cards):Student can follow and change their own learning route ----- Student should follow NISTCOL Learning routeHow much do you trust the student to follow their own suggested path?Teacher as a guide ---- Teacher as controlerWhich information do you provide?How (much) do you guide or steer students? How do you build this up in the 2 years of PTDDL? Which are your assessment criteria? /Feedback to be used and acknowledge by NISTCOL by others (peers, colleagues..) – Assessment based on lecturers input only.
Groupwork
Astrid taking over (after lunch?)– linking activity to what does this mean for choices the college has to make and impact on lecturers?
Have a look at portfolios in handouts: which things do you find appealing and would you like to see in the NISTCOL portfolio?
Knows: knowledge , can be assessed by paper examKnows how: can also be assessed by paper examShows how: for example in demonstration lessons, assessed by teacher or other students using predetermined criteria.Does: in teaching practice but at all levels, with all complexities, assessed by monitoring, by results of class, by head teacher or other teachers
Concrete experiencing: exploring and discovering what the consequences areReflective observation: consider what has happened, thinking about the reasons and the consequences could beAbstract conceptualization: the learner looks for a theory, an explanation, a model. By doing this it becomes more predictable in future.Actively experimenting: checking whether the theory developed is consistent, applying the theory to different but similar situations.According to Kolb all those phases feature in each learning process. The learner will start with the phases which he likes most and by doing so develop his own learning style.The student who combines active and concrete (experimenter)This person immediately starts working and learns from experiences, via trial and error. He likes experimenting with new ideas and takes risks.The student who combines concrete and passive/reflective (analyser)This person listens and watches first, he doesn’t like surprises. He has a great sense of imagination and picturing things. He likes to assess a situation from different perspectives and bring together those different images in a Gestalt. This person likes an environment where he can create ideas.The student who combines reflective/passive and abstract (assimilator)This person stresses the logical interaction between things; he likes conceptualising and making theoretic models. He likes analysing, considering and thinking, reflecting.The student who combines abstract and active (applier)This person is focused on the outcome and works according to plan. He likes taking decisions. He functions well in situations in which there are clear answers to a problem. He reasons in a deductive logical way. He likes implementing concepts, models and theories.It is important to realise that people are seldom using just one of these styles; most people combine some of the above. Each situation demands a different approach. So it is good to realise that none of the described styles is good or bad.
This activity is only done if there is time and depending how day 1 developed
Astrid taking over (after lunch?)– linking activity to what does this mean for choices the college has to make and impact on lecturers?
Lessons learnt in literature/other projects.Practical work: E.g. activities related to teaching practice or competencies to be developed.
Responsibility of QAC?Opportunities online: e.g. extra credits?
Participants write on activity cards what they have come up with during the days – time line will be laid out on floor: e.g. decide on type of portfolio, define roles, write students’ guide, include information and assignments in modules that are now being written, …etc.
Astrid taking over (after lunch?)– linking activity to what does this mean for choices the college has to make and impact on lecturers?
