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I believe that Growth Mindset will allow me to be a productive Digital Leader, by changing my way of thinking, towards a Growth Mindset I will excel in digital learning and leading. If, I allow myself to change from a fixed mindset to a growth mindset, I will be able to experience new ideas and move forward in new digital technology. I am learning through my classes that a growth mindset is necessary to make changes, lead, grow and create new ideas, while in a growth mindset it is important to live & learn along the way. I hope by opening up my way of thinking that I will be able to lead others in the same direction. I have come to realize that growth mindset is not something that happens overnight. Growth Mindset is a goal that we can reach together, I need to believe in it, practice it and teach it to get others on board. From here on out I hope to model it daily, I do catch myself getting in a Fixed Mindset at times, so I must practice daily. While I work with families, students and clients, I need to be able to notice when someone is stuck in a fixed mindset. I understand that this will be a difficult journey at times, as it is not always easy to change someone’s mindset when they are use to thinking with a fixed mindset. My goal is to teach “Growth Mindset” concepts so that the new ideas sink in and create a positive growth mindset. I need to focus on the word “Yet.” I need to instill this in all that I work with, if a student says, “I can’t do it.” I will say…”Not Yet!” When a client or parent says they cannot do it, or it will not work, I will say “Not Yet!”  “Growth Mindset” is a powerful concept, and it is crucial to get everyone on board.

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http://melweb65.wixsite.com/eportfolio

Developing a Growth Mindset Plan

 

Power of the Growth Mindset Plan

Issues: Convincing myself to changeover from fixed to growth mindset.

My Strengths: Willingness to change, new experiences, new process of thinking.

Ideas:

• Learn to make a Blog and use the Blog to promote Growth Mindset as I learn to move

towards the new way of thinking.

• Research, I hope to find as much information n the topic, so that I can emerge myself in the

new way of thinking.

• Facebook, I would like to create a page on Growth Mindset, to encourage others to get on

board.

• Website, I would like to create my own website as a counselor and educator, that focuses on

my new ideas, research and thoughts.

Future Direction

• My Personal Growth: I hope to grow professionally, as I believe that “GROWTH

MINDSET” will be a great experience for me to gain knowledge in

• My Learning: I hope to learn that there are many different scenarios that take place in

students & clients lives, thus by using Growth Mindset, I will be more effective. As a

Counselor & Teacher I can make a difference in the lives of my students & client’s

• My Development: In creating & working with Growth Mindset, I will do research and

build a case on that supports Growth Mindset.

I am very passionate about making changes in people’s and students’ lives and hopefully in the thinking of what a good education is. “Rigor”, this is a very interesting and intimidating word. This word has a so much impact on so many people. I do not believe that the politicians, stakeholders and higher-ups understand what our children need. I have experienced how one test has effects on so many people. Our students suffer from this one test, they are stressed out from it, scared to not pass and pressured to pass. I hope that someday education can move more towards “YET.”  It would be wonderful for teachers and students’ to justify what they do and why they do it. Right now at this point in time, I feel we have lost the soul and reason for education and learning.

My ultimate goal is to teach and counsel online, I would like to offer more to my clients and students in the way of digital learning and technology. There are many K-12 institutions online, so I want to torn more towards this, because I do not believe that the public education system will move forward and think outside the box.  I believe that are families, students and children should be able to learn as they choose, what interests them, and parents should be more involved. In counseling, I believe that we should be able to offer better online global tools for clients to use. If there is a student who is good a certain thing such as playing an instrument, we should encourage that interest.

CSLE Response

According to Douglas Thomas learning is effortless and natural, but does not believe so within the education and school system. The learning environment has significantly changed over the years due to standardized testing, mandates, and staff developments which pull us out of the classroom and we are not able to focus on the teaching and learning.  

I believe that by initiating technology in our schools, we will open up a whole new perspective in learning. It will also help that the teacher will become the facilitator and the students will take control of their personal learning and truly learn. Students must be able to explore and make true connections in their own learning.  When learning is interesting to them the learning process becomes easier. By allowing the students to be in control of their learning can create a classroom of learners who are involved and interested in their education. Our ultimate goal is to create students who become productive and functional adults. So in order for them to be successful, we need to be prepared to teach them in a way that is beneficial to them.

The purpose of initiating ePortfolios will be to help the students learn how to reflect on their growth and progress as learners, as well as to make connections and find the purpose of the information and knowledge. They will be in charge of their advisement, counseling and career choices. Students will also be in control of their credits for each academic year, they will know what classes they are taking and the reason they are taking them. Their personal plan will gear them up for their future choices. Students will be able to view their growth, and experiences. Students will be encouraged to reflect on their work and make updates as they progress. I would also like to introduce the video of, Dr. Carol Dweck explaining her theories about “yet” and “not yet” as well as the growth mindset. We will use Dr, Dwecks’ questions throughout the course, along with the four steps so that students can stay on the growth mindset track and encourage self-reflection. Students will recognize and reflect on their own growth and grow as their portfolios grow. The growth mindset significantly influences our learning ePortfolio course.

Creating Your Learning Philosophy

I believe that over time and experiences our beliefs and practices about learning can evolve. My learning philosophy has continued to develop and change as I move forward in my career adventures and endeavors. I have been fortunate to gain meaningful experiences’ and grow as a facilitator, educator, student, counselor and a learner.

I believe in many theories, I am not tied to just one theory. I believe that there are many great assets to several theories. I like what constructivism has to offer, but I also believe in the social learning and experiential learning theories. I can relate to Constructivism because the theory focuses on the learner taking responsibility and control of their individual learning. Constructivism is when learners are actively constructing their own knowledge and ideas, the teacher is playing the part of a “facilitator” and simply guiding the student’s learning.  Learners will interpret information and make connections by using their prior knowledge and past experiences. As educators we musts guide our students’, create meaningful experiences’, pull them up and inspire them, and encourage new experiences. I believe that in order to be a great educator, I first have to be a responsive learner and I must always continue to learn.

I believe that people learn from one another through observing, repeating, and modeling. This is why I believe that the Social Learning Theory is a great theory to use, it includes memory, motivation, and attention. Social learning theory focuses on the “continuous reciprocal interaction between cognitive, behavioral, and environmental influences” In order for there to be effective modeling, certain conditions need to be in place; these components are attention, retention, reproduction, and motivation. (https://www.ncbi.nlm.nih.gov). My belief is that learners must gain their own knowledge, by observing and imitating.

            I also believe that experiences help us so much in the learning process. The experiential learning theory definitely allows us to learn through experiences. When we experience authentic and hands-on experiences, we are growing as a person, we are constructing our beliefs, what we know, and think. Experiential learning consists of four stages: concrete experience, observation and reflection, the formation of abstract concepts, and testing in new situations. (Infed.org experiential-learning)

I believe that all three theories, constructivist, social learning, and experiential theories complement each other. Knowledge is constructed through experiences, in turn we make connections. With that being said, I also believe that there is a “marriage” between teaching and learning. We all know that not all learners learn the same. Direct modeling and explicit teaching need to occur so that students’ can gain knowledge. As an educator, I have found that we must personalize teaching and learning for all students.

My learning philosophy consists in my innovation plan and my role as a change agent in my school. My innovation plan focuses on being a change agent in the learning environment.  My goal is to motivate and engage all students’. Students should learn to take control of their learning, navigate content and interpret information on their own. Learning is a process and each individual student does so differently. This is why I believe that an educators’ teaching should be personalized. I hope to get others’ on board and to strengthen my innovation plan in the learning process. I can also relate personally to other theories such as; a Constructivist (Piaget, Dewey, Bruner), a learner will construct information as it relates to new information and prior knowledge. Students’ will gain meaning in the process. A learner will gain knowledge as they journey through their experiences.

            Personally, I am a hands on learner, I like to be involved in the learning process. I am an avid researcher, I love to gain new information to put into my knowledge base. I am a firm believer in education and learning. I believe that learning is a lifelong process based upon new information, prior knowledge, experiences and circumstances.

UbD Design

I have created a learning goals outline, the learning goals outline I created consists of a 3-column table which organizes learning goals, activities and assessments. I’ve had the opportunity to explore “Understanding by Design” (UbD) by Grant Wiggins and Jay McTighe. The 3 column model starts with the end in mind while including the BHAG.  In the UbD model, all new information must be well thought out and have an identifying activity that is measurable. Individual learning outcomes will be assessed. The 3 Column Table of Fink’s, uses a three column structure and broad parameters. The model entails higher level questions geared toward much bigger learning objectives. It functions as a path to completing activities that lead to understanding and goals.

Final Thoughts

The two different design processes have contributed to my ability to design learning environments and my innovation plan. I believe that the table allows students to think openly, freely and with imagination. Students are able to explore their own unique ideas and expand on learning. I prefer the 3 column table, for my ePortfolio learning plan. I believe the UbD is a great resource for learning ePortfolios, advisement, careers and technology. Both models require analysis and inquiry which help make the learning process and outcomes clear.

 

STAGE 1 – DESIRED RESULTS

Unit Title: Technology, Counseling & Advising by using ePortfolios     

Grade Level: 9-12th   

Through the use of ePortfolios, learners will utilize technological tools to enhance their 21st century learning skills. Students’ will reflect on their own learning and take ownership of their personal learning.  

 Established Goals:

• Identify and understand the basic concepts of learning, counseling & ePortfolios

• Understand how to implement learning, counseling & ePortfolios into their own courses and learning environments.

• Connect the concepts between all core courses and relate academic content to their own personal interests and daily lives.

• Become accountable for their own learning by individualizing what can be gained from a self-directed approach to the course

• Invest in learning “how” and “why” to learn instead of “what” to learn.

Understandings: Students will understand that…

• Learning & ePortfolios is a current trend in learning, counseling & education.

• There are many applications that can increase collaboration and communication among students, peers and faculty.

• Digital literacy is an important factor in successfully implementing counseling, learning & ePortfolios.

• Students will understand that ePortfolios are important tools for student learning.

• Students will understand that reflection and peer collaboration is crucial to learning, growth and quality of work.

• Students will understand that evaluating their learning is helpful to monitor their development.

• Students will understand that 21st century learning skills are key to success.

Essential Questions:

• What is learning & ePortfolios and how can it create significant learning environments for students?

• Which applications work best for assessment? For learning activities?

• How can I use learning & ePortfolios applications for relevant, authentic learning activities?

• How will Counseling & ePortfolios impact students’ learning in the classroom?

• What is an ePortfolio?

• Why is it important to want to learn?

• How can an ePortfolio help you grow as a learner?

• Why is an ePortfolio important for your future?

• How will you use your ePortfolio?

• How do you learn?

• How can you take ownership of your own learning?

• What are your strengths and weaknesses as a learner?

• What are your personal interests and passions?

• How can you communicate about your learning?

• In what ways have you grown as a learner?

Students will know:

• Best practices for using applications in their courses and learning environments.

• The importance of digital literacy and learning.

• Process of developing a knowledge base and compiling resources for technology learning and applications in an ePortfolio.

• How to locate, install and use technology applications.

• Trends, common definitions, and types of ePortfolios used for teaching/learning.

• Students will know what a learning ePortfolio is.

• Students will know why an ePortfolio is important and how it will aid their learning.

• Students will know how to create an ePortfolio using WordPress, Wix  or other blog sites.

• Students will know their strengths and weaknesses.

• Students will know how to integrate appropriate tools, visuals, and language to appeal to a particular audience.

Students will be able to:

• Design activities and assessments using best practices.

• Determine which applications align with specific activities and learning objectives.

• Integrate what they’ve learned.

• Students will be able to design an organized ePortfolio using WordPress, Wix or other blog sites.

• Students will be able to reflect on their learning.

• Students will be able to create and organize artifacts of learning.

• Students will be able to select and explore topics that are of personal interest.

• Students will be able to collaborate, in person and digitally, with peers in meaningful ways.

• Students will be able to give significant feedback to peers.

• Students will be able to evaluate their own growth and development as a learner.

• Students will be able to make connections between courses.

• Students will be able to discover personal interests and passions.

• Students will be able to be accountable for their own learning.

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks:

• Write a reflection on current trends, relevant ePortfolio applications, and basic concepts.

• Develop an ePortfolio and learning objective and activities outline.

• Create an ePortfolio and assessment activity. Share and provide peer feedback, revise if necessary.

• Write a reflection on digital literacy and the impact of ePortfolios for collaboration.

• Create an ePortfolio on WordPress, Wix or other blog posts.

• Write blog posts.

• Review peers’ blog posts and provide specific feedback.

• Assess their own learning using self-created checklists, rubrics, or reflection.

• Revise blog posts using peer and teacher feedback.

• Assessments will be based on completion, effective communication, and various check points.

Other Evidence:

• Required online discussion posts, which includes replying to two peer posts.

• Set of best practices and annotated bibliography of significant sources.

• Blog posts of performance tasks in ePortfolio: reflections and outlines.

• Students will conference with teachers.

• Write reflection blog posts.

• Create a final project.

• Students will observe each other’s’ blog sites.

• Students will journal (blog) about the learning ePortfolio process.

STAGE 3 – LEARNING PLAN

What learning experiences and instruction will enable students to achieve the desired results? How will the design:

W = Where the unit is going and What is expected? Help the teacher know Where the students are coming from (prior knowledge, interests)?

H = Hook all students and Hold their interest?

E = Equip students, help them Experience the key ideas and Explore the issues?

R = Rethink and Revise their understandings and work?

E = Evaluate their work and its implications?

T = Tailored (personalized) to the different needs, interests, and abilities of learners?

O = Organized to maximize initial and sustained engagement as well as effective learning?

• Students will know where the unit is going and what is expected of them by exploring model ePortfolios.

• The teacher will know where the students are coming from by having them complete a survey about their knowledge of ePortfolios.

• Students will be hooked on the first day of learning about ePortfolios and discuss the importance of their personal education and learning goals. Their interests will be held because they will realize they have a voice and will be taking control of their own learning through the hook.

• Students will be equipped with a device: iPad, laptop.

• Students will experience the key ideas about ePortfolios, reflection, and learning together through peer collaboration, discussion, and hands on experiences.

• Students will explore the use of ePortfolio throughout the year in various ways: to compare and contrast ideas in different courses; to connect ideas in counseling, advisement and careers; to reflect on their learning and what makes them learn effectively; to reflect on what makes them want to learn.

• Students will rethink and revise their work through peer reviews, teacher conferences and expanding on new ideas.

• Students will evaluate the effectiveness of their ePortfolios’, they will continuously evaluate how to make revisions on their work to make sure the ePortfolio progressing.

• Each ePortfolio will be unique to each individual and their interests and abilities.

• Teachers must facilitate organized time and classroom structure to keep students engaged in the learning ePortfolio by providing model ePortfolios, discussion points, questions about their value, and time to work on and revise the learning of ePortfolios.   

 

Summary of Learning Activities:

1. Begin with an entry question (What is mobile learning and how can it transform my course?) to hook students into considering their current knowledge and thoughts about ePortfolios.  H

2. Introduce the Essential Questions and briefly describe the Performance Tasks.  W

3. Students respond to Week 1 Discussion prompt regarding their previous knowledge, ideas, and thoughts about ePortfolios.  W, E, R

4. Students will review relevant online data sources about current trends in ePortfolios, technology, counseling and advisement.  E

5. Students will research and review articles, videos, and other online resources on applications, definitions and ePortfolio concepts.  E

6. Students respond to Week 2 Discussion prompt regarding learning objectives, ePortfolio applications, and best practices.  E, R

7. Students will read assigned course reading about ePortfolio, counseling & advisement  applications and how to choose those that best support learning activities and objectives. Develop an outline of your findings. E, O, E-2

8. Students will research for best practices of using ePortfolios and applications in a classroom setting. Provide an annotated bibliography of significant sources.  E, O

9. Students respond to Week 3 Discussion prompt about using ePortfolios for learning and assessment activities and their possible impact on the learning environment.  E, R

10. Students will design a learning and an assessment activity, relevant to their own course, which integrates technology and applications. T, R

11. Students will read course materials about ownership of learning, development and personalization of ePortfolios and how to organize their artifacts in their blog (performance tasks and other evidence of learning).  E, O, T

12. Students will respond to Week 4 Discussion prompt regarding digital learning and the importance of collaboration. E-2, R

13. Students will read and review current articles and video resources about digital literacy and the impact ePortfolio learning has on communication and collaboration among students, peers and faculty.  E

14. Students respond to Week 5 Discussion prompt about the significance of an ePortolio and knowledge base for resources.  E, R

15. Students will develop and refine the ePortfolio/blog, build the knowledge base and compile all their resources for mobile learning.  T, R, O

16. Students will post outlines, reflections, and activities as blog post entries.  O

 

Aligning Outcomes, Assessments, and Activities

In creating a significant learning environment, I used Fink’s, “A Self-Directed Guide to Designing Courses for Significant Learning.” While using the design phase of my innovation plan, which focuses on ePortfolio use in advisement and counseling department. Students will build and personalize learning ePortfolios starting in the 9th grade and utilize them throughout their high school years and in their future. Students will gain meaningful experiences and take ownership of their learning and education.

 

 

Learning Environment & Situational Factors to Consider

 

1. Specific Context of the Teaching/Learning Situation

How many students are in the class?  Is the course primary, secondary, undergraduate, or graduate level?  How long and frequent are the class meetings?  How will the course be delivered: live, online, blended, flipped or in a classroom or lab?  What physical elements of the learning environment will affect the class? What technology, networking and access issues will affect the class?

• Students: 400, all class periods, 3 teachers and 2 counselors

• Level: Secondary: 9th through 12th graders

• Class meetings: Each day, students will spend each day on ePortfolio work

• Delivery: In classrooms using their computers, individually outside of class, blended

• Potential issues: Making sure all teachers work on ePortfolios each day either at the beginning of class or at the end, whichever routine they choose.

1. General Context of the Learning Situation

What learning expectations are placed on this course or curriculum by: the school, district, university, college and/or department?  The profession?  Society?

• Utilizing grade system of : A (90-100) B (80-91) C (70-81) D (60-71) F (0-61)

• Documenting grades and assignments

• Following the course syllabus, advising students and parents

• Aligning content with Texas Core Standards in Technology, Counseling, Advising, Careers,  (tea.texas.gov/Academics/Learning_Support_and_Programs/School_Guidance_and_Counseling/School_Guidance_and_Counseling)

1. Nature of the Subject

Is this subject primarily theoretical, practical, or a combination?  Is the subject primarily convergent or divergent?  Are there important changes or controversies occurring within the field?

• ePortfolios are mostly practical as it relates directly to each individual learner and their individual learning, interests, and personality, careers and education.

• ePortfolios are primarily divergent in that students have the freedom to create content that they want in their ePortfolios, however creating the ePortfolio using Wix, WordPress or app. Of their choice…it is also convergent as they will need to follow specific steps.

• In the beginning there could be controversies, such as the students having more control over their learning and the content that they are creating, and less involvement from the teacher. In time I believe that the district and school will become more comfortable with it.

1. Characteristics of the Learners

What is the life situation of the learners (e.g., socio-economic, cultural, personal, family, professional goals)?  What prior knowledge, experiences, and initial feelings do students usually have about this subject?  What are their learning goals and expectations?

• Our school is a small community in a rural setting, in the Rio Grande Valley in Texas.  Most students are Hispanic. The graduate rate is low, and many of these students do not move on to higher education.

• Students do not have extensive prior knowledge on ePortfolios, what they are, how they are used, and why they are important.

• Students will be able to engage in self-directed learning, digital technology, provide purposeful peer feedback for peers, reflections on their own learning, and utilize technological tools to improve learning skills

1. Characteristics of the Teacher

What beliefs and values does the teacher have about teaching and learning?  What is his/her attitude toward:  the subject? students? What level of knowledge or familiarity does s/he have with this subject?  What are his/her strengths in teaching?

• The four teachers believe that teaching is important to aid students in their growth and development as people and learners. They value lifelong learning personally and for their students.

• The teachers’ attitude toward the subject is positive as they have personally experienced the benefits of learning ePortfolios.

• The teachers’ attitude toward students is that they value the differences between each of their students, have high expectations for them, hold them accountable, and support them in their academic and personal pursuits.

• The teachers’ knowledge and familiarity with ePortfolios is past the novice stage but not yet at the expert stage. This inspires them to continue to gain knowledge and understanding about ePortfolios and continue to familiarize themselves with aspects that they are still foreign.

• The teachers’ strengths are that they are passionate, student-focused, flexible, and hardworking educators with personal experiences creating and developing ePortfolios and using a wide variety of technological tools.

Questions for Formulating Significant Learning Goals

The goal is for students to have a resource to go to that will help them in the future and during their high school years. It is essential that students understand purpose of education, and taking ownership of their educational experiences and learning. Students will learn how to personalize learning, high school plans, classes, and their personal education, in turn we thrive to create life- long learners.

My Big Harry Audacious Goal (BHAG) for the course is:

Learners will engage in the use of technology to build ePortfolios, learners will use tools to enhance their 21st century learning skills. Learners will reflect on their personal learning and take ownership in all endeavors. Learners will engage in individualized, real-world learning experiences. Learners will access, evaluate, manage, and use information in a variety of media formats by using a wide variety of sources. Learners will collaborate and manage technology and counseling processes. Learners will experience critical thinking skills, demonstrate global and local social responsibility, use complex decision-making, and problem-solving skills. Learners will develop self-directed learning skills and attitudes that enable them to learn effectively.

Foundational Knowledge

• What key information (e.g., facts, terms, formulae, concepts, principles, relationships, etc.) is/are important for students to understand and remember in the future?

• What key ideas (or perspectives) are important for students to understand in this course?

 Learners will…

1.   Familiarize themselves with the Wix, WordPress or other App/ website of their choice

2.   Understand how to collaborate with peers

3.   Understand digital skills and apply what they learn on their ePortfolios

Application Goals

• What kinds of thinking are important for students to learn?

• Critical thinking, in which students analyze and evaluate

• Creative thinking, in which students imagine and create

• Practical thinking, in which students solve problems and make decisions

• What important skills do students need to gain?

• Do students need to learn how to manage complex projects?

 Learners will:

1.  Analyze cross curricular connections

2.  Evaluate their own learning progress, degree plans, class choices, assessments and progress

3. Design and organize an ePortfolio that reflects their personal style, personal learning plan and goals

4. Will integrate tools, skills, techniques, visually satisfying ePortfolios    

 Integration Goals

What connections (similarities and interactions) should students recognize and make…:

• Among ideas within this course?

• Among the information, ideas, and perspectives in this course and those in other courses or areas?

• Among material in this course and the students’ own personal, social, and/or work life?

Learners will:

1. Reflect on the construction and style of their ePortfolios, expand and evolve

2. Connect the concepts between all core courses, schedules and personal learning plan

3. Combine academic content to their own personal interests, daily lives and future

 Human Dimensions Goals

What could or should students learn about themselves?

• What could or should students learn about understanding others and/or interacting with them?

 Learners will:

1. Evaluate their own learning styles and goals

2. Practicing online etiquette

3. Appreciate peers input and opinions

4. Create ePortfolios that pertain to their personal learning

5. Communicate openly with peers and or teachers, counselors

6. Learn and grow in creating ePortfolios

Caring Goals

• What changes/values do you hope students will adopt?

•  Feelings?

•  Interests?

•  Values?

Learners will:

1. Value and appreciate holistic learning

2. Understand the “how” and “why”

3. Discover personal interests, passions and self-growth

4. Demonstrate healthy interactions and reflections

5. Value the progress and growth

6. Appreciate the process of change, diversity, interests, values, feeling and collaboration

"Learning-How-to-Learn" Goals

• What would you like for students to learn about:

• How to be good students in a course like this?

• How to learn about this particular subject?

• How to become a self-directed learner of this subject, i.e., having a learning agenda of what they need/want to learn, and a plan for learning it?

 Learners will:

1. Set goals, and be accountable for their own learning

2. Appreciate the differences in learning styles

3. Individualize learning, respect peer to peer learning, grasp and support self-directed approaches and learning

4. Utilize a self-directed plan according to state requirements

3 Column Table

BHAG (Big Hairy Audacious Goal) – Overarching Course Goal

While creating and using ePortfolios, learners will utilize technology and tools to enhance their personal learning experiences in the 21st century. Students will appreciate and reflect on their own learning. Students will become advocates for their personal learning plan and future. Students will take ownership and want to be a part of their educational goals and learning. 

Learning Goals

Learning Activities

Assessment Activities

Foundational Goals

Learners will…

• Explore a “BLOG”

• Explore how to collaborate with peers through digital discussions on their ePortfolios.

 

• Research a model ePortfolio, gather information.

• Locate videos about ePortfolios, share with class.

• Watch a demonstration video about online discussions

 

• Create a blog post

• Initiate building a ePortfolio

• Create a discussion post

Application Goals

Learners will…

• Design and organize an ePortfolio that reflects their personal style.

• Evaluate their audience and integrate appropriate tools, visuals, and language.

 

• Design the ePortfolio

• Collaborate with peers

• Edit and revise previous posts and artifacts

• Peer review

• Meets state standards

• Self-assessment

Integration Goals

Learners will…

• Analyze connections between technology, counseling and all courses.

• Reflect on the value of the construction and style of their ePortfolios.

• Connect the concepts between all core courses and relate academic content to their own personal interests and daily lives.

 

• Blog posts

 

• Peer collaboration activity

 

• Blog posts

• Multimedia project

 

• Blog posts

 

• Rubric Checklist

 

• Writing assignment

• Multimedia project/presentation

Human Dimension Goals

Learners will…

• Evaluate their own learning preferences and how to maximize these preferences.

 

• Demonstrate tact and restraint while utilizing online etiquette.

 

 

 

• Group discussions,  each student will determine their own learning style

• Learning Style Search

• Research for online etiquette rules

 

 

 

• Student-created Learning Style, assessment based on results

• Learning Style results

 

• Ongoing discussion post evaluation

Caring Goals

Learners will…

• Learn about learning “how” and “why” to learn instead of “what” to learn.

• Explore personal interests and passions through the interactions and reflections of ePortfolios.

 

• Real-world problem solving activity

• Create a Blog post on purpose of learning

• Presentation

 

• Real-world problem solving activity

• Blog posts

 

• Presentation

 Learning How to Learn Goals

Learners will…

• Evaluate their own learning progress.

Learners will be:

• accountable for their own learning experiences

• learn what can be gained from a self-directed approach

• students will create and reflect on their ePortfolios

• Blog post reflections

 

• End of course connections in ePortfolio

• Reflection

 

• Rubric on ePortfolio make connections

 

• Blog posts and final project

• Group deliverable

• Final project, delivery of ePortfolios to the class

• Ongoing ePortfolio experiences

 

The goal is for students to continue to add to their ePortfolios in each grade level throughout 9th and 12th grades and continue in their future. The ePortfolios can be used in college, technical school, the military, or in their careers or in the workforce. Students are given the skills, freedom to explore and create their personal content in ePortfolios. The goal is that students have the opportunity to take ownership of their learning, utilize what they are personally interested in, to learn individually and with their peers. By using a naturalistic approach while engaging in the process of building ePortfolio it encourages students to be intrinsically motivated to learn. I hope to create a learning environment that is beneficial to all students, each individual student will be able to use the ePortfolio to its fullest potential.

 

 

 

 

 

 

References

Dweck, C. (2006). Mindset: The new psychology of success.

Fink, L.D. (2003). A self-directed guide to designing courses for significant learning. San Francisco: Jossey-Bass.

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