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Designing ePortfolios to Promote & Assess Adaptive Expertise

Designing ePortfolios to Promote & Assess Adaptive Expertise. TED Conference 2012 Grand Rapids, MI. Evelyn Reed, Serra De Arment , Angela Wetzel Virginia Commonwealth University. Session Overview. Adaptive Expertise: Gold Standard ( Hammerness , Darling-Hammond, & Bransford , 2005).

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Designing ePortfolios to Promote & Assess Adaptive Expertise

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  1. Designing ePortfolios to Promote & Assess Adaptive Expertise TED Conference 2012 Grand Rapids, MI Evelyn Reed, Serra De Arment, Angela Wetzel Virginia Commonwealth University

  2. Session Overview

  3. 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

  4. Adaptive experts balance the dimensions of innovation and efficiency. (Bransford, Derry, Berliner, & Hammerness, 2005)

  5. 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

  6. AE & Program Outcomes • Target level on clinical continuum • building on reflection, making changes to improve, adjust, expand & connect • Standard 1. Positive & Safe Environment c. 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

  7. Alignment Activity: AE Tenets & CEC Standards

  8. 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

  9. ePortfolios in Action • VCU Special Education – template • Candidate Example 1 • Candidate Example 2

  10. 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)

  11. 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)

  12. Core Content for Reflection Reflect on what you did in this experience/assignment: • What other options and/or perspectives did you consider? • Why did you make the decisions as you did? • 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? • 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?

  13. Your experiences • Using ePortfolios • Prompting reflection about adaptive dispositions, decision making, and problem solving • Continuing the dialog http://wp.vcu.edu/soesedp

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