Pages are used for the reflective piece this is an area that I needed to work on. Student selects and links to the artifact. Menus used to display the pages of the eportfolio.
Each Page contains a reflection and a link to the blog post containing the artifact.
The Blog post contains the actual artifact.
presentations, Gapps, slideshare, other
documents, Gapps, scribd, other, Google Docs Viewer
graphics, internal, Flickr
video, SSIS Youtube
pdfs scanned objects, image size, pdf size
portfolio based conference
teacher commenting, Advisory based?
parent commenting, Parent - education & communication?
private or not
Check on double embeds had a problem with justines scribd embed and an ohembed of her rap had to use embed code on the youtube video. Student tagging post with other students names adds the post to the other student category
What am I learning?
how is blog post tagged
what categories are being used
What does this show about my learning?
links to post artifacts that supports reflection
Taken from "http://jonathan.mueller.faculty.noctrl.edu/toolbox/portfolios.htm" Think this page should be something we base our inital examination with. Reflection sheets Probably the most common portfolio reflection task is the completion of a sheet to be attached to the sample (or samples) of work which the reflection is addressing. The possibilities for reflection questions or prompts are endless, but some examples I have seen includetop Selection questions/prompts * Why did you select this piece? * Why should this sample be included in your portfolio? * How does this sample meet the criteria for selection for your portfolio? * I chose this piece because .... Growth questions/prompts * What are the strengths of this work? Weaknesses? * What would you work on more if you had additional time? * How has your ______ (e.g., writing) changed since last year? * What do you know about ______ (e.g., the scientific method) that you did not know at the beginning of the year (or semester, etc.)? * Looking at (or thinking about) an earlier piece of similar work, how does this new piece of work compare? How is it better or worse? Where can you see progress or improvement? * How did you get "stuck" working on this task? How did you get "unstuck"? * One skill I could not perform very well but now I can is .... * From reviewing this piece I learned .... Goal-setting questions/prompts * What is one thing you can improve upon in this piece? * What is a realistic goal for the end of the quarter (semester, year)? * What is one way you will try to improve your ____ (e.g., writing)? * One thing I still need to work on is .... * I will work toward my goal by .... Evaluation questions/prompts * If you were a teacher and grading your work, what grade would you give it and why? * Using the appropriate rubric, give yourself a score and justify it with specific traits from the rubric. * What do you like or not like about this piece of work? * I like this piece of work because .... Effort questions/prompts * How much time did you spend on this product/performance? * The work would have been better if I had spent more time on .... * I am pleased that I put significant effort into .... Overall portfolio questions/prompts * What would you like your _____ (e.g., parents) to know about or see in your portfolio? * What does the portfolio as a whole reveal about you as a learner (writer, thinker, etc.)? * A feature of this portfolio I particularly like is .... * In this portfolio I see evidence of .... As mentioned above, students (or others) can respond to such questions or prompts when a piece of work is completed, while a work is in progress or at periodic intervals after the work has been collected. Furthermore, these questions or prompts can be answered by the student, the teacher, parents, peers or anyone else in any combination that best serves the purposes of the portfolio.top Other reflection methods In addition to reflection sheets, teachers have devised a myriad of means of inducing reflection from students and others about the collection of work included in the portfolio. For example, those engaging in reflection can * write a letter to a specific audience about the story the portfolio communicates * write a "biography" of a piece of work tracing its development and the learning that resulted * write periodic journal entries about the progress of the portfolio * compose an imaginary new "chapter" that picks up where the story of the portfolio leaves off * orally share reflections on any of the above questions/prompts Reflection as a process skill Good skill development requires four steps: * Instruction and modeling of the skill; * Practice of the skill; * Feedback on one's practice; * Reflection on the practice and feedback.
The add users plugin might be useful to have students add themselves as contributors to the eportfolio blog so they can create the Category Based Reflection Page.