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Module IV Title

Page history last edited by Gary Duke 10 years, 4 months ago

For Becki:

 

Tim Small Reference: 

 

Tim Small. Learning to Achieve: A Handbook of Strategies for Increasing 
     Learning Power.
Bristol: Vital Partnerships, 2010. Print. link

 

 

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Overall Quote Possibilities:

"Nothing is easier than to have to experience and miss the meaning of it." William Sloan Coffin

 

"We don’t learn from experience. We learn from reflecting on experience. " -- John Dewey

 

"Reflective intelligence is made of thinking strategies, positive attitudes toward investing oneself in good thinking, and metacognition - awareness and management of one's own mind." -- David Perkins

 

 

1. KEY FOCUS: A STRATEGIC LAUNCH. Where smart starts.

Question: Where does the QEP begin? Why is it important for all instructors to understand what happens in EDUC 1300?

Answer: It begins with the EDUC 1300. But unless instructors beyond EDUC 1300 also take up the challenge of nurturing lifelong learners, it's note likely to take hold for most students.  

Resource/ Excerpt/Quote

EDUC 1300: GOALS, CONTEXTS, OUTCOMES
A Global View of the EDUC 1300 Course

What a Self Regulation Project Looks Like

What is Self-Regulated Learning

 

2. KEY FOCUS: LIFE LONG LEARNING. Where changing and learning takes over. 

Question: Is it possible to redirect attention from the trappings of "education" to the heart of learning?  That is, from grades and assignments and teacher-directed activity to curiosity, meaning, and growth? 

Answer: The whole QEP is an investigation to find out whether students can become autonomous, strategic learners. Autonomous Learning is one of the eight SLO's in the EDUC 1300 course. It is probably the most important and the most difficult to achieve. 

 

- Perhaps an explanation of SLO: Teasing apart it's parts

- The Tree (Dimensions of Learning) Feeling. Thinking. Acting. dimensions_thinking-feeling-acting.pdf

 

UNDER CONSIDERATION

3. KEY FOCUS: CONGRUENCE:  Where Smart thinking, feeling and acting come together

Question

Answer: 

Resource/ Excerpt/Quote

Congruence = When goals thoughts and behaviors are in agreement

Bringing it all together

The CONNECT in folio thinking

Learning to look smart more than to be smart'

Constructive learning ... the tree

7 habits of effective life long learners

description of changing and learning

 

 

4. KEY FOCUS: ELLI:  Where Learning power is revealed

Question

Answer: 

Resource/ Excerpt/Quote

Tim Small Text from Melinda

Spider diagram

Necessary how-tos to take the ELLI for this module

 

 

5. KEY FOCUS: FOLIO THINKING & REFLECTION:

Question: What is folio thinking and why is it important?

Answer: Folio thinking provides a framework for reflection. The portfolio The four steps in the process -- when seen as a cycle (with evidence) can become a personal learning system   And the portfolio itself

Reflection is the heart of The portfolio provides a "home" for reflection. 

 

Resource/ Excerpt/Quote

- Chen quote

- Folio thinking is a reflective practice that situates and guides the effective use of learning portfolios. Drawing upon the literature in experiential learning, metacognition, reflective and critical thinking, mastery orientations to learning, and, of course, learning portfolios, folio thinking aims to encourage students to integrate discrete learning experiences , enhance their self-understanding, promote taking responsibility for their own learning, and support them in developing an intellectual identity. Central to folio thinking and ePortfolios is the process of relfecting on the growth of one's knowledge and capabilities over time with an emphasis on metacognition by intentionally providing structured time and space for learnes to consider and document the process of their learning and not just the product (assignments, tests, and so on). The process highlights the affordances of ePortfolios as not only potentially transformational with respect to individual learning and development but also the effectiveness of ePortfolios as assessment tools. Their use for both formative and summative assessment is seen in learners assessing their own k nowledge. At the same time, others (instructors, employers, institutions)  can use ePortfolios to assess the learners' skills and abilities for a variety of purposes, whether it is their ability to meet objectives in a course, to perform certain tasks, such as their suitability for a particular job, or to demonstrate institution-specific outcomes for accreditation. However, ePortfolios are much different from other assessment tools because they enable students to authentically represent their own learning in a way that makes sense to them and encourages them, ultimately, to take responsibility for their own learning."

-- Light, Tracy Penny, Helen L. Chen, and John C. Ittelson. Documenting Learning with EPortfolios: A Guide for College Instructors. San Francisco: Jossey-Bass, 2012. Print.

 

- "We don’t learn from experience. We learn from reflecting on experience. " -- John Dewey

- "Reflective intelligence is made of thinking strategies, positive attitudes toward investing oneself in good thinking, and metacognition - awareness and management of one's own mind." -- David Perkins

 

- Collect. Select. Connect. Reflect

- What's it good for? Using eportfolios to foster learning

 

Geoff Leigh Video and Transcript   

 

So why build a portfolio? What's the value? What's in it for me? The simple answer is this. The process of building a portfolio can change your understanding of who you are. I firmly believe that building a portfolio will help you become a better learner, a better thinker, a better communicator. a better leader. And if done right the process of building a portfolio can make you a better person. How is that? How can building a portfolio change who you are? Let me quickly explain.

 

The process of building your portfolio is based upon reflection -- the practice of actively thinking about your experiences. So when we talk about your portfolio the process of building it is just as valuable as the product. The process of determining what to include in the portfolio. How to organize it? And how to represent your concepts? And putting intentional thought into design. This is what causes change. This reflection can help you make connections that didn't exist before. And cause you to learn more about yourself. You are assessing your experiences. Think about it. Our lives are all about experiences. We have family experiences, professional experiences, social experiences, school experiences, experiences creating, critiquing, consulting, enlightening, encouraging. Everything we do is yet another experience. 

 

But often we don't take the time to stop and reflect on those experiences. Or even better to capture and catalog that information in one location. This is what the process of building a portfolio is all about. Reflecting on experiences.

 

So when it is all said and done -- yes -- you have an amazing portfolio product. And you can take that product and you can share it to employers, professors, friends, colleagues, and peers. But the product is only one portion of the portfolio's value. And maybe it's not even the most important. Maybe the real intrinsic value of the portfolio is the process you went to to create it. Because true personal growth occurs in the reflection process of building your portfolio. 

 

More Reflection Items:

 

Various senses in which the term reflection is used. 

See also: The Purposes of Reflection - Choose X number of the best. Provide it as a list from which instructors choose their intended use in using portfolios (or reflection) 

 

a. "Reflective differs from thoughtful in its stronger implication of orderly processes of thought, such as analysis and logical reasoning, in its suggestion of a definite aim, such as the understanding of a thing's nature or of its relation to other things or the reaching of a definite conclusion." From: "Thoughtful."Webster's New Dictionary of Synonyms. Springfield: Merriam Webster, 1984.

 

b.Reflection is the second half of Guided Inquiry. The first half is engagement. A component in the inquiry process. John Dewey described learning as an active individual process that takes place through a combination of acting and reflecting on the consequences. "Learning involves going beyond the information given to create 'products of the mind.' " Kuhlthau, Guided Inquiry 25)

 

c. As the second half of inquiry, Dewey said reflection has 5 phases: feeling doubt because of an incomplete situation, conceptualizing the problem, forming a tentative interpretation, reasoning with more precise facts, and testing the conclusion with action. (Kuhlthau, Guided Inquiry 15)

 

 

 

6. KEY FOCUS: NEXT SEMESTER: 

Question: 

Answer: 

Resource/ Excerpt/Quote

- The Rubric

- Messy and Unpredictable, a link 

- The Tree (Dimensions of Learning)

- Small = How Can Teachers Foster Changing and Learning 

 

Google Drive Insertions (Or links where available):

  • Tim Small text from Melinda
  • 7 Dimensions: Habits of Effective Lifelong Learners 
  • Dimensions of Learning : The Tree 
  • ELLI screenshots 
  • Transcript of Geoff Leigh 
  • My Learning Power (the PDF)
  • The Life long learning Rubric  (I think) 

 

 

 

 

 

 

 

 

 

 

 

 

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