For this week’s portfolio assignment, it’s time to contribute to your Program Portfolio that spans your entire Master of Education experience here at University

July 5, 2024July 5, 2024 Discipline: Education

For this week’s portfolio assignment, it’s time to contribute to your Program Portfolio that spans your entire Master of Education experience here at University . 

Refer back to the Program Portfolio template and identify the space allocated for EDUC 5220. Then, add a minimum of two artefacts to your portfolio. 
At least one artefact should be research related, while at least one artefact should be practice related.
 Be sure to fill out each aspect of the template section for this course, including the topic, link to the resource, summary, and tags.  

 

Welcome to the Portfolio Template. As a Master of Education student, you are required to
create a portfolio that you start in your very first class and submit near the
end of the program. 

You’ll contribute a minimum of three artefacts to your
portfolio in every class you take (although you can add more rows to save more
if you wish). 

At the end of your portfolio, you will also complete a Philosophy
of Teaching Statement. This allows you to save useful readings and reflect on
previous work when you’re teaching so that you can continue to draw on what you
learned.  

 

An example has been included at the beginning
of this guide to help illustrate how artefacts need to be formatted. All
materials need a topic, a way for the instructor to review the resource (such
as a link), a summary, and tags to help indicate how the resource can be used
later.

 By following this template and consistently gathering pertinent
materials, you’ll not only enhance your understanding of the course material
but also streamline the process of assembling a comprehensive and
well-organized portfolio.

 

NOTE: Students should select the artefacts
they wish to add to their portfolio. However, the following must be included:

 

1.     Artefact related to developmentally
appropriate curricula

2.     Artefact related to learning environments and
diversity of learners

3.     Lesson Plan (any topic)

4.     Artefact related to developmental
instructional across various ages*

5.     Artefact related to pedagogical practices and resiliency


EXAMPLE:


Topic:

Creating an inclusive classroom – 

Lesson Planning





Resource

Anderson, A. (2018, January 18). 7 ways to create an inclusive
classroom environment. ASCD IN Service.
http://inservice.ascd.org/7-ways-to-create-an-inclusive-classroom-environment/ – Week 5 Portfolio

www.linktogoogledoc.com



Summary

Academic support for students , proper training of teachers,
inclusive curriculum, integrating student bodies, adjusting ranking
calculations, respectful school culture, creating space for discussion. – Lesson planning needs be able to include students of all abilities within the classroom to ensure all learning needs are met

 

Tags

Inclusion

Diversity –Diversity

Lesson Planning 

 

Artefacts Organized by Course

EDUC 5210 Learning Theory

Topic

Resource

Summary

Tags

 

 

 

 

 

 

 

 

 

 

 

 


Philosophy
of Teaching Statement – This
section of the template should be used to write your Philosophy of Teaching Statement
(PoTS), which should include reflections on how you have grown as an educator
throughout the MEd program. The PoTS should draw on artefacts saved throughout
this portfolio.>>

Reading Assignment

1. Au, W. (2007).  High-Stakes Testing and Curricular Control: A Qualitative Metasynthesis.  Educational Researcher, 36(5), pp. 258-267. 

    • Here Au (2007) explores the notion of “Teaching to the Test” and how with tests, educators reduce the curricular scope and for opportunities of learning based on individualized instruction.  What students learn and return show more about rote skills then they do about actual knowledge and interests in lifelong learning. Many of us have experienced or are currently experiencing a “teaching for the test” approach to education.  We have talked about the ramifications associated with results-based learning and shared our personal and professional experiences in order to deliberate its value in our classrooms.  
    2. Atkin J.M., Black P., Coffey J., (Eds) (2001).  Chapter 1 An Introduction to Assessment in the Science Classroom (pp. 7-10), Chapter 3 Assessment in the Classroom (pp. 23-58) and Chapter 4 The Relationship Between Formative and Summative Assessment In the Classroom and Beyond (pp.59-78).  In Classroom Assessment and the National Science Education Standards.  National Academy Press: Washington, DC. https://www.nap.edu/read/9847/chapter/1

      • Read Chapters 1, 3 and 4 from the book by clicking on the CONTENTS tab at the top of the page.  You will be able to access these chapters plus others if you would like to read more.  Chapters 1, 3 and 4 highlight the notion of assessment and evaluation of students in the Science classroom. 
        • Guba and Lincoln are considered to be foundational researchers when it comes to ideas of evaluation.  In this piece, they discuss the principles of Constructivist Evaluation. 

        4. Huebner A.J., & Betts, S.C. (1999). Examining fourth generation evaluation application to positive youth development.  Evaluation 5(3), pp.340-358. http://www.stes-apes.med.ulg.ac.be/Documents_electroniques/EVA/EVA-GEN/ELE%20EVA-GEN%207467.pdf

          • The researchers here implement Guba and Lincolns’ Fourth Generation principles into a community-university collaborative program.  This will help you see the theoretical constructs as applied to an actual program in development. 

          5. Professional Development Resource. (n.d.). http://preserviceteacherresource.weebly.com/assessment-role.html

            • A quick resource here for teachers in terms of assessment of one’s practice and the worth of conducting teacher research.

            6. UNESCO (2015). Student learning assessment and the curriculum: issues and implications for policy, design, and implementation.  Current and Critical Issues in the Curriculum and Learning.  pp. 1-29.  http://unesdoc.unesco.org/images/0023/002354/235489e.pdf

            7. Woods, J. D. (1988). Curriculum evaluation models: Practical Applications for Teachers. Australian Journal of Teacher Education, 13(1).
            http://dx.doi.org/10.14221/ajte.1988v13n2.1

              • This article references three different curriculum evaluation models. You will reference this article for the Discussion forum assignment in this Unit.

              Optional Videos

              1. Caucus of Working Educators. (2015, October 10). Wayne Au on high stakes testing 10/24/15 [Video]. YouTube. (31:42)

                • The first video features Professor Wayne Au and how he theorizes the connection between standardized testing and racist practices in American schools, past and present. You will be reading one of his articles in this unit.   The video connects to our previous discussions about Curriculum and Culture.

                3. Executive Function, ADHD & 2e with Seth Perler. (2016, February 14). An excellent way to evaluate curriculum [Video].  YouTube.  (8:24)

                  • The speaker of this video introduces another way to evaluate curriculum based on the principles of Content, Process, and Product.  The video is for both teachers and parents, but the talk is beneficial for all involved in educative environments.

                  2. Jaser Saliring. (2017, August 16). Curriculum development: curriculum evaluation (what, why and how) [Video]. YouTube. (2:24)

                    • This video is a quick overview of Curriculum Evaluation.
                    EDUC 5220: Curriculum Design and Instructional Decision Making

                    Course Description: 

                    This course introduces the major curricular models and analyzes their design and development, implementation, and evaluation.  The role of technology and disciplinary and interdisciplinary approaches are considered, and teaching through inquiry and for conceptual understanding are explored.  Strategies for planning, conducting and evaluating curricula are covered, and the practical problems teachers face in making curricular decisions are discussed.  The course will also examine the influence of legislative and socio-political forces and the value systems of central stakeholders on planning and curriculum choices.  

                    Required Textbook and Materials: UoPeople courses use open educational resources (OER) and other materials specifically donated to the University with free permissions for educational use. Therefore, students are not required to purchase any textbooks or sign up for any websites that have a cost associated with them. The main required textbooks for this course are listed below, and can be readily accessed using the provided links. There may be additional required/recommended readings, supplemental materials, or other resources and websites necessary for lessons; these will be provided for you in the course’s General Information and Forums area, and throughout the term via the weekly course Unit areas and the Learning Guides.

                    • This course does not contain a main textbook; resources to all required reading will be provided in the course Learning Guide for each week.

                      Software Requirements/Installation: No special requirements.

                      Learning Objectives and Outcomes:

                      By the end of this course students will be able to:

                      1. Explore the influence of various contextual factors on student learning, instruction or curriculum.
                      2. Examine a rationale for teaching in a changing society.
                      3. Analyze the importance of differentiated teaching and assessment.
                      4. Evaluate major social, political, and cultural trends in education.

                      Course Schedule and Topics: This course will cover the following topics in eight learning sessions, with one Unit per week.

                      Week 1: Unit 1 – What is Curriculum?

                      Week 2: Unit 2 – Curriculum Theory

                      Week 3: Unit 3 – Curriculum and the Educator

                      Week 4: Unit 4 – Curriculum Development

                      Week 5: Unit 5 – Curriculum and Cultural Diversity

                      Week 6: Unit 6 – Curriculum and Technology

                      Week 7: Unit 7 – Curriculum and Evaluation

                      Week 8: Unit 8 – Curriculum and Course Review

                      Learning Guide: The following is an outline of how this course will be conducted, with suggested best practices for students. The Learning Guides for all units open on the first day of class.  Please review all Learning Guides to access the readings, review assignments, etc. 

                      Unit 1: What is Curriculum?

                      • Read the Learning Guide and Reading Assignments
                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                      • Complete and submit the Written Assignment
                      • Complete the Portfolio Activity

                      Unit 2: Curriculum Theory

                      • Peer assess Unit 1 Written Assignment
                      • Read the Learning Guide and Reading Assignments
                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                      • Complete and submit the Written Assignment

                      Unit 3: Curriculum and the Educator

                      • Peer assess Unit 2 Written Assignment
                      • Read the Learning Guide and Reading Assignments
                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                      • Complete and submit the Written Assignment
                      • Meet with your assigned group and complete the pre-group work tasks outlined in the Group Work document 
                      • Complete the Portfolio Activity

                      Unit 4: Curriculum Development

                      • Peer assess Unit 3 Written Assignment
                      • Read the Learning Guide and Reading Assignments
                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                      • Complete and submit the Written Assignment
                      • Continue to participate in the Group Activity

                      Unit 5: Curriculum and Cultural Diversity

                      • Peer assess Unit 4 Written Assignment
                      • Read the Learning Guide and Reading Assignments
                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                      • Continue to participate in the Group Activity
                      • Complete and submit the Written Assignment

                      Unit 6: Curriculum and Technology

                      • Peer assess Unit 5 Written Assignment
                      • Read the Learning Guide and Reading Assignments
                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                      • Post finalized Group Activity 
                      • Complete the Portfolio Activity

                       Unit 7: Curriculum and Evaluation

                      • Peer assess Unit 6 Written Assignment
                      • Read the Learning Guide and Reading Assignments
                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                      • Complete and submit the Written Assignment
                      • Complete the Portfolio Activity 

                      Unit 8: Curriculum and Course Review

                      • Peer assess Unit 7 Written Assignment
                      • Read the Learning Guide and Reading Assignments
                      • Participate in the Discussion Assignment (post, comment, and rate in the Discussion Forum)
                      • Complete the Portfolio Activity
                      • Complete and submit the anonymous Course Evaluation

                      Course Requirements:

                      Discussion Assignments & Response Posts/Ratings
                      Some units in this course require that you complete a Discussion Assignment. You are required to develop and post a substantive response to the Discussion Assignment in the Discussion Forum. A substantive response is one that fully answers the question that has been posed by the instructor. In addition, you must extend the discussion by responding to at least three (3) of your peers’ postings in the Discussion Forum and by rating their posts. Instructions for proper posting and rating (out of a 10 point scale) are provided inside the Discussion Forum for each week. Discussion Forums are only active for each current and relevant learning week, so it is not possible to contribute to the forum once the learning week has come to an end. Failure to participate in the Discussion Assignment by posting in the Discussion Forum and responding to peers as required may result in failure of the course.

                      Written Assignments & Assessment Forms
                      Most units in this course require that you complete a Written Assignment, which may come in many forms (case study, research paper, etc.). You are required to submit your assignments by the indicated deadlines and, in addition, to peer assess three (3) of your classmates’ assignments according to the instructions found in the Assessment Form, which is provided to you during the following week. During this peer assessment period, you are expected to provide details in the feedback section of the Assessment Form, indicating why you awarded the grade that you did to your peer. Please note that each assignment grade is comprised of a combination of your submission (90%) and your peer assessments (10%). Failure to submit Written Assignments and/or Assessment Forms may result in failure of the course.

                      Group Activities
                      During this course, you will be required to complete work as part of a small group. Group work is an important component of your coursework, as it allows you to deepen relationships with classmates, and gain a more thorough understanding of the topics presented in this course. Further, group work mimics the business environment in which projects are often conducted in small teams across different departments. You will be randomly assigned to your groups and are expected to work with your teammates throughout the term for all group activities.

                      Reflective Portfolio Activities
                      Portfolio Activities are tools for self-reflection and evaluation within the context of the course. These activities are designed as a means to document and critically reflect upon your learning process. Activities you develop for this course will be kept in your Research and Practice Portfolio and will be important as you progress towards the final courses in your program, particularly the Advanced Practice and Capstone courses.  Ideally, you will draw from your coursework and experiences, as well as what you’ve learned in other courses, and your own current teaching practice to showcase your overall growth and examine ways in which you can continue to develop and sharpen your research interests and expand your cadre of instructional methods.

                      The Research and Practice Portfolio: 
                      Throughout the M.Ed. Program, you will be building a portfolio of instructional strategies and materials, and acquiring knowledge and skills for advanced professional practice.  Students begin building their portfolio right from start.  It serves as a repository for research findings and sample units and lessons.  Students use it to archive ideas and resources related to instructional methods, classroom management, and assessment.  The portfolio supports your own self-reflection on changes that demonstrate growth in professional knowledge, skills, and attitudes that is part of the Capstone experience.    The component parts of the Research and Practice Portfolio include:

                      • Reflective Portfolio Activities
                      • Research
                      • Teaching and Learning Resources

                      Course Forum
                      The Course Forum is the place to raise issues and questions relating to the course. It is regularly monitored by the instructors and is a good place to meet fellow students taking the same course. While it is not required to participate in the Course Forum, it is highly recommended.

                       

                                                                                                                                                                                         

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