the learning portfolio (handout) reflective practice for improving student learning fairfield...

The Learning Portfolio(Handout)

Reflective Practice for Improving Student Learning

Fairfield University4-5 Oct. 2007

John ZubizarretaColumbia College

jzubizarreta@colacoll.edu

The Learning Portfolio: What Is It?

A flexible, evidence-based process that combines reflection and documentation.

A way of engaging students in ongoing, reflective, and collaborative analysis of learning.

A means of focusing on purposeful, selective outcomes for both improving and assessing learning.

-Adapted from The Learning Portfolio (Anker, 2004)

Reflection– Collaboration– Evidence

Identify a unique technique, strategy, or assignment that you believe is effective in enhancing learning.

What is the purpose?Why do you use it?How do you know it works?

What evidence?

The Learning PortfolioReflection + Documentation + Mentoring = Learning!

Reflection

Collaboration/Mentoring

Documentation

Assessment

Development

Preparation

Application

Successful UsesOf

Learning Portfolios

Levels of Bloom’s Taxonomy

Complexity and difficulty are different. Complexity establishes the level of thought; difficulty determines the amount of effort within each level.

-From David A. Sousa, How the Brain Learns, 2nd ed. (Corwin, 2001)

Piaget (1971), Kolb (1984), Zull (2002),

and MetacognitionSurface Knowledge (“neuronal networks”)

Changing Cognitive Structure(“conceptualization/experimentation,” “plasticity,” “synaptic connections”)

(Active Learning, Experiential Learning, Problem-Based Learning, Collaborative/Cooperative/Team-Based Learning, Critical Thinking, Mentoring,

Self-Assessment)

Deep Learning

ReflectionExperience

ReflectionExperience

The Integrative Benefits of Learning Portfoliosin Dee Fink, Creating Significant Learning Experiences (2003)

Table of Contents

Philosophy of LearningAchievements in LearningEvidence of LearningAssessment of LearningRelevance of LearningLearning GoalsAppendices

Sample Questions for Student Reflection

What?When?How?Difference?Valuable?Continual plan?. . .Why?

Learning

Deep

Purpose, Themes, Evidence:Gallery Walk Activity

Groups agree on Purpose Collect and post Themes & Evidence Browse gallery

Purpose Themes Evidence

Sample Questions for Mentor and Student

What have you learned that you did not previously know? How do you know you have learned? What have you discovered about your learning style?

What are the best examples of your work for this project? The weakest? Why?

What has been most meaningful or surprising about the portfolio process?

What next?

St. Olaf College, CIS: http://www.stolaf.edu/depts/cis/web_portfolios.htm

How Does LP Enhance Learning?

Power of Reflection Collaborative Learning Creative Assessment Learning Styles

Writing = Learning Selectivity, Judgment,

and Responsibility Risk and Challenge Critical Thinking

Can you think of other ways?

Taxonomy of Significant Learning(Fink, 2003)

Challenges and Issues

“Schmooze” and “Sunset raving”Product vs. ProcessCoherence“Wheelbarrow”Evidence?Mentors?Evaluation: who, when, how, why?Electronic Issues

Tips for Time and Stress

Slow and smallStreamline feedbackDifferent, not moreUse technologyRubricsRotate feedback groupsBe explicit, organizedDouble duty

Final Thoughts

Learning Portfolio benefits. . . . Student learning (deep, durable, significant) Alumnae Culture of reflection & mindful, integrative

learning Assessment

Individual Dept./Program Institution . . . Accreditation!