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EU Folio Team Ireland

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Sinead Tuohy

on 29 September 2016

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Transcript of EU Folio Team Ireland

Project Statistics
January 2014
February 2014
April 2014
March 2014
2013
EUFolio Launch Meeting 10th December 2013
Meeting for representatives from pilot schools- 41 school leaders, ICT Co-ordinators and teachers attended
Set out project context and requirements
Opened assessment and portfolio discourse
Video link with Education Scotland
Exemplars of e-portfolio work demonstrated in both platforms

Teacher Training Day One- January 16 & 17th 2014
Account Set-up and School Support
January & February 2014
Each school assigned a mentor from the EUFolio project team
Schools forwarded class lists to their mentor
School sites set up, student and teacher passwords assigned
Teachers and students begin using their chosen portfolio platform
Technical support provided by assigned EUFolio mentor & Tim Francony, Microsoft
Teacher Training Day Two- 25/26/31st March 2014
At Present
Teachers continuing to expand their use of EUfolio in their classrooms for teaching and learning, incorporating tasks developed and IT/assessment training
Mentors visiting pilot schools to observe the use of the EUfolio in the classroom and provide technical support.

CPD & School Support Timeline
Sinéad Tuohy & Ben Murray
Platform specific- 20 O365 schools (spread over two days: 37 teachers) and 6 Mahara schools (one day: 11 teachers)
Three aspects to the day:
1. IT training- troubleshooting and upskilling, sharing of practice
2. Assessment discourse- validity of assessment
3. English task development- oral speech development incorporating collaborative planning



ICT Training
Hands -on training for teachers who bring their own device to the session
Portfolio-specific skills demonstrated and trialed by the teachers
Collaborative problem-solving atmosphere
Authentic classroom tasks provided for the teachers
Individual support available for teachers if required
Incorporates trouble-shooting and sharing of experiences to promote a community of practice approach

Assessment Discourse
English Task Design
Rich tasks modeled for teachers promoting the use of EUfolio in the classroom
Lesson incorporate oral, reading and writing strands
Teachers introduced to digital tools which complement the EUfolio platform such as www.padlet.com
Lesson design supports such as Bloom's Digital Taxonomy introduced to teachers
Collaborative lesson planning sessions where teachers work together to design lessons and share ideas
Encouraging teachers to explore and discuss their current assessment practices
Activities are collaborative and introduce teachers to theory through modeling and group work tasks
Areas discussed to date: formative assessment, feedback, peer and self-assessment and validity
Teachers encouraged to incorporate these aspects into their lesson design and use of EUfolio
These are skills that students should acquire as part of their learning experience.
Key skills
Literacy and Numeracy
Managing
Myself
Staying
Well
Being
Creative
Communicating
Working
with
Others
Managing
Information
and
Thinking
• Imagining
• Exploring options and alternatives

Implementing ideas and taking action
• Learning creatively
• Stimulating creativity using digital
technology
• Knowing myself
• Making considered decisions

Setting and achieving personal goals
• Being able to reflect on my own
learning
• Using digital technology to manage myself and my learning

• Being healthy, physical and active
• Being social
• Being safe
• Being spiritual

Being confident
• Being positive about learning
• Being responsible, safe and ethical in
using digital technology


• Listening and expressing myself
• Performing and presenting
• Discussing and debating
• Using language
• Using numbers
• Using digital technology to communicate

• Developing good relationships and
dealing with conflict
• Co-operating
• Respecting difference
• Contributing to making the world a
better place

Learning with others
• Working with others
through digital technolog
y
• Being curious

Gathering, recording, organising and evaluating information and data
• Thinking creatively and critically
• Reflecting on and evaluating my learning
• Using digital technology to access, manage and share content

Project Partners
Department of Education and Skills (incl JCT)
H2 Learning
NCCA
Microsoft Ireland
State Exams Commission
Dublin West Education Centre (PDST)
Pilot Schools
Platforms
Pre-Implementation Phase

10th December 2013
26 second level schools: 23 focused on English, 3 focused on DCG
54 teachers
1,300 students

20 schools using O365
6 schools using Mahara
Each teacher has a school site incorporating a class page with individual student pages
English focusing on formative assessment, DCG focus on summative
Focus on both
teacher and
student
Pilot Implementation
Process- centric: focusing on student learning
Promotes student reflection and collaboration
Repository of student work, investigating potential for use in summative assessment
Fosters peer and self assessment
Supports teacher in providing formative feedback and tracking student progress
Promotes critical thinking and metacognition
Examples of Portfolio Implementation
Newbridge College
First Year English &
Office 365
St. Joseph's Lucan
First Year English &
Mahara
Sutton Park School
DCG & Office 365
Athy College
First Year English & Mahara
Further Plans
Presentation Outline
Introduction
Pre-Implementation Phase
CPD Events & Workshops Provided
Support During Implementation
Pilot Implementation
Further Plans
Platform specific- 20 O365 schools (40 participants) and 6 Mahara schools (17 participants)
Three aspects to the day:
1. IT training- navigating the portfolio, tools for the classroom
2. Assessment discourse- formative assessment and feedback
3. English task development- the writing process


End May 2014

End of pilot phase one
Teachers to share exemplars of student work
Teacher and student survey to inform future work
September 2014

Begin pilot phase two
Continue to work with current teachers. Build on acquired skills and develop understanding of assessment, with a particular focus on assessment tasks in English
Provide two days of further CPD for teachers
Develop an online community of practice
Share best practice with other European partners
Introduction
CPD Events & Supports
EUFolio Model of CPD
Each school supported by a mentor
Online and face to face supports
Follow us on Twitter:
@eufolioirl
Selecting Our Schools
Training Needs Identified
Factors:
- geographical spread
- small/large schools
- urban/rural
- gender – (boys school/girls school/mixed school)
- member of NCCA network of schools
- type of school in terms of management and patronage
- adequate broadband/WIFI
Also required:
A commitment from the English department
At least two junior English classes,
with two participating teachers


Training needs broke into three strands:
ICT:
General ICT skills, use of ICT tools to support learning, platform-specific features
Assessment :
Formative assessment, effective feedback, validity, success criteria
English Task Design:
Collaborative task and lesson design, plus sharing of practice


Supports Provided
Pre-implementation, schools and teachers attended an information launch day.

EUfolio team provided advice to schools in choosing the most appropriate platform for their context and also in setting up their school accounts. This support is ongoing throughout implementation.

Supervision cover provided to schools


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