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Most preservice teachers are asked to compile an e-portfolio to demonstrate competencies needed to gain teaching certification or licensure. Student e-portfolios are increasingly being used in other disciplines such as communications, math, business, nursing, engineering and architecture. In education e-portfolios have six major functions:
An artist's portfolio (sometimes referred to as a lookbook) is an edited collection of an artist's best artwork intended to showcase their style or method of work.A portfolio is used by artists to show employers their versatility by showing different samples of current work.
Universal Design for Instruction is an educational framework and set of strategies that applies both UD and the Principles of Universal Design to academic and teaching environments, learning products, and learning materials. Specific UDI frameworks and educational initiatives vary between academic and policy institutions.
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Examples of authentic assessment categories include: performance of the skills, or demonstrating use of a particular knowledge; simulations and role plays; renewable assignments, where a student adds value to a topic and makes this visible on Wikipedia and licenses the work openly; studio portfolios, strategically selecting items
According to the ELS website, the following design principles serve as a moral and cultural foundation for each Expeditionary Learning School. They express the core values and educational philosophy of Expeditionary Learning. [2] The Primacy of Self-Discovery states that learning happens best with emotion, challenge, and the requisite support ...
Powerful Lesson Planning: Every Teachers Guide to Effective Instruction. Thousand Oaks, CA: Corwin Press, 2006. Thompson, Julia G. First Year Teacher's Survival Guide: Ready-To-Use Strategies, Tools & Activities For Meeting The Challenges Of Each School Day (J-B Ed:Survival Guides). San Francisco: Jossey-Bass, 2007. Tileston, Donna E. Walker.
Commonly used approaches consist of analysis (i.e. need analysis, task analysis), design (i.e. objective design), selecting (i.e. choosing appropriate learning/teaching methods and appropriate assessment methods) formation (i.e. formation of the curriculum implementation committee / curriculum evaluation committee) and review (i.e. curriculum ...
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