STAGE 1 – DESIRED RESULTS

Unit Title: E-portfolio Professional Development Course

Established Goals:

 Learners will research fundamental aspects of e-portfolio usage

 Learners will explore benefits and advantages of e-portfolio implementation
 Learners will design e-portfolios that demonstrate creativity, formation of voice, control over personal learning
experiences, and peer collaboration.

Understandings: Learners will understand that… Essential Questions:

• E-portfolios promote student-based learning • What are e-portfolios?

environment
• Constructivism learning theory lays at the heart of
e-portfolio development
• E-portfolios are learning tools that facilitate
creativity, learner-centered experience, reflection,
and social interaction.
• E-portfolio platform decision needs to be made with
the mindset that best fits the students and what
they are trying to achieve.
• What makes e-portfolios so dynamic?
• Where are e-portfolios being utilized?
• What is constructivism?
• How could you explain e-portfolio usage to other
teachers or parents that are skeptical?
• What are a few different e-portfolio platforms
available for high school students?
• How can we grow e-portfolio usage throughout the
school? Will other subjects beyond English want to
use them?

Learners will know: Learners will be able to:

• E-portfolios extend past simple reflection and • Define what an e-portfolio is

provide aspects of decision making, problem-
solving, and freedom of expression
• Constructivism is a learning theory that begins with
conception in the mind of the student before
creating and building their own e-portfolio
• How to promote e-portfolio evaluation based on the
need of the student rather than comparing against
others
• Explain the various useful components of a well-
constructed e-portfolio
• Clarify and deliberate learning theories that
correspond with e-portfolio practice
• Select appropriate e-portfolio platform that
maximizes student learning experience

STAGE 2 – ASSESSMENT EVIDENCE

Performance Tasks: Other Evidence:

• Why Use E-portfolios? Learners will • “What does an effective e-portfolio

converse and build a collection of e-
portfolio examples (including their
own) to display for the students
• E-portfolio Initiative Plan – Learners
will decide and structure how e-
portfolios will be utilized in their
classes based on student
benefits/needs
look like to you” rubric/breakdown
• Discussions
o Fundamentals of e-portfolios
o Learning philosophy of
constructivism
o All the uses for e-portfolios
• Differences of how a student might
build them vs. how a teacher would
construct their own e-portfolio

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 1

 STAGE 3 – LEARNING PLAN
Summary of Learning Activities:

1. Show my promotional video on e-portfolios that motivates the learners to buy-in and kick-
start the e-portfolio implementation process. H, E
2. Group discussions about what e-portfolios are all about, how they promote specific
learning philosophies, and the best way to introduce them to the students. W, H
3. Create an idea flowchart that states what everyone envisions for e-portfolios and what
comes to mind when they are mentioned. W
4. Build a database of online resources on the Faculty Blackboard page all about e-portfolio
basics, implementation, and success stories. E, T, O
5. Discuss the learning philosophy of constructivism and ask if it was mentioned in any of
the research the learners have done. H, E, T
6. Re-visit the original idea flowchart and add more discoveries learners have come across
during their research exploration. E, T
7. The class of learners will construct and agree upon a school-wide implementation plan
with common language to explain to students and parents. W, R
8. Discuss how the different English classes and grade levels with utilize e-portfolios.
Examples of what each class or grade level will be settled on and displayed. E, R
9. Create a list through discussion about what abilities and features learners feel the
students need in the e-portfolio platform. E, T, O
10. Learners will explore and test various platforms for e-portfolios that best fit the students
at our school, no matter what the grade level. Make sure platform has appropriate
security and privacy settings to protect the students. H, E
11. Learners split up by grade level to discuss what they might do for their specific courses.
Learners discuss as a full group to say what would growth would be expected year to
year. R, T, O
12. Leader insists learners continue adding resources to the database on Faculty
Blackboard page as they come across them. E, R, T, O
13. General wrap up discussion about anything that might have been left out or seen as a
potential obstacle. E, R

Wiggins and McTighe’s (2005) WHERETO is an acronym that emphasizes the vital elements and contemplations
for instructional planning (p. 197).

W = Ensure that students comprehend WHERE the unit is going, and WHY.
H = HOOK students at the start and HOLD their attention through the process.
E = EQUIP students with required experiences, tools, information, and know-how to meet performance goals.
R = Offer students various opportunities to RETHINK big ideas, REFLECT on headway, and REVISE their work.
E = Build in chances for students to EVALUATE advancement and self-assess.
T = Be TAILORED to reflect individual abilities, interests, styles, and demands.
O = Be ORGANIZED to optimize deep understanding as opposed to superficial coverage.

Source: Understanding by Design, Unit Design Planning Template (Wiggins/McTighe 2005) 2