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Designs of Students Portfolio Guidelines for Effective Design: Establish how the portfolio will be used. - one can restrict the contents to what is relevant and design its structure to facilitate its intended use. Common purposes: Growth monitoring Skill certification Evidence of best work External assessment Communication with parents 2. Center the content of portfolios on instructional goals - the list of goals provides the framework for selecting and evaluating work samples. -These goals specifies what the student is striving to achieve and indicates which skills to be document. - these goals are stated more generally than performance objectives. 3. Determine the type of portfolio to be used. Types of Portfolio Showcase portfolio - Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment. b) Reflective portfolio -a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement. c) Cumulative portfolio -contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning. d) Goal-based portfolio -has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives. e) Process portfolio -a way of documenting the steps and processes a student has employed to complete a piece of work. 4. Establish Procedures for Organizing the Portfolio. - stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology. 5. Choose a range of authentic classroom products that relate to the objectives of the portfolio. - teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio. 6. Record the significance of items included in students’ portfolios. - they can create a caption statement to identify and note the significance of the piece. Caption statements – are concise, written comments in which students and teachers note the time and the date 7. Review and evaluate portfolios periodically. Teachers and students can also examine portfolios as a whole product considering: The number, diversity, quality, and organization of the items selected. The level of student involvement and reflection The effectiveness of the caption and summary statement The growth and changes documented.
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Designs of Students Portfolio Guidelines for Effective Design: Establish how the portfolio will be used. - one can restrict the contents to what is relevant and design its structure to facilitate its intended use. Common purposes: Growth monitoring Skill certification Evidence of best work External assessment Communication with parents 2. Center the content of portfolios on instructional goals - the list of goals provides the framework for selecting and evaluating work samples. -These goals specifies what the student is striving to achieve and indicates which skills to be document. - these goals are stated more generally than performance objectives. 3. Determine the type of portfolio to be used. Types of Portfolio Showcase portfolio - Represents a collection of students best work and may be employed to help students gain admission to a specialized program or school, or to obtain employment. b) Reflective portfolio -a vehicle for helping teachers, students, and family members think about various dimensions of a student learning, such effort, attitudes, use of learning strategies, and achievement. c) Cumulative portfolio -contains items collected for an extended period of time and is analyzed to verify changes in the products and process associated with students learning. d) Goal-based portfolio -has pre-established objectives (such as instructional goals and objectives), and students and teachers then choose items to match those objectives. e) Process portfolio -a way of documenting the steps and processes a student has employed to complete a piece of work. 4. Establish Procedures for Organizing the Portfolio. - stored items in file folders, accordion file folders, three-ring binders & boxes with dividers or saving items with the use of technology. 5. Choose a range of authentic classroom products that relate to the objectives of the portfolio. - teachers and students work collaboratively to choose a variety of meaningful classroom products that address the goals of the portfolio. 6. Record the significance of items included in students’ portfolios. - they can create a caption statement to identify and note the significance of the piece. Caption statements – are concise, written comments in which students and teachers note the time and the date 7. Review and evaluate portfolios periodically. Teachers and students can also examine portfolios as a whole product considering: The number, diversity, quality, and organization of the items selected. The level of student involvement and reflection The effectiveness of the caption and summary statement The growth and changes documented.
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2 Portfolio Development WHAT IS A PORTFOLIO? When individuals hear the word portfolio, many different images come to mind. Artists think of compiling their best work (e.g., paintings, pottery, portraits, and sculptures) for review, whereas a portfolio for teachers often contains gathered samples of lesson plans, units of study, and professional documents that reflect the knowledge, skills, and beliefs of the teacher. In today’s digital world, portfolios are often times presented in a variety of formats, including through websites, on CDs or DVDs, or through various software. Whereas the artist’s portfolio describes each piece of art in writing, giving details about artistic design, teachers’ portfolios describe their success and that of their masterpieces, their students. Teachers who develop portfolios reflect on each piece of work, highlighting the strengths and weaknesses, as well as the changes they would make in their teaching related to student success. The teacher’s portfolio is used for self-evaluation or external review. Both of these images are correct representations of portfolios, because they both have several specific components: · 1. They have a specific purpose. The artist’s portfolio shows his or her artistic abilities, whereas the teacher’s portfolio shows his or her knowledge, skills, and abilities related to teaching. · 2. They are developed for a specific audience. The artist’s audience is a potential employer, and the teacher’s is himself or herself or external reviewers. · 3. They contain work samples, commonly called evidence. Evidence is the “stuff” or “things” that are put into the portfolio. The artist’s evidence would be the paintings, pottery, portraits, and sculptures. The teacher’s evidence would include student work, lesson plans, units of study, and other professional documents. · 4. They have reflections. Both the artist and the teacher would have written thoughts on the evidence contained in the portfolio. These examples show that two products can look different but can still be considered portfolios. A portfolio is not merely a manila file filled with assignments or work, nor is it a scrapbook of memorabilia. Campbell, Cignetti, Melenyzer, Nettles, and Wyman () stated that a portfolio is an organized, goal-driven collection of evidence. For educators, portfolios have become more commonplace over the past 5 years. The necessity of national board certification and the adoption of alternative methods of evaluation for teacher candidates and practicing teachers have paved the way. Portfolios have emerged as viable assessment tools for both teacher candidates and practicing teachers. They are a way for teachers to document their professional development, for preservice teachers to measure knowledge, or for teachers to provide evidence for the certification process (Adams, ; Krause, ; Tierney, ; Wolf, ). There are three different types of portfolios: process, product, and showcase. Although each type is compiled .
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2 Portfolio Development WHAT IS A PORTFOLIO? When individuals hear the word portfolio, many different images come to mind. Artists think of compiling their best work (e.g., paintings, pottery, portraits, and sculptures) for review, whereas a portfolio for teachers often contains gathered samples of lesson plans, units of study, and professional documents that reflect the knowledge, skills, and beliefs of the teacher. In today’s digital world, portfolios are often times presented in a variety of formats, including through websites, on CDs or DVDs, or through various software. Whereas the artist’s portfolio describes each piece of art in writing, giving details about artistic design, teachers’ portfolios describe their success and that of their masterpieces, their students. Teachers who develop portfolios reflect on each piece of work, highlighting the strengths and weaknesses, as well as the changes they would make in their teaching related to student success. The teacher’s portfolio is used for self-evaluation or external review. Both of these images are correct representations of portfolios, because they both have several specific components: · 1. They have a specific purpose. The artist’s portfolio shows his or her artistic abilities, whereas the teacher’s portfolio shows his or her knowledge, skills, and abilities related to teaching. · 2. They are developed for a specific audience. The artist’s audience is a potential employer, and the teacher’s is himself or herself or external reviewers. · 3. They contain work samples, commonly called evidence. Evidence is the “stuff” or “things” that are put into the portfolio. The artist’s evidence would be the paintings, pottery, portraits, and sculptures. The teacher’s evidence would include student work, lesson plans, units of study, and other professional documents. · 4. They have reflections. Both the artist and the teacher would have written thoughts on the evidence contained in the portfolio. These examples show that two products can look different but can still be considered portfolios. A portfolio is not merely a manila file filled with assignments or work, nor is it a scrapbook of memorabilia. Campbell, Cignetti, Melenyzer, Nettles, and Wyman (1997) stated that a portfolio is an organized, goal-driven collection of evidence. For educators, portfolios have become more commonplace over the past 5 years. The necessity of national board certification and the adoption of alternative methods of evaluation for teacher candidates and practicing teachers have paved the way. Portfolios have emerged as viable assessment tools for both teacher candidates and practicing teachers. They are a way for teachers to document their professional development, for preservice teachers to measure knowledge, or for teachers to provide evidence for the certification process (Adams, 1995; Krause, 1996; Tierney, 1993; Wolf, 1996). There are three different types of portfolios: process, product, and showcase. Although ea ...
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Discover the Kisan Call Centre: Your Gateway to Agricultural Assistance KISAN CALL CENTRE In order to harness the potential of ICT in Agriculture, Ministry of Agriculture & Farmers Welfare launched the scheme “Kisan Call Centres” (KCCs) on January 21, 2004. Main aim of the scheme is to answer farmers’ queries on a telephone call in their own language. These call centres are working in 21 different locations in the country covering all the States and UTs. A countrywide common eleven digit Toll Free Number 1800-180-1551 has been allotted for Kisan Call Centre. This number is accessible through mobile phones and landlines of all telecom networks including private service providers. Replies to the farmers’ queries are given in 22 local languages. Kisan Call Centre services are available from 6.00 AM to 10.00 PM on all seven days of the week at each KCC location. Kisan Call Centre agents known as Farm Tele Advisors (FTAs), who are graduate or above (i.e. PG or Doctorate) in Agriculture or allied sectors (Horticulture, Animal Husbandry, Fisheries, Poultry, Bee-Keeping, Sericulture, Aquaculture, Agricultural Engineering, Agricultural Marketing, Bio-Technology, Home Science, etc.) and possess excellent communication skills in respective local language. Queries which cannot be answered by FTAs are transferred to higher level experts. These experts are Subject Matter Specialists (SMSs) of State Departments of Agriculture (SDAs), ICAR Institutes, KVKs and State Agricultural Universities (SAUs). A Kisan Knowledge Management System (KKMS) has been developed to capture all the details of the caller and sending gist of answer given through SMS. KKMS has its independent website : http://dackkms.gov.in. The KCC, FTAs working at various KCC locations throughout the country have access to this website through their specific IDs and password provided to them. Welcome to the Kisan Call Centre - your one-stop destination for agricultural assistance and support. With dedicated team of experts and cutting-edge technology, we're here to revolutionize the way farmers access information and guidance. In this powerpoint, we delve into the world of the Kisan Call Centre, exploring how it functions, the services it offers, and the impact it has on farmers across the nation. From real-time advisory services to multilingual support, we'll uncover the key features that make the Kisan Call Centre an indispensable resource for farmers of all backgrounds. Join us as we showcase the achievements of the Kisan Call Centre, from its enhanced farmer outreach to its empowerment of women farmers. Discover how our feedback mechanism ensures continuous improvement, and learn about our collaborations with agricultural institutions to provide accurate and reliable information. Whether you're a seasoned farmer or just starting out, the Kisan Call Centre is here to support you every step of the way. Subscribe now to stay updated on the latest agricultural insights
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
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Arihant handbook biology for class 11 .pdf
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Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
Kisan Call Centre - To harness potential of ICT in Agriculture by answer farm...
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Class 11th Physics NEET formula sheet pdf
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