Topic4

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= Learning Topic 4: = = Submission of Draft Capstone Portfolio =

Background/Rationale
Feedback can provide valuable insights when the feedback is constructive and focused on performance improvement. Such feedback can also promote reflection and critical thinking. To enhance the quality of your Capstone project portfolio you will receive feedback from your peers and the facilitator. This first draft requires that you submit a draft of your Capstone portfolio project. For this course, a draft does not mean 60-75% of the work is completed. A draft means that 100% of the work is done to the best of your ability. This includes the video component of the Capstone Portfolio Project.

It is important to understand the purpose and expectation for a draft submission. First, a draft is submitted to provide opportunity for feedback. The feedback is intended to guide revisions to advance the quality of your final product.

A draft that is 1) incomplete or 2) poorly constructed, is not a valid draft as the quality of such a draft impacts the readers’ ability to provide feedback. Therefore, for this draft submission it is imperative that you submit 1) a complete portfolio with video and narration, and 2) artifacts that represents your best work. This will allow for constructive feedback from the reviewers.

Learner Outcomes
By the end of this Learning Topic, you will:
 * Share a draft version of your Capstone Portfolio Project for peer review

Readings and Research
As assigned by the facilitator.

Activity 1: Peer Review - Capstone Portfolio Project
Share your draft of the Capstone Portfolio Project with the class by uploading or providing links on the Student Submission Page. The class and facilitator will provide constructive feedback that you can apply to your final portfolio project. To guide your peer review and feedback, use the Instructional Technology Capstone Portfolio Project Rubric found on the Assessments Page.

For this draft submission it is imperative that you share a complete Capstone Portfolio Project draft with:
 * 1) Your narrated video presentation, and
 * 2) Artifacts that represents your best work.

Activity 2: Discussion – Readings General Discussion – Learning Topic 4
Socratic Seminar on Zeichner, K. M., & Liston, D. P. (1996). Reflective teaching: An introduction. Lawrence Erlbaum Associates, Mahwah, NJ.

The purpose of a Socratic Seminar is to achieve a deeper understanding about the ideas and values in a text. In the Seminar, participants systematically question and examine issues and principles related to a particular content, and articulate different points-of-view. The group conversation assists participants in constructing meaning through disciplined analysis, interpretation, listening, and participation.


 * Discussion Norms:**
 * When starting a topic or question for discussion: go to the text, give the page number and topic
 * Don’t raise hands
 * Listen carefully
 * Address one another respectfully
 * Discuss ideas not opinions
 * Base any ideas on the text; use text passages to clarify or elaborate
 * Address comments to the group (no side conversations)
 * Stick to the point currently under discussion
 * Use sensitivity to take turns and not interrupt others
 * Monitor ‘air time’
 * Be courageous in presenting your own thoughts and reasoning, but be flexible and willing to change your mind in the face of new and compelling evidence

For more information on how you will be evaluated, refer to the Socratic Seminar Rubric on the Assessments Page.
 * Assessment**

Alternative Reading Discussion Activity for Directed Study:
Since the low enrollment numbers complicate our ability to have rich course discussion the course discussion will be replaced with a paper on the Zeichner and Liston reflection book. By the end of the course you will complete a 1000-1500 word reflection essay on the book. The essay is worth 40 points and replaces the discussion points. To complete the 1000-1500 word essay address the following:


 * What new learning or discussion in your IT master’s experience caused you to rethink or change your position on instructional technology in the school or classroom?


 * Review the five dimensions of reflection (Griffiths and Tann, 1992) and provide an example of how you employed the five dimensions in your teaching. If all dimensions were not employed suggest ways that these dimensions could have been employed.


 * Review the 5 traditions of reflective teaching (Ch 5). Select the tradition that best fits your style. Provide an example of how you have used this reflective teaching tradition in your teaching and integration of technology. As there is a close connection between the 5 traditions provide examples of how the remaining traditions might also be found in your teaching and integration of technology.

If these prompts provide too much for a 1000-1500 word essay than select two of the three prompts to address in the essay. Complete the essay in a document following APA formatting. Submit the essay to the Student Submission Page.

Englehart, A. (2005, October 11). //Internet draft $3// [Photograph]. Retrieved from Flickr database. (66403911)