Week 3 Reflection

I like the idea of a portfolio that is "owned by the learner", "structured by the learner" and in the "learner's own voice". So often, as learners we look to be "people pleasers." As I wrote on our class wiki, when creating my portfolio, I kept wanting to lean on that oh-so-present crutch of an example, or a step-by-step first this, then this process. As an educator in this technological age, I need to be aware of the changing learning sphere and how that applies to me as well. I understood the reasoning for not having one provided, and it's not that I needed or wanted that example, I'm just so used to having it because that's how we were brought up to learn; and that's just not how things are done now. In Assessment for Learning, or AFL, I find myself relating to several of the ten areas of thought. I agree that when we are planning AFL should be something we consider in how and what we teach, as well as what exactly we want out students to be learning, our method of assessment needs to be considered in advance to teaching any new concept, and should include facets of how our students are learning. We are in a fast-paced, information overload, society in which our students are learning and communicating in different ways that we are used to. To be an effective teacher we need to adapt and learn to communicate in their "language" and become "digital natives" :); thus we need to allow them to communicate back to us in the ways that are most beneficial to their life-long learning journey. Through using AFL, especially in the use of portfolios in the classroom, our students can become more prideful of their work, hopefully they will learn to self-assess as they go, adapt what they've learned and move forward from there. I think this reflection process helps them to evaluate their true understanding on a subject and lets them see where they may need a deeper understanding, or where they are already sufficiently informed. However, along the same line of thought, reflection often does little good without response and critique, both positive and negative, to allow room for growth. Portfolio assessments allow for the above mentioned growth opportunities, as well as a modified and individualistic learning environment. It allows us to meet the needs of all learners and allows room for self-expression and individuality. I am hoping that my portfolio development throughout this year and in the future will help me to become a more informed, versatile teacher who in technologically savvy. I remember creating my portfolio in my undergraduate studies and looking at it as something that was being "done to me" as stated in the article we read in this week's studies, however I am now learning that a portfolio can evolve and change with me, through my learning and beyond. I am excited to see how I grow and change this year, as will my portfolio.