Home UPenn E-Portfolio CHEM 501 CHEM 502 CHEM 503 EDU 536 CHEM 505 CHEM 506 CHEM 507 EDU 636 CHEM 504 CHEM 508

Electronic Portfolio

Introduction and Purpose: Welcome to my electronic portfolio.  This portfolio is a method to track the progress and understanding of the chemistry content learned during the time spent at the University of Pennsylvania Science Teacher Institute.  This reflective collection of work will include a record of learnings, assignments, and other understandings.  Other purposes include: To portray an accurate assesment of my growth To provide a forum for reflecting on personal teaching and learning To provide an impetus for integreation of program ideas across Science Teacher Institute courses taken To provide sources of evidence for an overall program evaluation (National Science Foundation) The Organization: The ePortfolio is organized by the type of submitted entry.  Each entry describes: What the reader is about to see. How the evidence connects to the rubric item. Why I selected the evidence and how it shows my growth. Below are links to the different categories of growth exhibited through various reflections.  Background Information of My Teaching and Education (html powerpoint)

AREAS OF ACHIEVEMENT IN SCIENCE AND EDUCATION (Rubric Items) Reflections with Artifacts and Evidence Comprehension of Content Enduring Understandings -The participant has grown to have a stronger comprehension of science content as described in the program and course Enduring Understandings. Reflection 1 Use of Accurate Scientific Language -The participant has grown in his ability to accurately use scientific language. Reflection 2 Synthesis of Scientific Concepts Across Courses -The participant has demonstrated a synthesis of key program ideas across the program content. Reflection 3 Application of Scientific Concepts -The participant has grown in the ability to apply concepts and scientific principles to practical problems and/or real-world situations. Reflection 4 Use of New Science Content Knowledge in Desigining Instruction -The participant has demonstrated the application of new scientific knowledge in the design of teaching materials, lesson plans, and/or assessments used in his or her own classroom. Reflection 5 Understanding of Science Education Theory and Literature -The participant has grown to have a stronger understanding of important education literature and theory. Reflection 6 Reflective Practice -The participant demonstrates a disposition toward inquiry on teaching, and an ability to apply educational theory to do research on teaching and learning in my own classroom. Reflection 7 Use of New Pedagogical Knowledge in Designing Instruction -The participant has demonstrated the application of imporved knowledge of educational theory in the design of teaching materials of lessons used in my own classroom. Reflection 8 Use of New Pedagogical Knowledge in Designing Assessment -The participant has demonstrated the application of improved knowledge of educational theory in the design of assessments used in my own classroom. Reflection 9 Leadership -The participant has grown as a leader in science education. Reflection 10 Integration of Available and Appropriate Technology into Teaching Practice -The participant has become more skilled and sophisticated in my use of appropriate technology in classroom practice. Reflection 11