Instructional Design

Alvarez

Implementing ePortfolios to enhance reading comprehension, critical thinking, creativity, and collaboration in elementary students.

Instructional Design Plan with you. This project is designed to transform reading instruction for elementary students using ePortfolios. Instead of relying on multiple-choice tests or passively consuming information, students actively participate in their learning by selecting texts of interest, creating comprehension questions, engaging in peer discussions, and reflecting on their progress.

Los Key Institutional Documents Influencing the Design Process

TEKS (Texas Essential Knowledge and Skills) for Reading – Provides the learning objectives and competencies students need to develop.
School Curriculum Guide – Ensures alignment with district and state reading comprehension goals.
Technology Integration Standards – Supports the effective use of digital tools for learning.
Assessment Frameworks (i-Ready, STAAR benchmarks) – Helps measure student progress and comprehension growth.

Competency-Based vs. Outcome-Based Education

I am using Competency-Based Education (CBE) because this approach ensures that students master their reading comprehension skills at their own pace, applying knowledge in meaningful ways through ePortfolios. Instead of focusing solely on test results, this model prioritizes critical thinking, self-reflection, and peer engagement—key components of my innovation plan.

Chosen Instructional Design Approach

I have chosen Fink’s Significant Learning framework because it aligns well with active learning, deeper engagement, and student ownership of learning. This model ensures that students develop comprehension skills, integrate their knowledge with real-world experiences, collaborate with peers, and reflect on their progress.

Balancing Assessment Of, For, and As Learning

Assessment Of Learning: Summative evaluation through final ePortfolio presentations and reading progress reviews.
Assessment For Learning: Formative assessments, peer feedback, and teacher check-ins throughout the process.
Assessment As Learning: Self-reflection activities where students track their comprehension growth and set learning goals.

Encouraging Deeper Learning

This project fosters deeper learning by encouraging students to:

Select texts that interest them, fostering engagement and intrinsic motivation.
Generate and answer comprehension questions, promoting analytical thinking.
Make connections between their readings and real-world experiences, deepening understanding.
Reflect on their progress and set personal learning goals, developing self-directed learning skills.

Learning is student-driven with teacher facilitation. Students take ownership by choosing their readings, creating comprehension activities, engaging in peer discussions, and tracking their progress in ePortfolios. The teacher acts as a mentor and guide, providing feedback and support.

Introduction to the Implementation Schedule

A structured implementation schedule ensures the effective integration of ePortfolios in elementary reading instruction. It outlines key activities, timeframes, responsible parties, and resources, providing a systematic transition to competency-based learning. This plan supports students in developing reading comprehension, critical thinking, creativity, and collaboration in an engaging and meaningful way.

References