Pre-Instructional Activities:
Motivation: using the ARCS.
The learner's Attention will be captured by playing an instructional video on a screen to visually
appealing examples of portfolio websites created on Canva.
Relevance will be emphasized through real-work connections to creating an online portfolio, explaining
how it can be valuable for future academic and professional endeavors.
Confidence will be built during the process of creating their online portfolios by following the
instructional materials: PDF, PowerPoint, and or screencast video.
Satisfaction will be achieved once the learner publishes their online portfolio.
Objectives:
The learning objectives will be introduced at the beginning of the instructional materials (Screencast
video, PDF or PowerPoint).
Entry Skills:
The instructor will conduct a brief skills assessment to gauge learners' existing knowledge of basic
computer functions and internet navigation.
Student Groupings and Media Selection:
The instructor will provide print handouts for individual learners to follow along during the learning
process.
Assessment:
Pretest:
The instructor will conduct a brief skills assessment to gauge learners' existing knowledge of basic
computer functions and internet navigation. Example: By asking the learners to login to their digital tool
(iPad, desktop or laptop).
Practice Test:
N/A
Posttest:
N/A
Student Groupings and Media Selections:
Individualized activity due to every learner may function at a different level when using technology.
Follow-Through Activities
Memory Aids:
Learners will be provided a reference guide to reinforce their memory of the process.
Transfer:
Learners will create a lesson in their respective classes and teach how to create a portfolio on Canva.
Student Groupings and Media Selections:
Learners will be working independently but will be encouraged to interact with peers by presenting their
portfolios on Padlet where they will receive feedback from peers and the instructor.
Content Presentation and Student Participation
Objective 1: Given a digital tool (iPad, desktop, or laptop) that is connected to an internet resource
(CN), 7th-8th grade art teachers will follow along with the instructional video on "How to Create a
Portfolio Website" to set up their account (B). Learners will create an account using a preferred email
address and password. (CR)
Content Presentation
Content:
Content will delivered through various sources: in-person instruction in a whole group setting and/or
implemented a learning management system.The instructor will provide a direct instructional model or a
virtual model by providing a reference guide.
Examples:
Instructional Materials: Screencast video "How to Tutorial" and a PDF reference guide
The content presented will include:
Explanation of Canva as a design platform.
Step-by-step instructions for setting up a new account in Canva.
Student Groupings and Media Selections:
Learners will work independently but are encouraged to interact with their peers and the instructor. This
will be an in-person session, but the instructor will provide printed resources to learn at their own pace.
Student Participation:
Practice Items and Activities:
Learners will select their preferred digital tool (desktop, laptop, or iPad) to follow the steps
demonstrated. The instructor will perform the steps on a shared screen while students replicate them.
Feedback:
Learners willl receive feedback from the instructor if they encounter issues accessing the website.
Student Groupings and Media Selections:
Learners will work independently but are encouraged to interact with their peers and the instructor. This
will be an in-person session, but the instructor will provide printed resources to learn at their own pace.
Objective 2: Given a digital tool (iPad, desktop, or laptop) that is connected to an internet resource
(CN), 7th-8th grade art teachers will type in the search bar "Portfolio Website" by selecting the template
"Portfolio Website" (B). The learners will choose the correct template that corresponds to their
classroom.(CR)
Content Presentation
Content:
Content will delivered through various sources: in-person instruction in a whole group setting and/or
implemented a learning management system.The instructor will provide a direct instructional model or a
virtual model by providing a reference guide.
Examples:
Instructional Materials: Screencast video "How to Tutorial" and a PDF reference guide
The content presented will include:
Explanation of the importance of choosing the right template.
Guidance in finding the correct "Portfolio Website" template.
Demonstrate which template to follow to create their first template.
Student Groupings and Media Selections:
Learners will work independently but are encouraged to interact with their peers and the instructor. This
will be an in-person session, but the instructor will provide printed resources to learn at their own pace.
Student Participation:
Practice Items and Activities:
Advanced Learners will select their own choice of "Portfolio Website" template while others will follow
the instructor will perform the steps on a shared screen while students replicate them.
Feedback:
Learners will receive feedback from the instructor if they encounter issues and verify that the learners
have made the correct selection. Learners can discuss their choices with peers to ensure correctness.
Student Groupings and Media Selections:
Learners will work independently but are encouraged to interact with their peers and the instructor. This
will be an in-person session, but the instructor will provide printed resources to learn at their own pace.
Objective 3: Given a digital tool (iPad, desktop, or laptop) that is connected to an internet resource
(CN), 7th-8th grade art teachers will follow along with the instructional video and essential component
checklist as an example to draft their digital portfolio template (B). The learners will select appropriate
design features of their choosing. (CR)
Content Presentation
Content:
Content will delivered through various sources: in-person instruction in a whole group setting and/or
implemented a learning management system.The instructor will provide a direct instructional model or a
virtual model by providing a reference guide.
Examples:
Instructional Materials: Screencast video "How to Tutorial" and a PDF reference guide
The content presented will include:
Explanation of available template options.
Demonstration of the essential components of organizing the
portfolio per the essential components.
Student Groupings and Media Selections:
Learners will work independently but are encouraged to interact with their peers and the instructor. This
will be an in-person session, but the instructor will provide printed resources to learn at their own pace.
Student Participation:
Practice Items and Activities:
Learners will click on the specified template. The instructor will perform the steps on a shared screen
while students replicate them.
Feedback:
Learners will receive feedback from the instructor if they encounter issues and verify that the learners
have chosen the correct template. Learners can compare their chosen templates and discuss why they
selected a particular one.
Student Groupings and Media Selections:
Learners will work independently but are encouraged to interact with their peers and the instructor. This
will be an in-person session, but the instructor will provide printed resources to learn at their own pace.
Objective 4: Given a digital tool (iPad, desktop, or laptop) connected to an internet resource (CN), 7th-
8th grade art teachers will select 10 of 18 essential components to customize their digital portfolio
template (B). The learners will select appropriate design features of their choosing. (CR)
Content Presentation
Content:
Content will delivered through various sources: in-person instruction in a whole group setting and/or
implemented a learning management system.The instructor will provide a direct instructional model or a
virtual model by providing a reference guide.
Examples:
Instructional Materials: Screencast video "How to Tutorial" and a PDF reference guide on the essential
components of the digital portfolio.
The content presented will include:
Introduction to the importance of essential components to make an
effective digital portfolio.
Demonstration of selecting design features and placement per
essential component needed.
Present the non-negotiable essential components in completing a
digital portfolio:
4. Themes or 7. Feedback
1. Cover Page 10. Conclusion
Style and Critiques:
8. Peer
2, Introduction 5. Digital Media Feedback
6. Artistic 9. Visual Appeal
3. Artwork Growth and and
Pages Reflection Consistency
Student Groupings and Media Selections:
Learners will work independently but are encouraged to interact with their peers and the instructor. This
will be an in-person session, but the instructor will provide printed resources to learn at their own pace.
Student Participation:
Practice Items and Activities:
Learners will customize their portfolio template according to their subject-matter. The instructor will
perform the steps on a shared screen while students replicate them.
Feedback:
Learners will receive feedback from the instructor if they encounter issues and guidance on using
specific design features. Learners can share customized designs with peers for feedback.
Student Groupings and Media Selections:
Learners will work independently but are encouraged to interact with their peers and the instructor. This
will be an in-person session, but the instructor will provide printed resources to learn at their own pace.
Objective 5: Given a digital tool (iPad, desktop, or laptop) that is connected to an internet resource
(CN), 7th-8th grade art teachers will follow the given instructions from the PDF: A Comprehensive, step-
by-step manual for crafting a "Portfolio Website" (B). The learners will follow the steps in selecting the
free domain option upon publishing a completed portfolio. (CR)
Content Presentation
Content:
Content will delivered through various sources: in-person instruction in a whole group setting and/or
implemented a learning management system.The instructor will provide a direct instructional model or a
virtual model by providing a reference guide.
Examples:
Instructional Materials: Screencast video "How to Tutorial" and a PDF reference guide
The content presented will include:
Explanation of the importance of publishing.
Demonstration of selecting the free domain option upon publishing.
Student Groupings and Media Selections:
Learners will work independently but are encouraged to interact with their peers and the instructor. This
will be an in-person session, but the instructor will provide printed resources to learn at their own pace.
Student Participation:
Practice Items and Activities:
Learners will publish their completed portfolios online. The instructor will perform the steps on a shared
screen while students replicate them.
Feedback:
Learners will receive feedback from the instructor if they encounter issues and ensure that learners
have successfully published their portfolios with the free domain option. Learners can view and provide
feedback on each other's published portfolios.
Student Groupings and Media Selections:
Learners will work independently but are encouraged to interact with their peers and the instructor. This
will be an in-person session, but the instructor will provide printed resources to learn at their own pace.
Cluster Objectives and Activites Time
1. Given a digital tool (iPad, desktop, or laptop) that
is connected to an internet resource (CN), 7th-8th
grade art teachers will follow along with the
instructional video on "How to Create a Portfolio
Website" to set up their account (B). Learners will
create an account using a preferred email address
and password. (CR)
2. Given a digital tool (iPad, desktop, or laptop) that
is connected to an internet resource (CN), 7th-8th
grade art teachers will type in the search bar
1 "Portfolio Website" by selecting the template 15 minutes
"Portfolio Website" (B). The learners will choose
the correct template that corresponds to their
classroom. (CR)
3. Given a digital tool (iPad, desktop, or laptop) that
is connected to an internet resource (CN), 7th-8th
grade art teachers will follow along with the
instructional video and the essential component
checklist as examples to draft their digital portfolio
template (B). The learners will select appropriate
design features of their choosing. (CR)
4. Given a digital tool (iPad, desktop, or laptop)
connected to an internet resource (CN), 7th-8th
grade art teachers will select 10 of 18 essential
components to customize their digital portfolio
template (B). The learners will select appropriate
design features of their choosing. (CR)
2 5. Given a digital tool (iPad, desktop, or laptop) that 30 minutes
is connected to an internet resource (CN), 7th-8th
grade art teachers will follow the given instructions
from the PDF: A Comprehensive, step-by-step
manual for crafting a "Portfolio Website" (B). The
learners will follow the steps in selecting the free
domain option upon publishing a completed
portfolio. (CR)
Student Groupings
Session Objectives Delivery System(s)
and Media Selections
Learners will work independently Delivery will be an in-person
but are encouraged to interact session. Media used are the
with their peers and the following: Instructional video
1 instructor. This will be an in- provided by screencast, PDF as
person session, but the instructor a reference guide.
will provide printed resources to
learn at their own pace.
Learners will work independently Delivery will be an in-person
but are encouraged to interact session. Media used are the
with their peers and the following: Instructional video
2 instructor. This will be an in- provided by screencast, PDF as
person session, but the instructor a reference guide.
will provide printed resources to
learn at their own pace.
Learners will work independently Delivery will be an in-person
but are encouraged to interact session. Media used are the
with their peers and the following: Instructional video
3 instructor. This will be an in- provided by screencast, PDF as
person session, but the instructor a reference guide.
will provide printed resources to
learn at their own pace.
Learners will work independently Delivery will be an in-person
but are encouraged to interact session. Media used are the
with their peers and the following: Instructional video
1 4 instructor. This will be an in- provided by screencast, PDF as
person session, but the instructor a reference guide.
will provide printed resources to
learn at their own pace.
Learners will work independently Delivery will be an in-person
but are encouraged to interact session. Media used are the
with their peers and the following: Instructional video
5 instructor. This will be an in- provided by screencast, PDF as
person session, but the instructor a reference guide.
will provide printed resources to
learn at their own pace.
Learners will work independently Delivery will be an in-person
but are encouraged to interact session. Media used are the
with their peers and the following: Instructional video
6 instructor. This will be an in- provided by screencast, PDF as
person session, but the instructor a reference guide.
will provide printed resources to
learn at their own pace.
Learners will work independently Delivery will be an in-person
but are encouraged to interact session. Media used are the
with their peers and the following: Instructional video
7 instructor. This will be an in- provided by screencast, PDF as
person session, but the instructor a reference guide.
will provide printed resources to
learn at their own pace.
