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Facilitator Guide: Closing Lesson 1 — Publish the ePortfolio

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TEACHER ONLY · DAILY FACILITATOR GUIDE

Closing Lesson 1 — Publish the ePortfolio

Daily Learning Contract

Topic: Digital portfolio communication

Objective: Students will evaluate and curate project evidence to communicate their growth and technical learning to an authentic audience using appropriate digital etiquette.

TEKS:
  • §126.19(c)(8)(B) — create and publish a formal digital communication for a global audience using appropriate digital etiquette; and
  • §126.19(c)(11)(A) — combine various file formats for a specific project or audience; and
  • §126.19(c)(11)(B) — share and seek feedback on files in various formats, including text, raster and vector graphics, video, and audio files.
  • §126.19(c)(12)(H) — select and use productivity tools found in spread sheet, word processing, and publication applications to create digital artifacts, including reports, graphs, and charts, with increasing complexity.

Demonstration of learning: Published Adobe Express portfolio link that opens for a non-owner and includes the required projects, meaningful descriptions, personal logo, and at least one reflection on growth.

Before class

  • Gather portfolio work from Week 0, Portfolio Part 2, Capstone, and the personal-logo lesson.
  • Test Adobe Express through ClassLink and open student ePortfolio examples.
  • Prepare a published-versus-draft-link demonstration and a submission checklist.

Five-part lesson flow

  1. Launch: Open an example and identify audience, evidence, and visual choices.
  2. Model: Create a title, introduction, and project entry; publish and contrast a published URL with a private draft link.
  3. Curate: Students gather work and plan page sections before building.
  4. Build and check: Students create pages while you open an early link as a non-owner to catch unpublished sharing.
  5. Evidence: Students submit a published link and check every required portfolio element.

Check before students leave

The submitted page opens for the teacher and contains the required introduction, evidence/descriptions, and personal logo.

Support without lowering the thinking

Use a portfolio checklist with icons and a model project entry. Allow students to dictate an introduction or use short labeled captions, but require them to choose and explain their own evidence.