This is my presentation for the Pan Sig conference this weekend. It will be a workshop with some references to the literature related to constructivism/literacy and portfolios.

1. John Gunning
Associate Professor

2. Gifu
Pharmaceutical
University

3. What is a
portfolio?
“A purposeful collection of student
work that tells of evidence
“Collectionthe story of the student’s
efforts, progress, or achievement in (a)
that area (s). This collection must
given
demonstrates skills,
achievements, learning or
include student participation in
competencies” Cooper, 1997
selection of portfolio content; the
guidelines for selection; the criteria for
judging merit; and evidence of student
self reflection” Arter and Spandel, 1992

4. A student selected collection of
his/her work that creates a
portrait of that student’s efforts,
growth, achievements and
strengths, both academic and
personal.

5. The artifacts are based on
topics and themes covered in
class to be assessed by both
the student, peers and myself.

6. It will include both in-class and
out-of-class materials. Other
class work will not be included.

7. Why

8. Constructivism:
Theoretical Underpinnings
of Portfolios

9. “Constructivism…
describes knowledge as
temporary, developmental, no
nobjective, internally
constructed and socially and
culturally mediated.”
Fosnot, 1996

10. Constructivism
Knowledge “constructed” not transferred
Student/user centered
Alternative Assessment
Social Context
Portfolio?

12. Traditional Classroom Constructivist Classroom

13. Traditional Classroom Constructivist Classroom
Strict adherence to fixed curriculum Student questions and interests is valued
Materials are primarily textbooks and Authentic sources, primary sources,
workbooks reflect the world In which we live
Learning is based on repetition Learning is interactive building on what
the student knows
Students are recipients of knowledge Dialogue with students: construct
knowledge together
Teacher role: directive and rooted in Interactive rooted in negotiation
authority
Assessment: all student works,
Assessment : Testing/correct
observations, process is guiding principle
answers/summative
Knowledge: inert Knowledge is dynamic changing with our
experiences
Students work primarily alone Student in pairs and small groups

15. •How would you
implement a portfolio?
•What would you
include?
•How would you assess
it?

16. Implementation Timeline
15 Hand
in and
8 Discontinued Final self
2 Concept HW Scaffolding reflection
1 3 6 9 12 15
5 Rubrics/Peer 12 Peer
Assessment Assessment II

17. Revised Implementation Timeline
1 Concept 13 Grading Rubric
4 Rubrics/Peer 15 Hand-in and
Assessment Final self-reflection
7 Discontinue HW
Scaffolding
8 Homework Idea
Lesson
11 Peer
Assessment II

18. Learner Autonomy
Assessment:
Rubric and Final
Evaluation

19. Autonomous
Learning: Less is
best

20. Week 2
Autonomy
Homework ideas
In order to help you get ideas for possible homework or out of class activities for your portfolio I have
included some of my own ideas. Please use them or others of your own are ok.
1. Vocabulary Building task: Read the preamble of a country’s constitution and make a list of any new
words. Include the meanings and any collocations of the words.
2. Reading: Read parts of a country’s constitution and write up your thoughts on it. Does it truly reflect
American society? What are your thoughts?
3. Comparing task: Read parts of the Japanese Constitution and parts of another country’s constitution and
make a table comparing the differences or similarities between them?
4. Writing task: Write on your opinions regarding certain points in the Japanese constitution that are being
discussed in politics and the media (ex: Article 9).
5. Listening task: Listen to a Youtube (or other site) video on some topic related to law, government or
constitution. You can: 1. Try to transcribe 1 minute of the talk into English. 2. Write a brief report on it-do you
agree or disagree with what the speaker stated or the topic of the video. I found this video regarding Article 9
on Youtube 6. PowerPoint presentation: Make a PowerPoint presentation on the Japanese constitution.
You can send it to me and I will check it for you.
7. Survey task: Write up a survey with questions about the Japanese constitution or laws in Japan. Ask other
students and write up graphs/charts or tables with the results. You can make up an online survey at Some
web sites you may try:
Constitution Finder: Constitutions, Comparative Laws, Country
Reports: National Constitutions: There are many web sites available for further research.
The 3 mentioned above are simply ones I selected for your information. Please conduct your own search if
necessary.

21. Week 4
Autonomy
Homework Ideas For Plastic/Cosmetic Surgery Lesson
1. Internet: Do a search on The Hills reality t.v. show Heidi Montag. Answer some of these questions
and write a report: 1. How many procedures did she have done? 2. Why did she have them done? 3.
How does she feel about them now? 4. What procedures did she have done? 5. How does she feel
about them now? Include any other information you find out or discover.
2. Vocabulary Extension: Choose several of the words from the text. Use a dictionary or Google
search field (or another search engine) to build up more associations/collocations of the words.
3. Video/Youtube: Watch the video Star Bellied Sneetches at
http://www.youtube.com/watch?v=v3yJomUhs0g
Write a report on the children’s video. Are the themes in the video related to today’s topic? Are there any
other themes? What does the story teach? Write a short report.
4. Writing: Do research on cosmetic surgery in Japan. Write a magazine article about cosmetic surgery
in Japan. You may write about some good points and bad points.
5. Research Project: Do research on Dr. Gregg Homer and his procedure to change eye color. Find
different articles related to the Doctor and the procedure. Synthesis them into one coherent report. I
found a few very easily using Google.
6. Find out: Simply Google Bryon Widner or watch http://www.youtube.com/watch?v=XDKYrJSV4dQ
What are your thoughts? How is his story connected to the topic? Write a report on him, his life, and the
changes he has gone through.

22. Week 6
Autonomy
Homework Ideas
Reading: Try reading a longer version of the story Frankenstein at. You might try to 1. Make a word list
of new vocabulary noting how the words are used in the text. 2. Write a short report comparing this story
to other Japanese horror stories you know. 3. Summarize the story in your own words.
Listening: You may want to try to listen on Youtube to a discussion on Frankenstein by a reader of the
book.. You may want to summarize what she says or talks about.
Japanese Culture: Do research on both Japanese Obon and American Halloween holidays. Compare
the two events. What are the similarities and differences between them?
Writing: Write your own scary short story!

23. Grading Rubric

24. Category
Descriptive Assessment guidelines
Category Excellent (A) Good (B) Satisfactory (C) Unsatisfactory Unacceptable (F)
(D)
Overall Portfolio The portfolio is The portfolio is The portfolio is The portfolio is The portfolio is
Presentation exceptionally attractive and somewhat not organized OR not organized
attractive and well-organized. organized and the items are not items are not
well-organized. The items are acceptably presented well. clearly presented
The items are neatly presented. attractive though Pretty sloppy at all. This does
neatly presented. Pretty good. it may be a bit overall. Does not not meet any
Professional. Almost messy or dull. meet the expectations of
professional. Presented in an expectations. the teacher,
average way. course or
Rough. student. Simply
unacceptable.
Your Rubric
Your Rubric
Your Rubric

25. challenges
Positives

26. Positives
Alternative Assessment
Face Validity
Learner Autonomy

27. challenges
Reliability
Practicality

28. What students expect…
Zzz

29. What teachers expect…

30. Expectations (somewhat) sorted

31. Post it!

33. Thanks!
kinkajapanmtb@yahoo.com