Cedei portfolios

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  • Cedei portfolios

    1. 1. Portfoliosfor Learning and Understanding Learning CEDEI September 27, 2011
    2. 2. A portfolio islearner-centeredauthentictask-baseddifferentiated
    3. 3. Portfolios can bea collection of a student’s work:over a year orover their entire time in a school
    4. 4. Portfolios providestudents, teachers and families with a“video” of the student’s growth over timeinstead ofa snapshot from a one-time test that may ormay not be valid or reliable
    5. 5. Portfolios Portfolios are used to collect samples of student work over time to track student development. Tierney, Carter, and Desai (1991) suggest that, among other things, teachers do the following: maintain anecdotal records from their reviews of portfolios and from regularly scheduled conferences with students about the work in their portfolios; keep checklists that link portfolio work with criteria that they consider integral to the type of work being collected; and devise continua of descriptors to plot student achievement. Whatever methods teachers choose, they should reflect with students on their work, to develop students ability to critique their own progress.The Center for Applied Linguisticshttp://www.cal.org/resources/digest/tannen01.html
    6. 6. The following types of materials can be included in a portfolio: Audio- and videotaped recordings of readings or oral presentations. • Writing samples such as dialogue journal entries, book reports, writing assignments (drafts or final copies), reading log entries, or other writing projects. • Art work such as pictures or drawings, and graphs and charts. • Conference or interview notes and anecdotal records. • Checklists (by teacher, peers, or student). • Tests and quizzes.To gain multiple perspectives on students academic development, it is important forteachers to include more than one type of material in the portfolio. The Center for Applied Linguistics http://www.cal.org/resources/digest/ tannen01.html
    7. 7. Portfolios can be usedin all subjectsin several languagesfor all kinds of media, e.g., art, music,graphic stories
    8. 8. A portfolio can beformative or work-in-progress portfolio, forfeedbacksummative or showcase portfolio: final andbest work, for evaluation
    9. 9. Portfolios can be shared with the school community other school communities parents the wider community
    10. 10. Portfolios can bekept in a paper folderkept online in an e-portfolio
    11. 11. Portfolio Contents can be decidedby studentsby teachersby both together
    12. 12. Portfolios grow student engagement responsibility self-understanding appreciation of others’ work life-long learning
    13. 13. Some examplesWritingSample teacher education student portfolio
    14. 14. Portfolios can containPoemsScience lab reportsCountry reportsNewsletter contributionsLetters to the Editor, CEOs, city politiciansReflections on learning
    15. 15. Usually, portfolios have: A learning goal Evidence the goal has been achieved with an artifact (a writing, a photo, a movie, a letter, a drawing, an experiment, a description of the life cycle of a plant) A reflection and self-assessment and/or peer assessment
    16. 16. Portfolio study can be started byCreating your own teaching portfolioYou’ll need to decide first what a teacherneeds to know, be able to do and how todemonstrate that
    17. 17. Then work with students to create portfolios They will need to know/decide: what they want to know, be able to do and how to demonstrate that
    18. 18. Resources for Teachers Resources from the NCLRC (National Capitol Language Resource Center) Sample Description and Process Electronic portfolios Portfolio Checklist
    19. 19. Resources for ParentsWhat to expect on Portfolio Day

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