Portfolios and conferences (1)


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Portfolios and conferences (1)

  1. 1. Portfolios and Conferences Diego Acuña Lorena Peña
  2. 2. AGENDA 1. 2. 3. 4. 5. 6. 7. 8. Portfolios (Definition and benefits) General guidelines for using portfolios Guidelines for using portfolios interactively Conferences (Definition and benefits) General guidelines for conducting conferences Record-keeping. Activity Conclusions
  3. 3. Portfolios A portfolio is a purposeful collection of students´ work that demonstrates to their peers and others their efforts, progress, and achievements in given areas.  The primary value of portfolios is in the assessment of students achievement.  Classrooms in which portfolio assessment plays a major roles are more student-centered, collaborative and holistic.
  4. 4. Benefits of Portfolios
  5. 5. Portfolios provide A continuous, cumulative record of language development A holistic view of students learning Insights about progress of individual students Opportunities for collaborative assessment and goalsetting with students Tangible evidence of student learning to be shared with parents, other educators and other students Opportunities to use metalanguage to talk about language.
  6. 6. Portfolios Promote Students involvement in assessment Responsibility for self-assessment Interaction with teachers, parents, and students about learning. Students ownership of and responsibility for their own learning. Excitement about learning. Students 'ability to think critically about schoolwork Collaborative, sharing classrooms.
  7. 7. General guidelines for using portfolios Teacher plays a leading role It is a matter of negotiation between teacher and students. Getting started The implementation of portfolios takes time. Teacher must guarantee that portfolios are used actively & interactively
  8. 8. What are portfolios? File Folder Box Any expandable container
  9. 9. Work kept in portfolios Samples of writing List of books that have been read Book reports Tape recordings of speaking samples Favorite short stories
  10. 10. Amount of work kept in portfolios The number of pieces should be limited It is necessary to review and update the portfolio periodically.   portfolio of current work Portfolio of completed work Decisions should be shared by teacher and students, so that students maintain ownership of and responsibility for their work
  11. 11. Systematic review and analysis of portfolios should be carried out on regular basis Teacher Students Parents Other teachers Educational professionals have access to portfolios. Keep the portfolios in a common readily accessible area to which students have easy access.
  12. 12. Guidelines for Using Portfolios Interactively The sense of responsibility and excitement for learning can result from the use of portfolios and critically depend on : 1 • Portfolios being used interactively 2 • Students’ assuming ownership of their portfolios 3 • Students’ controlling the review process.
  13. 13. Suggestions for making portfolios interactive vehicles for promoting student involvement in learning Include students as much as possible in decision making about their portfolios. Students choose the pieces to be included in their portfolio. Negotiation about how work will be assessed and which criteria will be used for assessment. Plan portfolio conferences periodically.
  14. 14. With school-aged students, include parents in reviewing portfolios Encourage students to review and share their portfolios with other students Organize reviews of individual student portfolios by small groups or the whole class Ensure that the discussions of portfolios are positive and collaborative and under the control of SS. Adopt always a positive collaborative and supportive attitude .
  15. 15. Portfolios & Student Self-Reflection By using portfolios Students (SS) can Be agents of reflection & decision making Have control of their own learning. Reflect on their own learning. Assess their own strengths & weaknesses Identify their own goals for learning
  16. 16. To ask SS write or give a comment about usefulness of portfolios for learning. Encourage SS to reflect on their work in front of their peers. Set goals for language development Brief describing note Specific ways of Accomplishing Reflections How can they overcome strengthen weaknesses? Allow SS to control the review process Compare pieces of work Select their most improved and most difficult work
  17. 17. Guidelines for using portfolios to plan instruction Teachers can use portfolios to plan instruction that is responsive to students needs. Plan regular conferences Review SS´work after major units or periods of instruction Look for recurrent and persistent SS’ difficulties and keep a record. Listen carefully SS´ comments about difficulties they have faced during the process. Engage SS in joint a goal setting and instructional planning, and ensure that these goals and plans are incorporated into teachers’instruction.
  18. 18. CONFERENCES Are used to review the content of portfolios Conferences can be used more widely as part of evaluation, and generally take the form of a conversation or discussion between teachers and students about school work. Conferences can include individual students, several students, or even the whole class
  19. 19. CONFERENCES AND INSTRUCTIONAL PLANNING Identify successful and problematic learning strategies or styles that students are using. Identify aspects of instruction that students have and have not successfully mastered. Identify problematic aspects of language performance for individual students. Understand students’ motivations and interests.
  20. 20. Benefits of Conferences
  21. 21. Teachers direct questions to their SS to gain insights about: 1. 2. 3. 4. 5. 6. Their application of skills and knowledge taught in class. Specific difficulties they have when doing schoolwork and how they resolve them . The processes or strategies they use in the performance of certain language-based tasks. Their understanding of or beliefs about certain aspects of language, such as reading and writing. Their interestand goals with respect to language. Their understanding of and responses to intructional activities.
  22. 22. Additional Benefits To be self-reflective To assume responsability for their own learning To collaboratively set individual learning goals To assume ownership of learning To recognize and enjoy their accomplishments To communicate orally in one-to-one conversations with their teachers about schoolwork in ways that are important to them.
  23. 23. GUIDELINES FOR CONDUCTING CONFERENCES Students must feel that the conference is under their control and for their benefit CONFERENCES Having students review the work for you Teacher must permit students to comment on whatever is important from their point of view.
  24. 24. WHEN TO CONFERENCE?  Conduct the conferences with each student on a regular basis throughtout the year or course in order to monitor progress.  When the conference is used at the end of a major unit, conferencing can help assess learning.  Conferences that are conducted irregularly and infrequently are not useful for instructional planning, nor does this allow students to become familiar so that it is maximally beneficial.
  26. 26. RECORD KEEPING It is also useful to record observations and insights arising from the review. Recording comments about conferences is especially useful and important because the conferences do not provide a written record.
  27. 27. Teacher Journals Conference and portfolio notes Specific ways of accomplishing record keeping Rating Scales Checklist
  28. 28. Activity http://lopeflo25.wix.com/lorena http://dilicing.wix.com/diego
  29. 29. CONCLUSIONS  Portfolios and conferences are innovative and valuable methods of collecting information for evaluation..  They give SS opportunities to use language with teachers in ways that rarely occur during class time.  When both portfolios and conferences are used interactively, they give SS a sense of involvement in, control over, and enthusiasm for learning.
  30. 30. Bibliography Geneese & Upshur (1996) Classroom-based evaluation in second language acquisition. p. 98-117