What is a portfolio?“A purposeful collection of studentwork that tells of evidence“Collectionthe story of the student’sefforts, progress, or achievement in (a)that area (s). This collection mustgiven demonstrates skills,achievements, learning orinclude student participation incompetencies” Cooper, 1997selection of portfolio content; theguidelines for selection; the criteria forjudging merit; and evidence of studentself reflection” Arter and Spandel, 1992
A student selected collection ofhis/her work that creates aportrait of that student’s efforts,growth, achievements andstrengths, both academic andpersonal.
The artifacts are based ontopics and themes covered inclass to be assessed by boththe student, peers and myself.
It will include both in-class andout-of-class materials. Otherclass work will not be included.
ConstructivismKnowledge “constructed” not transferredStudent/user centeredAlternative AssessmentSocial Context Portfolio?
Traditional Classroom Constructivist Classroom
Traditional Classroom Constructivist ClassroomStrict adherence to fixed curriculum Student questions and interests is valuedMaterials are primarily textbooks and Authentic sources, primary sources,workbooks reflect the world In which we liveLearning is based on repetition Learning is interactive building on what the student knowsStudents are recipients of knowledge Dialogue with students: construct knowledge togetherTeacher role: directive and rooted in Interactive rooted in negotiationauthority Assessment: all student works,Assessment : Testing/correct observations, process is guiding principleanswers/summativeKnowledge: inert Knowledge is dynamic changing with our experiencesStudents work primarily alone Student in pairs and small groups
•How would youimplement a portfolio?•What would youinclude?•How would you assessit?
Implementation Timeline 15 Hand in and 8 Discontinued Final self2 Concept HW Scaffolding reflection1 3 6 9 12 15 5 Rubrics/Peer 12 Peer Assessment Assessment II
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
Learner AutonomyAssessment:Rubric and FinalEvaluation
Week 2 Autonomy Homework ideasIn order to help you get ideas for possible homework or out of class activities for your portfolio I haveincluded 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 newwords. 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 reflectAmerican society? What are your thoughts?3. Comparing task: Read parts of the Japanese Constitution and parts of another country’s constitution andmake 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 beingdiscussed 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 orconstitution. You can: 1. Try to transcribe 1 minute of the talk into English. 2. Write a brief report on it-do youagree or disagree with what the speaker stated or the topic of the video. I found this video regarding Article 9on 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 otherstudents and write up graphs/charts or tables with the results. You can make up an online survey at Someweb sites you may try:Constitution Finder: Constitutions, Comparative Laws, CountryReports: 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 ifnecessary.
Week 4 Autonomy Homework Ideas For Plastic/Cosmetic Surgery Lesson1. Internet: Do a search on The Hills reality t.v. show Heidi Montag. Answer some of these questionsand 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 feelabout 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 Googlesearch field (or another search engine) to build up more associations/collocations of the words.3. Video/Youtube: Watch the video Star Bellied Sneetches athttp://www.youtube.com/watch?v=v3yJomUhs0gWrite a report on the children’s video. Are the themes in the video related to today’s topic? Are there anyother 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 surgeryin 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. Finddifferent articles related to the Doctor and the procedure. Synthesis them into one coherent report. Ifound a few very easily using Google.6. Find out: Simply Google Bryon Widner or watch http://www.youtube.com/watch?v=XDKYrJSV4dQWhat are your thoughts? How is his story connected to the topic? Write a report on him, his life, and thechanges he has gone through.
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!
Category Descriptive Assessment guidelinesCategory 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 isPresentation 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 RubricYour RubricYour Rubric