My portfolio

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My portfolio

  1. 1. Eight good reasons for not using portfolios 1. Portfolio is time consuming 2. Portfolio is just an institutional stuff 3. Portfolio is paper consuming and in my school we are not allowed to make photocopies 4. I have to prepare more activities on the top of my daily work 5. It is not useful for marking purposes, so I am not interested in it 6. If it is property of the student, there is nothing I can do in it. 7. My students already reflect from time to time and they don’t need a portfolio 8. There are different types of portfolio and I don’t know which one I have to use If you agree with most of the sentences written above, please go on reading! If you don’t agree with them, just enjoy the reading!
  2. 2. Definition <ul><li>“ The Portfolio is a set of items that represent someone’s work, especially an artist’s drawing or paintings , and which they use when entering competitions or applying for work ”. </li></ul>
  3. 3. What is a portfolio? <ul><li>a purposeful collection of student work that tells the story of the student’s efforts, progress or achievement in (a) given area(s). This collection must include student participation in selection of portfolio content; the guidelines for selection; the criteria for judging merit; and evidence of student self-reflection . </li></ul><ul><li>Arter and Spandel, 1992: 36 </li></ul>
  4. 4. The European Language Portfolio <ul><li>The Language Passport , </li></ul><ul><li>which shows at a glance the level of </li></ul><ul><li>competences reached in different languages </li></ul><ul><li>and also provides a summary of the most </li></ul><ul><li>significant language learning and </li></ul><ul><li>intercultural experiences ; </li></ul>
  5. 5. The European Language Portfolio <ul><li>The Language Biography , </li></ul><ul><li>which is an updateable record of growth : </li></ul><ul><li>how, why and where languages have been learnt. </li></ul><ul><li>It contains one’s personal language learning </li></ul><ul><li>history made visible through self-assessment </li></ul><ul><li>checklists, drawings or reports, description of </li></ul><ul><li>language learning and intercultural experiences, </li></ul><ul><li>questionnaires on learning styles and strategies, </li></ul><ul><li>plans for future learning, etc; </li></ul>
  6. 6. The European Language Portfolio <ul><li>The Dossier , </li></ul><ul><li>a collection of documents selected as evidence of </li></ul><ul><li>personal competences. This evidence can be </li></ul><ul><li>anything, from examples of written work to audio </li></ul><ul><li>or video cassettes, projects on CD-Rom, reports </li></ul><ul><li>on tasks, observation cards, reports on films and </li></ul><ul><li>books, projects learners have carried out, letters </li></ul><ul><li>students have written or received, compliments </li></ul><ul><li>and feedback, etc. </li></ul>
  7. 7. The functions of the portfolio <ul><li>reporting function : it refers mainly to an administrative use – the portfolio may be used as an instrument for implementing alternative forms of assessment . This can co-exist with more traditional forms of assessment or can even be integrated in them; </li></ul><ul><li>! pedagogical function : this refers to the classroom uses of portfolios. These “learning portfolios” are not necessarily linked with formal, institutional assessment – rather, they are a collection of items which document how each individual learner grows through the process of achieving certain competences. </li></ul>
  8. 8. Why use portfolios? <ul><li>They help the learner </li></ul><ul><li>to document and reflect on </li></ul><ul><li>the quality and range of her/his accomplishments </li></ul><ul><li>the process of and barriers to his/ her learning throughout the course. </li></ul><ul><li>They tell a story about the growth of the learner. </li></ul><ul><li>They produce an accurate and holistic portrait of the learner </li></ul>
  9. 9. Why use portfolios? <ul><li>They involve learners in decisions about the choice of inclusions and quality of work completed. </li></ul><ul><li>They involve learners in self-assessment </li></ul><ul><li>They provide feedback that leads learners forward </li></ul>
  10. 10. Why use portfolios? <ul><li>Allow students to exhibit difference e.g. multiple intelligences, cultural diversity </li></ul><ul><li>They foster self - confidence </li></ul><ul><li>Serve as a language passport providing valuable information to aid transfer to the next class/ school </li></ul>
  11. 11. Why use portfolios ? <ul><li>They help improve the quality of learning/ teaching/ assessment by integrating them. </li></ul><ul><li>Facilitate the accountability of learners/ teachers and schools. </li></ul>
  12. 12. why ............. <ul><li>................. a pedagogic tool that fosters </li></ul><ul><li>the development of all learning strategies : </li></ul><ul><li>Cognitive </li></ul><ul><li>Metacognitive </li></ul><ul><li>Social </li></ul>
  13. 13. I have already learnt some English! I can: Say my name Say where I live Say how many brothers or sisters have I got Say how old I am Say what I like doing
  14. 14. IN ENGLISH, I CAN ……. <ul><li>Say my favourite food and drink </li></ul><ul><li>Ask someone about her/his favourite food and drink </li></ul><ul><li>Write a shopping list with 10 food and drink items </li></ul><ul><li>Ask for the price </li></ul><ul><li>Name 8 shops </li></ul><ul><li>First check (date) ……………………………….. </li></ul><ul><li>Second check (date) …………………………….. </li></ul><ul><li>Third check (date) ……………………………….. </li></ul>
  15. 15. How many stars would you give yourself? <ul><li>I can… </li></ul><ul><li>listen to a message and identify the parts of the body </li></ul><ul><li>welcome a friend </li></ul><ul><li>introduce myself </li></ul><ul><li>introduce a friend </li></ul><ul><li>ask personal questions </li></ul><ul><li>answer personal questions </li></ul><ul><li>recognise 6 body parts </li></ul><ul><li>write about myself </li></ul><ul><li>describe my friend from Planet Zi </li></ul>
  16. 16. How could I get more stars next time... <ul><li>Following the teacher examples carefully … </li></ul><ul><li>Practicing with the help of the teacher … </li></ul><ul><li>Revising previous work … </li></ul><ul><li>Revising at home with a parent … </li></ul><ul><li>Asking for the help of a friend … </li></ul><ul><li>Looking it up in the textbook … </li></ul><ul><li>Cooperating closer with others in my group… </li></ul>
  17. 17. The following example illustrates a reflective activity that may be proposed after a test <ul><li>Which results have you obtained? …………………………………… </li></ul><ul><li>Did you expect these results? Why? ……………………………… </li></ul><ul><li>List what you did well ……………………………………………….. </li></ul><ul><li>Remember what you did for learning them so well ………………… </li></ul><ul><li>List what you didn’t do so well ………………………………………… </li></ul><ul><li>What action plan can you think of in order to improve? List what you can do. </li></ul><ul><li>Now try to establish personal goals in order to improve and decide by </li></ul><ul><li>when you want to reach your goals. Ask the teacher, your classmates or </li></ul><ul><li>your parents if you need help. </li></ul><ul><li>What: ……………………………………………………….. by (when) ………… </li></ul><ul><li>What: ……………………………………………………….. by (when)………… </li></ul><ul><li>What: ……………………………………………………….. by (when) ………… </li></ul>
  18. 18. <ul><li>Today/ This week I/ we have learnt ……………………………………………………………………………………… </li></ul><ul><li>I learn better if I: </li></ul><ul><li>Listen to the teacher ……………… </li></ul><ul><li>Listen to the tape recorder …........ </li></ul><ul><li>Watch a DVD ……………………….. </li></ul><ul><li>Sing a song …………………………. </li></ul><ul><li>Play a game ………………………… </li></ul><ul><li>Write a rhyme ………………………. </li></ul><ul><li>Act ……………………………………. </li></ul><ul><li>Use the computer …………………. </li></ul><ul><li>Make art and crafts activities ……. </li></ul><ul><li>Work by myself ……………………. </li></ul><ul><li>Work in pairs ………………………. </li></ul><ul><li>Work in a group ……………........... </li></ul>
  19. 19. Main points <ul><li>My expectations </li></ul><ul><li>My beliefs </li></ul><ul><li>My process: My day to day learning route… (for each day: date + reflections) </li></ul><ul><li>Where do I come from? What route did I take? Where did I end up? </li></ul><ul><li>Which elements am I willing to share , to change? </li></ul><ul><li>When I compare the moment I arrived here and the end of the course I think I learned </li></ul><ul><li>How I learned ... : </li></ul><ul><li>I plan the following actions: </li></ul><ul><li>How do I learn? </li></ul><ul><li>How do I learn from and with others? </li></ul><ul><li>Which role do I take in which situations? </li></ul>

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