The Game of Persuasion 1.
The Types of Portfolios As more and more educators use portfolios, they increasingly recognize that the process has the power to transform instruction. Some teachers, however, are confused by the many types of portfolios, their different uses, and the practical issues surrounding storage, ownership, and the like.
The three major types of portfolios are: Although the types are distinct in theory, they tend to overlap in practice. Consequently, a district's program may include several different types of portfolios, serving several different purposes.
As a result, it is important for educators to be clear about their goals, the reasons they are engaging in a portfolio project, and the intended audience for the portfolios. It serves as a holding tank for work that may be selected later for a more permanent assessment or display portfolio.
A working portfolio is different from a work folder, which is simply a receptacle for all work, with no purpose to the collection. A working portfolio is an intentional collection of work guided by learning objectives. Purpose The major purpose of a working portfolio is to serve as a holding tank for student work.
The pieces related to a specific topic are collected here until they move to an assessment portfolio or a display portfolio, or go home with the student. In addition, the working portfolio may be used to diagnose student needs. Here both student and teacher have evidence of student strengths and weaknesses in achieving learning objectives, information extremely useful in designing future instruction.
Audience Given its use in diagnosis, the primary audience for a working portfolio is the student, with guidance from the teacher. By working on the portfolio and reflecting on the quality of work contained there, the student becomes more reflective and self-directed.
With very young children, however, the primary audience is the teacher, with the participation of the student. The portfolio is particularly useful for those parents who do not accept the limitations of their child's current skills or do not have a realistic picture of the way their child is progressing compared with other children.
Process A working portfolio is typically structured around a specific content area; pieces collected relate to the objectives of that unit and document student progress toward mastery of those objectives. Therefore, sufficient work must be collected to provide ample evidence of student achievement.
Because diagnosis is a major purpose of the working portfolio, some of the pieces included will show less than complete understanding and will help shape future instruction.
The working portfolio is reviewed as a whole and its pieces evaluated—either periodically or at the end of the learning unit. Some pieces may be shifted to an assessment portfolio to document student acquisition of instructional objectives.
Other pieces may be moved to a student's own display or best works portfolio or celebration of individual learning. Still other pieces are sent home with the student. As students move pieces from a working portfolio into either an assessment or display portfolio, they describe the reasons for their choices.
In this process of selection and description, students must reflect seriously on their work and what it demonstrates about them as learners.
As students and their teachers look through the portfolio, they set short-term objectives for achieving certain curriculum goals. The portfolio thus provides evidence of strengths and weaknesses and serves to define the next steps in learning.
Display, Showcase, or Best Works Portfolios Probably the most rewarding use of student portfolios is the display of the students' best work, the work that makes them proud. Students, as well as their teachers, become most committed to the process when they experience the joy of exhibiting their best work and interpreting its meaning.
Many educators who do not use portfolios for any other purpose engage their students in the creation of display portfolios. The pride and sense of accomplishment that students feel make the effort well worthwhile and contribute to a culture for learning in the classroom.
Purpose The purpose of a display portfolio is to demonstrate the highest level of achievement attained by the student. Here is what I can do. And while a best works portfolio may document student efforts with respect to curriculum objectives, it may also include evidence of student activities beyond school a story written at home, for example.
There are many possibilities for the contents of a display portfolio. The benefits of portfolios were first recognized in the area of language arts, specifically in writing.Creative Writing Prompts: Ideas, Lists, and Teaching Resources.
First, you will find creative writing prompts for each month of the year. On these monthly web pages, you will find topics that pertain to each month's themes, holidays, and events. You will also find writing ideas for .
Exemplification material for English writing to support teacher assessment at the end of key stage 1 in and Teacher Clip Art, Literary Resources, Classroom Ideas.
Welcome to the Social Skills Ideas Bank! The Social Skills Idea Bank is a series of related posts, each dedicated to sharing strategies for teaching a particular social skill. I was just assigned as an art teacher this year(i was a reading teacher for 4years) in my district.
I have around some students in kindergarten thru fifth grade. I just don’t know how i could assess that many students’ process and art work. Use these Twinkl checklists to keep track and record evidence of how well your Y3 pupils are doing in their writing. The age-related expectations have been broken down by Twinkl into Working Towards the Expected Standard, Working at the Expected Standard and Working at Greater Depth for Year 3.
These should be used as a tool to support your existing assessment systems.4/4(6). Grade 3 English Language Arts Practice Test. For further information, contact: to support the writer’ s ideas.
The writing prompt on the practice test was used on last year’s spring iLEAP test and asks students to write a story.