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The Portfolio Project: Growing Writers for the Future

The Portfolio Project: Growing Writers for the Future. Presented by Alex Witkowski , Teacher of English and April Gonzalez, Supervisor of English and Social Studies. Do Now…. Write a metaphor for what it is like to teach writing. What does research tell us about….

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The Portfolio Project: Growing Writers for the Future

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  1. The Portfolio Project: Growing Writers for the Future Presented by Alex Witkowski , Teacher of English and April Gonzalez, Supervisor of English and Social Studies

  2. Do Now… Write a metaphor for what it is like to teach writing.

  3. What does research tell us about… Growing Writers for the Future?

  4. Differentiated instruction The Portfolio is a student-centered approach It differentiates through… • Choice • Process and Pace • Cooperative learning

  5. “I really enjoy the portfolio assignment as a whole because in the past we were given something to write about but now we can write about whatever interests us and makes writing seem better.”

  6. Habits of Mind The portfolio process builds habits of mind such as… • Metacognition • Communicating with clarity and precision • Persisting

  7. 21st century skills • Creativity and innovation • Teamwork • Media literacy “There are only so many ways to approach an essay, but there are endless possibilities for the approach to the portfolio.” Student

  8. Portfolios Integrating writing and Writers’ Workshop into the average English classroom

  9. The process begins with you: • Establish your expectations for the portfolio • Prepare lessons on craft • Locate mentor texts • Establish peer review process • Consider timelines and pacing • Establish a grading and feedback process • Align the portfolio (content) to the curriculum

  10. The Portfolio Process for students begins with “priming the pump” • Compile and post the “Qualities of Good Literature” list. • Share your personal writing territories. • Share the students’ writing territory lists. Make sure they keep these. • Share your expectations for portfolios. • Share your personal portfolio. • Assign “planning” over a few days before beginning the process.

  11. It may be awkward, but there are steps that can be taken…

  12. Procedure For the beginning of the process… Begin every day with writing starters Allot a block of time for writing in the classroom. Check in periodically. Write with the students. Conference with students. Have options for students when they have writer’s block.

  13. Returning to the Do Now With a partner, share your metaphors for teaching writing aloud. Each partner should offer one praise and one polish towards the revision process.

  14. Workshop

  15. I'm not a very good writer, but I'm an excellent rewriter.  ~James Michener

  16. Writer’s Workshop Process: • Students complete a Pre-workshop Questionnaire • Instructor shares portfolio piece aloud • Class goes over Guidelines for Writers’ Workshop • Students randomly assigned partners to engage in Writers’ Workshop • Students complete Exit Note on the best piece of advice they received • Students complete a reflection on • workshop

  17. Preparing the final draft Return to your now-workshopped metaphor for teaching writing. Using your own insight and the comments from your partner, polish your metaphor.

  18. Submission/Grading

  19. Grading process • Collect a packet representative of the writing process. • Go over a thorough and precisely-worded rubric ahead of time. • Avoid written comments on the pieces. • Offer feedback in a way best suited for you: a letter, a conference, a rubric including one praise and one polish, etc. • Present feedback to highlight the continuous nature of the process.

  20. Construction

  21. Construction • Devote time in class to the assembly of portfolios to place value in publication. • Spread steps over a significant amount of time. • Focus on organization both for the instructor and for the students. • Emphasize the importance of presenting polished products. • Encourage students to communicate their writing style and personality through the final portfolio.

  22. Publication/Celebration

  23. Publication/Celebration • Return final portfolios with comments on the final day. • Have students share their final products and offer positive feedback to peers. • Facilitate a sort-of “yearbook signing.”

  24. Final Thoughts • Be prepared for a tremendous undertaking; it is impossible to back out of the project. • Prepare back-up plans for absent students. • Explain the grading process thoroughly. • Facilitate differentiation. Encourage high-performing students to take more risks. • Use your best judgment to the amount of time allotted in class and the frequency of the time.

  25. “Overall, I really enjoyed the portfolio and it saved my confidence in my writing ability.”

  26. “…since we are binding our completed portfolio pieces, it makes it more special to look back at them…”

  27. Thank You! Question and Answer…

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