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“Portfolio Review”

“Portfolio Review”. “Portfolios as sites of learning enable a sense of connection by enabling a long look back at what students have accomplished to date, which in turn enables a looking ahead at a future self as a writer in a particular classroom and beyond” (Clark, 2001).

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“Portfolio Review”

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  1. “Portfolio Review”

  2. “Portfolios as sites of learning enable a sense of connection by enabling a long look back at what students have accomplished to date, which in turn enables a looking ahead at a future self as a writer in a particular classroom and beyond” (Clark, 2001).

  3. Unpacking the Portfolio What does the student need to know to manage an effective portfolio?

  4. Goal Setting

  5. The teacher should ponder the following questions: 1. What are my goals for the portfolios? 2. What do I want the students to accomplish by maintaining portfolios? 3. How can I make the process fluent for all entities involved?

  6. Suggestions for Maintaining the Portfolio Model the behavior, expectations

  7. Allow the students time to update their portfolios.

  8. Teacher & student should maintain an “Assignment Sheet”

  9. Keep the portfolios in an accessible area.

  10. Schedule Portfolio Conferences!

  11. Display, discuss, or present student work on a regular basis!

  12. The BIG Decision Teachers and students should select pieces of work that represent the student’s progress. The student should select at least 3 assignments to be included in the final portfolio.

  13. What is a math portfolio? • A math portfolio contains samples of students work over a period of time. It gives teachers, parents, and students insight on the child’s thinking, understanding and problem-solving skills. It is a picture of their progress in math. • At the beginning of the school year you want to set up a system for the portfolios with your students so that is becomes apart of the classroom routines. Explain to them the purpose for having a portfolio and what will go into it. The purpose is very important; otherwise it’s just a folder of student’s work.

  14. Reflection • Students should explain why they chose a particular item. • In writing or orally, the student explains how the work compares to other pieces, what skills and knowledge were used to complete the task and how he or she improved or can improve as a learner.

  15. Connection“Why are we doing this”? • The student is able to make a concrete connection with what they have worked on through out the school year and the value of what it is they have learned. • The student has a formal way to present their way of thinking to their parents, peers, teachers, etc. This will enable them to explain their progress at conferences and have more of a celebratory meeting instead of the usual parent-teacher conferences. Instead it will be a student-lead conference. Teachers can also use it to show where the student needs additional support or intervention

  16. Key points • Have a purpose for creating the portfolios. • Make sure that all papers are dated. • Involve the student in the selection process. • Use the information to assist with instruction and remediation.

  17. Final Thoughts… Go down deep enough into anything and you will find mathematics.  ~Dean Schlicter The essence of mathematics is not to make simple things complicated, but to make complicated things simple.  ~S. Gudder

  18. References Clark, C. (2001). Portfolios as sites of Learning: Reconceptualizing the connections to motivation & engagement. Retrieved on March 20, 2007 from http://www.findarticles.com Odell, L., Vacca, R., Hobbs, R., & Irvin, J. (2007). Writing Resources:Writing, Listening, and Speaking. Austin, TX: Holt, Rinehart and Winston. http://www.quotegarden.com/math.html http://www.pen.k12.va.us/Div/Winchester/jhhs/math/quotes.html http://www.mathacademy.com/pr/quotes/index.asp

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