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The Portfolio

The Portfolio . What is a portfolio?. An ongoing collection of a child’s work and documentation of learning Includes a wide range of materials. Portfolio pieces may include drawings and artwork, writing samples, photographs, notes from teachers and friends, assessments.

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The Portfolio

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  1. The Portfolio

  2. What is a portfolio? • An ongoing collection of a child’s work and documentation of learning • Includes a wide range of materials. • Portfolio pieces may include drawings and artwork, writing samples, photographs, notes from teachers and friends, assessments. • Includes classroom and studio work

  3. What is the portfolio’s purpose? • Demonstrating learning • Communicating experiences and learning • Capturing the learning process • Demonstrating thinking and problem solving • Assessment: paper/pencil and authentic • Evidence of experiences of the child • Expression • Developing self awareness and self esteem • Offering children, teachers, parents opportunity to wonder • Reflecting • Demonstrating quality

  4. Portfolio Guidelines What goes into the portfolio? • Work the child is proud of and wants to include • Work that shows uniqueness • Demonstration of learning: success or a failure • Could be an end product or process • Always has intention, a reason for going in portfolio • Include core curriculum areas • Include real life experiences • Include awards and performances • Work showing a pattern of growth and improvement • Benchmarks or milestones

  5. How are portfolios organized? • Organized to exemplify who a child is and how a child learns • Two descriptions to choose from when filling out the “section” portfolio label. • Who I am • How I learn

  6. Who I Am Evidence of a child’s… • Relating and connecting to the world • Growing and changing (Physically, emotionally, mentally) • Building relationships and making friends • Communicating and expressing • Habits and traits • Values • Hopes and dreams • A philosophy of life (how does a child approach life, learning, relating to others)

  7. How I Learn Evidence of a child’s … • Wondering • Exploring • Discovering • Achieving (not standard grades, but how a child succeeds) • Mastering a concept • Theories • Learning style • Problem solving • Facing challenges • Using Languages (visual arts, speaking and writing) • Metacognition (one’s perception of their own learning)

  8. Teachers prepare environment with long white paper and 4 portfolios for review

  9. Children and parents sort the portfolio work

  10. Suggested Session Format • 5 Minutes – Meet and share agenda • 20 Minutes – Lay out or sort work from portfolio onto white paper • 20 Minutes – Walk around and reflect on the learning of others; leave notes • 15 Minutes – Children put away work while parents write messages; snacks are served in the dining room for those who are interested.

  11. Teachers set up a space for parents to write letters to their children.

  12. Questions to Help Prepare Portfolios • Older children often have too much work to sort through. Should work ever be removed? • What guidelines can we create for removing work?

  13. Our Thoughts on 3.31.11 • Focus on the current year to keep fresh? • K-1 has pressure to create body of work • Children in older grades have too much work to look through in the given time • Plan to have children pick work ahead of time; helps facilitate digging through too much work; • Uphold criteria; have benchmark work • Writing, self portrait, who I am, how I learn • What else? • Talk about sorting out work at plus/delta

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