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Portfolio
- 1. • Sometimes weneed to give advice in letters.Depending on how formal the writing is, we cn use special phrases. • We usually write 4/5 paragraphs. • In the introduction we express sympathy and say that we understand the problem or that we think we can help. • In the main body we make suggestions and give our reasons. • We write each paragraph in a separate paragraph. • In the conclusion we write our closing remarks and sign off. PORTFOLIO METHOD OF TEACHING ENGLISH NURUL HIDAYANI 141100649
- 2. PORTFOLIO • Etymologically, theportfolio is derived from two words, namely port (short report) that is meaningful reports and folio means full or complete. So the portfolio means a complete report of all person’s activities. • In general, the portfolio is a collection of documents a person, group, institution, organization, corporation or the like which aims to document the development of a process to achieve the goals set.
- 3. PORTFOLIO FOR TEACHERS A teachingportfolio is a collection of documents that together provide a record of: the ideas and objectives that inform your teaching the methods you use the courses you teach or are prepared to teach your effectiveness as a teacher how you assess and improve your teaching
- 4. Task • Your friendhas moved to live in London. • She wrote you a letter and asked for giving her/his advice about finding a flat in London. • Write a letter of advice in 110-130 words. TYPES OF PORTFOLIO Process oriented portfolios Product oriented portfolios - Show portofolios - Documentary portofolios
- 5. Plan • Introduction. • Mainbody: • 1 para - think of the first suggestion and reason. • 2 para - think of the second suggestion and reason. • Conclusion. The Portfolio Process Collection Selection Reflection Connection
- 6. Introduction (1) • DearFiona, (1) I’m so glad to hear that you have decided to move to London. It’ll be great to have a friend from home living here. We’ll be able to do things together like we used to. In your letter you asked me to give you some advice finding a flat; here are some suggestions. Working Portfolios A table of contents to show the organization of the portfolio A reading/writing log Various drafts of all types of writing that a student might do Examples of all types of informal teaching and assessment devices in the content fields of literature (language arts or english), social studies, and science that the student has completed Reading response journals Dialogue journals
- 7. Main body(2) • (2)If I were you I would start by checking advertisements in the London papers. For example, the “Daily Mail” and the “Evening Standard” have large sections with houses and flats for rent. That way, you will be able to see what is available for rent at the moment. Teacher-completed and student-completed checklists and surveys of various types Tape-recorded oral reading protocols Audiotapes Videotapes Student-teacher conference notes Various types of self-assessment devices The results of various kinds of standardized and informal tests Teacher anecdotes and observations Graphs of progress
- 8. Main body (3) •(3) Another good idea is to contact an estate agent. Goldsmith and Howland have offices all over London.By doing this you can get a list of all the places in the area you want at a price you can afford. Portfolio Assessment Guide Examples of written work Journals and logs Standardized inventories Videotapes of student performances Audiotapes of presentations Mind maps and notes
- 9. Group reports Tests andquizzes Charts, graphs Lists of books read Questionnaire results Peer reviews Self-evaluations
- 10. Conclusion(4) • (4) Ihope this helps. Please let me know how things turn out. If you need anything else, please call. Love, Mandy Aspects of portfolio assessment Cognitive behavioral Knowledge: Memorize Comprehension: Understand Application: Apply Analysis: Analyze Synthesis: Combine Evaluation: Consider
- 11. After writing check: •If you used the informal style. • If you used short forms, certain phrases. • If you organised the points clearly into paragraphs. • If you wrote the topic sentence in each paragraph • If you corrected all mistakes. AFFECTIVE BEHAVIOR Feelings Behaviors Interests Preferences emotions motivations
- 12. Tasks • Write aletter of advice in the following situations: • 1.Your friend has lost his/her purse. • 2. Your friend wants to go abroad for the first time. • 3. Your friend wants to organise „A tree planting Day“ at school. PSYCHOMOTOR BEHAVIOR Skills Assessment: (religion, the arts, sports, science and language) Written Test (Objective And Non-objective), Oral Test (Interview), Test Actions (Observation Sheet), The Non-test (Questionnaire, Questionnaire), And The Work (Check List, Products And Reports).
- 13. Shaping the FinalPortfolio Title page and table of contents Headings and subheadings that clearly identify and separate the portfolio's components In the body of the portfolio, references to material in the appendix, where appropriate Brief explanatory statements accompanying each item in the appendix, where appropriate (What is the item's context, purpose, or relationship to what you have said in the body of your portfolio
- 14. STEPS IN PORTFOLIO ASSESSMENT •First, the teacher and the student need to clearly identify the portfolio contents, which are samples of student work, reflections, teacher observations, and conference records.
- 15. • Second, theteacher should develop evaluation procedures for keeping track of the portfolio contents and for grading the portfolio.
- 16. • Third, theteacher needs a plan for holding portfolio conferences, which are formal and informal meetings in which students review their work and discuss their progress. Because they encourage reflective teaching and learning, these conference are an essential part of the portfolio assessment process
- 17. ADVANTAGES • Students knowtheir own weaknesses • Individualized instruction • Emphasis on the entire learning process rather than just a one-time performance • Portfolio not only shows a student's performance, but also his/her efforts
- 18. • Students areresponsible for their own learning • Increase students' motivation and self- respect, and satisfaction • Students compete with themselves, rather than with other students • Teacher can use portfolios to adjust teaching
- 19. DISADVANTAGES • Requiring extratime to plan an assessment system and conduct the assessment. • Gathering all of the necessary data and work samples can make portfolios bulky and difficult to manage.
- 20. • Developing asystematic and deliberate management system is difficult, but this step is necessary in order to make portfolios more than a random collection of student work. • Scoring portfolios involves the extensive use of subjective evaluation procedures such as rating scales and professional judgment, and this limits reliability.
- 21. • Scheduling individualportfolio conferences is difficulty and the length of each conference may interfere with other instructional activities.