| PROTFOLIO |
PORTFOLIO final project. Details on how to assemble and present the portfolio are
outlined below. This is your chance to tell all the good things you've accomplished
in the course. If you mention any problems be sure to show how you have or could
solve them. This is your chance to "look good."
As part of your FINAL TEST you will present a PORTFOLIO. Many Portfolios are
presented in notebook form, but for the computer classes this one will be a Power
Point, Slide or Video presentation.
Oral Communications students have many options on how they can present their
portfolio. Discuss this with Dr. Bobbert before, during or after a class.
The Portfolio owner does not have to be the one reading the oral material that
should accompany the presentation. The audio can be scripted and/or be
prerecorded. (Be sure to practice.)
Several types of presentations are acceptable.
1. A Leader Lead presentation in which a speaker recites a narrative as the
"slides" present the Portfolio contents. The presenter may but need not "run" the
computer during the presentation.
2. A Self Guided presentation in which one can look at the material and use
navigation controls to progress at one's own speed.
3, Video taped with live or pretaped narration followed by a Q & A when
appropriate. Video media may be jump drive, CD or DVD or bring your own laptop.
4. Any combination of the above.
Sound Track
If the Presentation is a "self guided" one, the author should record a sound
track. The author may have someone else do the narration, but the author must
write it. Examples will be given.
The following directions for Creating a Portfolio is loosely based on Preparing A Teaching
Portfolio, A Guidebook, Prepared by The Center for Teaching Effectiveness, The University of
Texas at Austin that appears on the website http://www.utexas.edu/academic/cte/teachfolio.html
What is a Portfolio?
A Portfolio is a factual description of accomplishments supported by relevant
data and analyzed to show the thinking process behind the artifacts. Most
portfolios are NOT collections of everything that a student has done, but include
selected samples that illustrate how that individual carried out various
assignments.
Portfolios provide documented evidence that is connected to the specifics to
each project.
They include a range of evidence from a variety of sources such as samples of
student work, self-reflections, reports on classroom activities, and self
development efforts.
In the process of selecting and organizing your portfolio material, think hard about
what activities would likely to lead to improvement.
Portfolios are a step toward a more public, professional view of your learned skills
and reflect on your work as a scholarly activity.
5. Steps for Compiling a Portfolio
The following the six steps for creating a portfolio are modified from Seldin (1993) :
Clarify responsibilities.
Arrange the items in order.
Compile the supporting data.
Evidence relating to the statements on each item should be gathered to support
conclusions drawn. This evidence is best placed in an appendix.
Incorporating the Portfolio into a curriculum vitae or resume can be effective..
Since the portfolio is limited, it needs to be viewed in the total context for the most
accurate interpretation.
Physical presentation considerations.
8. Create a Power Point, Slide Show or Video presentation that illustrates
your Portfolio.
Material from Oneself
Descriptions of activities involving helping other students and
Samples of student work along with the professor's feedback to show the range
of student performance and how you dealt with it.
Student journals compiled during the semester and reflecting student growth in a
wide range of areas.
A record of success in other activities due to what you learned in the class. ts.
Student scores on class examinations and projects
Some Items that Occasionally Appear
--------------------------------------------------------------------------------
More Details on Components of a Portfolio
Statement of Purpose (Value of the project)
Analyzing Written or Oral Instructor or other student Comments
--------------------------------------------------------------------------------
References
Many books and articles have been written on Portfolios. The ones listed below
were mentioned in the original publication modified in the foregoing text.
outlined below. This is your chance to tell all the good things you've accomplished
in the course. If you mention any problems be sure to show how you have or could
solve them. This is your chance to "look good."
As part of your FINAL TEST you will present a PORTFOLIO. Many Portfolios are
presented in notebook form, but for the computer classes this one will be a Power
Point, Slide or Video presentation.
Oral Communications students have many options on how they can present their
portfolio. Discuss this with Dr. Bobbert before, during or after a class.
The Portfolio owner does not have to be the one reading the oral material that
should accompany the presentation. The audio can be scripted and/or be
prerecorded. (Be sure to practice.)
Several types of presentations are acceptable.
1. A Leader Lead presentation in which a speaker recites a narrative as the
"slides" present the Portfolio contents. The presenter may but need not "run" the
computer during the presentation.
2. A Self Guided presentation in which one can look at the material and use
navigation controls to progress at one's own speed.
3, Video taped with live or pretaped narration followed by a Q & A when
appropriate. Video media may be jump drive, CD or DVD or bring your own laptop.
4. Any combination of the above.
Sound Track
If the Presentation is a "self guided" one, the author should record a sound
track. The author may have someone else do the narration, but the author must
write it. Examples will be given.
The following directions for Creating a Portfolio is loosely based on Preparing A Teaching
Portfolio, A Guidebook, Prepared by The Center for Teaching Effectiveness, The University of
Texas at Austin that appears on the website http://www.utexas.edu/academic/cte/teachfolio.html
What is a Portfolio?
A Portfolio is a factual description of accomplishments supported by relevant
data and analyzed to show the thinking process behind the artifacts. Most
portfolios are NOT collections of everything that a student has done, but include
selected samples that illustrate how that individual carried out various
assignments.
Portfolios provide documented evidence that is connected to the specifics to
each project.
They include a range of evidence from a variety of sources such as samples of
student work, self-reflections, reports on classroom activities, and self
development efforts.
In the process of selecting and organizing your portfolio material, think hard about
what activities would likely to lead to improvement.
Portfolios are a step toward a more public, professional view of your learned skills
and reflect on your work as a scholarly activity.
5. Steps for Compiling a Portfolio
The following the six steps for creating a portfolio are modified from Seldin (1993) :
Clarify responsibilities.
- Start with an understanding of what role you may be expected to play in your
chosen field with regard to its various functions. This should help the student
determine what needs to be documented.
Select items for the Portfolio.
Based on the Text and classroom activities select information relevant to
those responsibilities rather than gathering every piece of data that can be
found.
Prepare statements on each item.
Prepares statements on each item that shows the activity or skills value to
your career.
Arrange the items in order.
- The order might be in terms of importance to you.
It might be chronological to show growth over time.
It might be categories to show breadth of learning.
The order should highlight the best accomplishments,
but also be inclusive.
Compile the supporting data.
Evidence relating to the statements on each item should be gathered to support
conclusions drawn. This evidence is best placed in an appendix.
Incorporating the Portfolio into a curriculum vitae or resume can be effective..
Since the portfolio is limited, it needs to be viewed in the total context for the most
accurate interpretation.
Physical presentation considerations.
- The primary consideration for presenting your portfolio is that the materials
should be conveniently arranged for review by others. One possibility is a
tabbed notebook. Another possibility is arranging and indexing all of your
materials in a data file on a flash drive or other medium. Provide audio
and/or video that highlights some activities.
8. Create a Power Point, Slide Show or Video presentation that illustrates
your Portfolio.
- Photoshop and other software have a Slide Show attribute you can use or
see the Power Point presentation appended to Midway CS235 Class 1
to see how you can electronically include all elements of the portfolio by
simply doing screen "grabs" then copying and pasting them into the
presentation. Dr. Bobbert will also show you examples of student
presentations.
click here to see the example
- Planning and preparation, represented by homework, handouts, lecture
notes, etc.
Assisting others or tutoring other students represented by written comments
from other students .
Evaluating other students work and giving feedback with a brief discussion
about how feedback was given.
Currency in the field, represented by your class suggestions, reading
materials assigned or drawn on for course projects, attendance at
professional conferences, other classes or work related activities that aided
you in acquiring the skills needed to pass the course.
The lists below are by no means intended to be exhaustive of the
possibilities. The list is merely suggestive of what might be included.
Material from Oneself
- A statement of your philosophy reflecting your individual view of the subject.
Maybe computers in the home or workplace and how the individual's
activities fit with that philosophy.
You can make it personal by including references to family and friends.
Statement of responsibilities, including a brief description of the way each
assignment was met and how the course fits into your overall development.
Representative samples of work detailing course content and
assignments, teaching methods, readings, homework assignments and
evaluation activities, possibly highlighting what you did best or valued most.
Description of steps taken to improve, either through the improvement of
individual activities or in general through activities to enhance your skills or
background knowledge.
Descriptions of instructional innovations attempted and evaluations of their
effectiveness. Evaluating effectiveness of classroom activities can be
valuable to you and the instructor.
Descriptions of non-classroom settings, such as work with laboratory
assistants, special help sessions, work with students during office hours,
out of classroom contact other students, mentors or instructors.
Descriptions of activities involving helping other students and
- A personal statement describing your goals for the next five years that
relate to what you learned in this course.
Products of Classroom/LAB activities
Samples of student work along with the professor's feedback to show the range
of student performance and how you dealt with it.
Student journals compiled during the semester and reflecting student growth in a
wide range of areas.
A record of success in other activities due to what you learned in the class. ts.
Student scores on class examinations and projects
Some Items that Occasionally Appear
- Descriptions of curricular revisions, including new course projects,
materials, and class assignments.
Self-evaluation of class, lab or computer-related activities.
Contributions to, or editing a publication.
Participation in off-campus activities related to computer programs
Evidence of help given to colleagues leading to their improvement.
As noted earlier, not all these items would be appropriate for every
portfolio. These lists are provided merely as stimulation for the student's
own thinking.
--------------------------------------------------------------------------------
More Details on Components of a Portfolio
Statement of Purpose (Value of the project)
- The purpose of this statement is to describe the individual's general
approach to the Portfolio.
- Interpretations of Student Evaluations
Charts detailing the activities and their value.
Analyzing Written or Oral Instructor or other student Comments
- The cognitive dimension (the organization of the learning setting to
achieve a variety of levels of complexity of learning, the use of questions and
activities to stimulate deeper analysis of the subject or a more thorough
understanding of the basics, the level at which the class is directed and its
appropriateness for the students)
The socio-political dimension (the apportioning of roles within the class and
their interaction, the use of authority, directions, commands, invitations,
judgments, rewards and threats, the building or maintenance of rapport)
The classroom structure and procedures (instructional methods and
materials used, their purposes and effectiveness)
The curricular context (the relationships between this class and the course
as a whole, this course and the curriculum as a whole, this content and the
notions of education in general and the field in particular)
The effects of teaching (how well students are learning as indicated by
questions, activities, general attention level, specific assessments during
class time, and the use of that information in redirecting the teaching from
moment to moment)
The rhetorical dimension (the use of language, organization, forms such as
expository, argumentative, persuasive, etc., sharing of talk-time, turn-taking)
The physical-temporal dimension (time of day, room size and shape,
physical comforts aspects, seating, visibility, acoustics, and how the
instructor is aware of them and compensating for them)
Instructor's note:
One of the responsibilities of people who work on projects is presenting that
project to others. Also, securing a job in today's market often requires a
presentation of ones accomplishments; therefore, it seems prudent to have
students present what they have accomplished in a "skills" course as part of
their final. Using this method less time is devoted to memorizing facts and
more time is devoted to polishing skills.
Students may present their work as it was originally presented and graded
then add an updated version that shows how their skills have improved.
--------------------------------------------------------------------------------
References
Many books and articles have been written on Portfolios. The ones listed below
were mentioned in the original publication modified in the foregoing text.
- Centra, John A. (1993) Reflective Faculty Evaluation. San Francisco: Jossey-Bass
Publishers, Inc.
Edgerton, R., Hutchings, P. and Quinlan, K. (1991) The Teaching Portfolio: Capturing
the Scholarship in Teaching. Washington, DC: The American Association for Higher
Education.
Hart, F.R. (1987) "Teachers observing teachers." In J.H. Broderick (ed.) Teaching at an
Urban University. Boston: University of Massachusetts at Boston.
Keig, Larry & Waggoner, Michael D. (1994) Collaborative Peer Review: The Role of
Faculty in Improving College Teaching. ASHE-ERIC Higher Education Report No. 2,
1994. Washington, D.C.: the George Washington University, School of Education and
Human Development.
Seldin, Peter and Associates (1993) Successful Use of Teaching Portfolios. Belton, MA:
Anker Publishing.
Dr. Larry C. Bobbert Adjunct Professor Midway College Morehead University Eastern Kentucky University --International--- Media Consultant - Speaker - Trainer Video Producer --------------------- conversational ...easy to read...FUN and informative." - Lois Miller Resume Bluegrass Who Dun it THE MOVIE Available on DVD --------------------! 5 Element Tai Chi Can be a great way to energize your people at a workshop or convention 859 623 9645 5 Element DVD Available |
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Many of Dr. Bobbert's classes include the creation of a class portfolio as part of the
final project/grade.
The following is a partial explanation on how to create your portfolio. Examples will
be shown in class and you can discuss yours with Dr. Bobbert during LAB periods or
before or after any class. Well, not after the last class--too late. lol
final project/grade.
The following is a partial explanation on how to create your portfolio. Examples will
be shown in class and you can discuss yours with Dr. Bobbert during LAB periods or
before or after any class. Well, not after the last class--too late. lol
 |
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