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julie dunham
double-entry journal format
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factual information, citation
from
text reading, description of an
observation, etc. |
your reflection---ideas,
thoughts, interpretation, critique, etc
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•portfolios provide information that traditional
paper -and-pencil tests cannot. (p 2)
•another important advantage of portfolios is that
portfolios help teachers differentiate the process and the products
students create.(p 6)
•these types (of portfolios) can be classified into
three categories: personal, academic, or professional. (p 24)
•teachers need a plan to help students organize
their work into a standards portfolio. … one method to document
students’ meeting each standard is to write the specific standard at the
top of each entry. (p 48)
•the major weakness of attaching only a checklist
to the portfolio entry is that it may not indicate the quality of work…a
rubric takes the checklist to a higher level. (p 52)
•in today’s age of accountability, collect student
work, placing it in a folder, and showing it to administration and
parents is not sufficient proof that the teacher has covered the
curriculum and the student has mastered the standards. (p 57)
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•teaching a primary grade, i really feel that
traditional tests do not show my students capabilities. however,
deciding what would best show their progress has always been a struggle.
•differentiation has been the theme for our
professional development this year. now, i am comfortable with products
that the students are each responsible for creating.
•i was very surprised to see that there are 12
pages dedicated to the different types of portfolios. i had no idea that
there were so many ways and purposes to use portfolios!
•i really enjoyed this section of the text because
it gave great ideas on how to put the portfolio together. i have very
demanding parents who want to know why we do certain activities. this
method would not only help me to be organized, but also helps the
accountability issue for the parents and myself (and the students, if
they were a bit older!).
•before beginning the matl program i never utilized
rubrics. i see now that it makes the students much more aware of their
work and provides specific feedback for the parents when work is
returned. i also have students fill out a self-assessment rubric now,
and this motivates them to do their best work.
• this last statement in the end of chapter 2
really made me realize that my portfolios should be more that what i
share at a back-to-school night. it would let me have a visual as to how
well i am teaching and how well the students are doing in relation to
the state standards.
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julie dunham
chapter 3
double-entry
journal format
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factual information, citation
from
text reading, description of an
observation, etc. |
your reflection---ideas,
thoughts, interpretation, critique, etc
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☻linda darling
hammond (1997) warns that “covering” the content makes it impossible for
students to acquire the understanding they need to apply ideas. (p66)
☻performance tasks allow teachers to create
learning experiences that cluster standards and objectives, engage the
students, allow for individual differences, and provide student work
that meets both standards and curriculum goals. (p67)
☻a multiple intelligence portfolio includes entries
that represent the eight intelligences… students select items to
showcase their talents and teachers select items that address curriculum
goals. (p71)
☻a mi portfolio requires… students to expand their
intelligences enhances their creativity and helps teachers meet
students’ diverse learning styles. (p71)
☻by using checklists, rubrics, and unit portfolios
to assess their knowledge, skills, and understanding, teachers showcase
the results.
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☻i feel lucky to be teaching a primary grade
because our standards are pretty general. however, i agree that there is
so much to cover with each standard that you lose the application aspect
of teaching.
☻i know i should say that i know all the standards
i am supossed to meet. however, the district i worked in adapted texts
based on their alignment with the standards. since out school always did
well on tests, we didn’t focus on the standards too much. in my
district, i was always much more aware of the curriculum i was supossed
to cover.
☻i had never thought of a multiple intelligence
portfolio before. i love the idea of gathering something from each of
the areas. this would really allow some students to shine!
☻i was reviewing the unit portfolio on space and
liked they way it linked the mi’s. when it discusses acting things out,
would you include a video of these things?
☻throughout the matl program, we have discusses the
importance of checklists and rubrics a lot. however i don’t see too many
teachers using them. since they don’t, i wonder how open they would be
to the idea of portfolios.
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julie dunham
chapter 4
double-entry journal format
|
factual information,
citation
from text reading,
description of an
observation, etc. |
your reflection---ideas,
thoughts, interpretation, critique, etc
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►portfolios take more time and require more
planning than assigning work sheets, chapter questions, or homework.
pg. 86
►elementary teachers like using large cereal boxes
to hold student work. pg. 89
►portfolio registries chronicle when and why
students remove items and replace them with newer items. pg. 93
►although a comprehensive portfolio incorporates
many steps, three essential steps-collect, select, reflect- remain
crucial to the portfolio’s organizational flow. pg. 90 |
►this is
very true. in fist grade i teach all areas of the curriculum. i think
portfolios would be too overwhelming! i think i would have to do a
portfolio for just one subject. or i could do a standards portfolio and
include an example from some of the standards. i think i will start with
a writing portfolio my first try!
►i like
this idea. the children would take more ownership of their portfolio if
they designed the cereal box. also, this would help keep my cost down!
►is this really appropriate for first grade? as it
is, a self-assessment is very difficult for them to complete. i don’t
think they could handle this task.
►collect, select, reflect. that isn’t that
difficult to remember. it is just finding the time to do it!
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julie dunham
more kids’ grades ride on a portfolio of work
double-entry journal format
|
factual information, citation
from text reading, description of an
observation, etc. |
your reflection---ideas, thoughts, interpretation,
critique, etc |
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*"we wanted an assessment system that measures how well we can do,
not how little."
* "portfolio assessment shows students that this is where you are-
and this is the level you need to get to."
yet the system’s unexpectedly high cost in time and dollars, and
public pressure to measure student and school performance against
national standards, led to standardized testing return last year- in
addition to portfolios.
*writing in measured in five dimensions- purpose, detail,
organization, voice, mechanics, grammar and usage.
*boston will be adopting a portfolio program but with electronic
portfolios.
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*this works so well for the primary grades where so much growth is
shown over the course of a year.
*many teachers differentiate student work. this is great to show in a
portfolio because students who already meet or exceed expectations can
continue to show growth.
*it seems that in all of the article i have been reading for the
precis, i have come across the same concerns- being reliable to state
standards and the high cost of producing portfolios.
*i know a lot of schools in dupage county are using the book six plus
one traits of writing. this is a similar approach to how to teach
writing, and how to accurately score writing.
*i really love the idea of electronic portfolios, but i wonder how
much time will be needed for teacher training?
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julie dunham
chapter 5
double-entry journal format
|
factual information, citation
from text reading, description of an
observation, etc. |
your reflection---ideas, thoughts, interpretation,
critique, etc |
| ☼in a writing
portfolio, narratives, expository pieces, business letters, and journal
entries as well as literary critiques should link directly to each
standard. pg. 104
☼the selection process, therefore, begins with several important
questions about portfolios:
what should be included?
how will the items be selected?
who will select the items?
when will these items be selected?
pg. 105
☼the teacher’s input ranges from obvious to subtle. pg. 110
☼peer-selected artifacts involve the classroom community. pg. 111
☼it is important to establish the dates of the checkpoints throughout
the year in order to assure regular monitoring and to allow sufficient
time for students to review, reflect, and self-assess their own
portfolios during the selection process. pg. 115
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☼until taking this class i would have never thought to add journal
entries. in my class, journal time is private and not read unless they
want me to respond to what they write. is this still appropriate to
include?
☼in the writing portfolio i would include a variety of writing
related to the curriculum. the items will be selected by the teacher,
the students, and their peers (if peer selection works out- this may
have to be modeled a lot before they understand how to do it)! the items
will be selected once month.
☼since portfolios will be new to my students i think they will need a
lot of direction in the beginning. hopefully, after practice, they will
need less obvious input from me.
☼at first i was wary of this concept. however, my students are very
kind and interested in each others work, so i liked the idea of the
students choosing a piece for another student. even without portfolios,
they love to share and talk about each other’s work.
☼this is going to be a key component for me. i need to make sure i
set dates for the whole year and try to keep them. we always seem to get
behind. i can also be inconsistent with new teaching strategies.
hopefully, setting the dates will help.
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julie dunham
chapter 7
double-entry journal format
|
factual information, citation
from text reading, description of an
observation, etc. |
your reflection---ideas, thoughts, interpretation,
critique, etc |
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→ among the learn to learn standards are skills necessary for problem
solving and decision making in real world situations. (p151)
→one easy way to reflect on portfolio pieces is to tag or label each
piece. (p151)
→metacognitive reflection is explored in three stages. planning,
monitoring, and evaluation. (p152)
→by chunking the project and establishing benchmarks, success is
ensured. (p153)
→initial labeling provides a quick inventory of what is included in
the collection and gives insight about what is valued. (p154)
→the registry often can provide insight into the decision making
process if the student plans to create a showcase portfolio from a
working portfolio. (p 156)
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→i feel that if we don’t teach children how to problem solve in the
primary grades, they don’t learn how to become problem-solvers in life!
→i think the tag is a great idea because many people will not have
been with the child for the whole process. they may not know why that
piece is included.
→i think metacognitive reflection is difficult for young students.
the three stages make it easier for me to remember.
→i think this whole concept can be overwhelming. benchmarks make it
easier to see growth.
→i think the visual of the soup label really helped me with this
section. i agree that its like adding comments to a photo album to help
the audiences understand why things were chosen.
→i think a showcase portfolio is most like what my parents would
expect to see at a portfolio share night.
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julie dunham
chapter 6
double-entry journal format
|
factual information, citation
from text reading, description of an
observation, etc. |
your reflection---ideas, thoughts, interpretation,
critique, etc |
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٠ an exciting outcome of using portfolios is the recognition by
students that they themselves have become the center of the learning
process. p. 127
٠ to promote student autonomy, initiative, self-assessment, and goal
setting, teachers chose from assessment tools such as checklists, logs,
journals… and rubrics. p.128
٠ the student and the teacher list criteria they think are important
for meeting goals, outcomes, or local and state standards. p.129
٠ pictorial lists are an adaptation of learning lists. younger
children can use the list to draw pictures. p. 135
٠ the inspection phase of portfolio development allows students to
play a vital role in their learning and to "change the course" of their
goals…p.138
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٠i think in the primary grades teachers need to show the students
what they have accomplished, and how they continue to improve.
٠ again, this takes a lot of practice in first grade. students need
to learn how to self-assess and set goals so they are comfortable with
the process as they move up in grades.
٠ the whole concept of the criteria is one i need to consider before
starting portfolios. i think their growth and development should be my
overall focus.
٠ this will work great for my hesitant writers.
٠ again, i wonder how my students will do with goal setting. i wonder
if they are aware of their weaknesses. i also wonder if their egos may
play into the inspection phase.
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julie dunham
chapter 9
double-entry journal format
|
factual information, citation
from text reading, description of an
observation, etc. |
your reflection---ideas, thoughts, interpretation,
critique, etc |
| *as students present
their pieces to others, they celebrate and enjoy their accomplishments
while the viewers gain valuable insights into the students "heads" about
their understanding of what they have learned. p.188
*the very art of explaining their learning helps students rehearse
and reinforce their understanding. p.189
*to effectively plan portfolio conferences, teachers fist need to
consider the purposes that best meet their student’s needs and learning
dispositions. p.190
*"despite all the testing that we do, both formal and informal, only
the learner really knows what has been learned."(cited) p.192
*portfolio conferences address the concerns of parents by
demonstrating their child’s overall learning and achievement in the
context of the instructional methodologies. p.194
*choose conference goals-scoring the goal p.198
*the million dollar question- what reflections do learners need to
engage in? should they prepare reflective questions or stem statements
for their audience? p.201
*planning the post-conference evaluation-so what? p. 205
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*i think that this
really enhances the students learning and lets them share in their
success with others.
*i agree with this statement so much! i love it when a student can
teach another student and they learn from that process as well.
*i found this whole section valuable, as far as what questions i need
to ask myself about how i would handle conferences.
*i love this quote! how true!
*as parents hear more about standards, they are going to hold
teachers who do portfolios more accountable, and this addresses the
issue.
*overall, this section was valuable because it gave details on how to
make it work.
*good questions! i think that some students may feel more comfortable
by having things prepared.
*i think is will be very important for students to reflect on what
happened after the conference. what was successful? what would they want
to work on?
this chapter left me with a lot of questions. i wonder how much of
this is practical for first grade students. for example, i don’t see
them able to lead a discussion on their portfolios. what i see for my
students is a portfolio share night in which students have their work on
display and show-off their accomplishments by mini-discussions rather
than prepared stem statements.
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