Personal Portfolio Teacher s Guide

7/28/2019 Personal Portfolio Teacher s Guide

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SECONDARY CYCLE 2, YEAR 1

Learning and Evaluation SituationJessie Hionis, Commission scolaire de Laval

January 2007Revised by: Mlanie Ducharme CSSMI and Jessie Hionis CSDL

Inspired by and Adapted from: My Electronic Portfolio, Pamela Gunning

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Introduction

Students will engage in a web resource quest to find information regarding their

personality type, their personal talents and their potential for the future. They will set

long-term and short term goals, reflect on their learning and their strategies. They

will record their notes in a journal and use these to prepare their personal portfolio

presentation.

Because of limited access to computers and Internet in some schools, this learning

and evaluation situation has been adapted to suit classroom realities.

Paper copies of the web quests have been supplied in the web resources section of

this LES.

Computer and Internet access will only be necessary for the web quiz homework.

These assignments can be given as homework or as scheduled work in the

classroom or school computer lab.

Inspired by and adapted from My Electronic Portfolio Pamela Gunning

http://educ.csmv.qc.ca/Recit_langues/ress/documents/esl/mypersport/index.html

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My Personal PortfolioTeachers Guide

Theme: personal interests and talentsVocabulary personal identification, interests, activities, professions, intelligencesStrategies: Take Notes Plan

Secondary, Cycle 2Time: undetermined

Purpose

To help students visualize themselves in various roles as they develop their awareness of themselves andreflect on their progress.

Task

Students make a personal portfolio.

Description

Students will engage in a web resource quest to find information regarding their personality type, theirpersonal talents and their potential for the future. They will set long-term and short term goals, reflect ontheir learning and their strategies. They will record their notes in their journal and use these to make theirown personal portfolio presentation.

ESL Competencies Cross-Curricular Competencies

C1 Interacts orally in EnglishC2 Reinvests understanding of texts

CCC6 Uses information and communicationtechnologies.

CCC7 Achieves his/her potential.Broad Areas of Learning Material

Personal and Career Planning

Focus of development Adoption of strategies related to plan or project.

Teachers guide

Student bookWeb resources booklet (1 copy per 4-5 students)For web quiz homework : computer with internetconnectionOptional : multimedia projector for presentation ofpersonal portfolio

Evaluation Criteria

C1 - Participation in oral interactionC2 - Use of knowledge from texts in a reinvestment

Use of communications and learning strategiesManagement of strategies and resources

CCC7 - Realistic assessment of his/her potential

Recognition of the impact of his/her actions on his/her successes and difficulties

Links and resources

http://www.personalitytype.com/quiz.html http://www.igs.net/cmorris/smo_comments.html

http://keirsey.com/temperamenttype.html http://www.angelfire.com/oh/themidas/eachmi.html

http://keirsey.com/sortinghat.html http://www.jobsetc.ca/toolbox/quizzes

http://keirsey.com/careerjobs.html http://canlearn.ca/sp/sp_ocsm.cfm?langcanlearn_enhttp://www.vector.cfee.org/english/explorevideo.php

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http://www.personalitytype.com/quiz.htmlhttp://keirsey.com/temperamenttype.htmlhttp://www.angelfire.com/oh/themidas/eachmi.htmlhttp://keirsey.com/sortinghat.htmlhttp://keirsey.com/careerjobs.htmlhttp://canlearn.ca/sp/sp_ocsm.cfm?langcanlearn_enhttp://www.vector.cfee.org/english/explorevideo.phphttp://www.personalitytype.com/quiz.htmlhttp://keirsey.com/temperamenttype.htmlhttp://www.angelfire.com/oh/themidas/eachmi.htmlhttp://keirsey.com/sortinghat.htmlhttp://keirsey.com/careerjobs.htmlhttp://canlearn.ca/sp/sp_ocsm.cfm?langcanlearn_enhttp://www.vector.cfee.org/english/explorevideo.php


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Step 1 : Preparing for task

Materials

- My Personal Portfolio Presentation- My Journal

Announce the task and show students the open-ended model for the personal portfolio presentation.

Activate prior Knowledge.

Elicit from students the types of portfolios they have seen before.

Ask them what goes in a portfolio.

Explain to them that to make their portfolio, they will do a web resource quest to :

- find information about themselves so that they can develop their potentialand make choices that correspond to their interests and aptitudes;

- get to know themselves well and to explore their abilities;- find out about their strengths and weaknesses, their needs and

their aspiration;- try to identify ways to achieve their dreams.

Make a link between the questionnaires the students will be completing and the questionnaires theyperhaps already do in teen magazines to learn more about themselves.

Decide whether you wish to have students present their portfolios to the class, the parents, other classesin the school etc. In other words, inform students who their intended audience will be for thepresentation.

Step 2 : Carrying out the task

Materials

My Journal p. 1 (personality type)Web Resource 1 Personality Type

Tell students that they will go to web resource 1, do the web resource quest, step by step.

Inform students that they will have to take notes in their journal.

Strategy : Take notes

Recall or present the strategy. Take notes.

Tell the students that this strategy will be evaluated and that they should take clear, meaningful notes intheir journal.

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Activity 1 - My Personality Type

Materials

Web Resource 1 - Personality typeStudent Book : pp. 2, 3.My Journal p. 1 (personality type)

Have students follow the instructions for the activity.

Ask them to compose six questions based on the information in web resource 1 (personality type) and towrite their questions on Worksheet 1 (Student Book p. 3) Whats Your Personality Type?

Do an enabling exercise on question formation if your students need help formulating their questions.

Choose an appropriate time and tell the students to use the six questions they formulated on worksheet1, to interview their team mates about their personality type.

Activity 2 - My Intelligence

Materials

Computer and Internet access to do web quiz homework 1Web Resource 2: Multiple IntelligencesStudent Book : pp. 4, 5 Worksheet 2My Journal p. 1 (my intelligences)

Invite students to read web resource 2 to learn about multiple intelligences, They will also have to find outtheir dominant intelligence by doing web quiz homework 1.

A copy of the web quiz has been copied and inserted into the teachers guide.

Choose an appropriate time and place to have the students do the Find someone who activity usingworksheet 2 in their student book.

Students should print a copy of their quiz results from web homework 1 in order to make notes in theirjournal.

Activity 3 - Jobs That Match My type

Materials

Web Resource 3 Exploring career informationStudent Book pp. 6, 7My journal pp. 2, 3, 4

Ask students to read web resource 3 (Exploring Career Information) to find out about jobs that matchtheir type of personality, their intelligences and interests. Students will choose a few jobs and write themin their journal. They will then go to web resource 3 and find out about a day in the life of a person whodoes the job they chose. Remind students to take notes in their journal on pages 2, 3 and 4.

Tell students to use this information to complete worksheet 3 (Student Book, p. 7).

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A Day in the Life of

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Activity 4 - My Learning Style and StrategiesPart 1

Materials

Web Resource 4 My Learning StrategiesStudent Book ( pp. 8, 9, 10 )My Journal p. 3

Invite students to follow the instructions in web resource 4 to learn about their learning style andstrategies that match their style.

Ask them to write these strategies on worksheet 4, My Strategy Log. (student book p. 9, 10)

Note : It is unnecessary to complete worksheet 4 because it will also be used in other activities

Part 2

Materials

Web Resource 4 My Learning StrategiesWeb quiz homework 2 - Seeing, Hearing and Doing QuizStudent Book ( pp. 9, 10 )My Journal p. 3.

Go to: Web Resource 4 (My Learning Strategies). Students read Web Resource 4 and make notes intheir journal. Assign web quiz homework 2. Remind students to print their results.

Web Quiz 2 Seeing, Hearing and Doing QuizSource : http://www.jobsetc.ca/content_pieces.jsp?category_id=313&lang=e

Have students read about strategies that match their learning style : Web Resource 4.

Learning Strategies for Visual, Auditory, and Tactile Learning Styles

Learning Strategies for Multiple Intelligences (MI)

Learning Strategies for Kiersey Temperament Types

Learning Strategies for Felders Learning Preferences

Next, students write these strategies in their strategy log, Worksheet 4, My Strategy Log (Student book p.9, 10).

Remind students to take notes in their journal

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http://www.jobsetc.ca/content_pieces.jsp?category_id=313&lang=ehttp://www.jobsetc.ca/content_pieces.jsp?category_id=313&lang=e


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Activity 5 - My Action Plan

Materials

Student Book ( p. 11 )My Journal ( pp. 4, 5)

Invite students to follow the instructions on p. 11 in their student book in order to identify theirstrengths and weaknesses.

Assign web quest homework 3. Remind students to print their results.

Ask them to decide what they need to work on, and to plan specific actions that they will take to helpthem achieve their goal.

Tell them to write their action plan for reaching their goal in their journal.

Final Task : My Personal Portfolio Presentation

Materials

Student Book (p. 11)My JournalMy personal portfolio presentation

Teachers Guide - Worksheet 5, ( pp. 16, 17 )Multimedia Projector (Optional)

Invite the students to use their notes in their journal to create their finalized personal portfoliopresentation.

Student can do their presentation as a paper copy, a power point, a web page creation, or any type ofpresentation they choose.

NOTE: If some students need technical support for the power point, encourage them to use worksheet 5 Teachersguide. (pp. 16, 17). Creating Your Power Point Presentation, or the open-ended model you presented to them at thebeginning of this learning situation.

* Have students present their personal portfolio to their intended audience.

Evaluation

Materials Observation Grid Teachers Guide p. 10

Collect students journals and evaluate the strategy, Take Notes.

Use the evaluation grid to evaluate students work at various times during the learning situation and thepresentations at the end.

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Step 3 : Reflection

Lead students in a brief reflection dealing with :

their presentation ;

their strategies ;

their effort.

Inform students that the activities they did will help them develop self-confidence, take their place in

society and assume responsibility for their development.

Invite them to set goals for the future.

Step 4 : Mini group discussion (3-5 students)

Invite students to discuss (in mini groups)

their goals for the future ;

their personal strengths and weaknesses ;

how this learning and evaluation activity influenced their choices ;

what they learned from this learning and evaluation situation ;

their personal opinion of this LES.

Encourage students to use functional language.

Tell students to refer to web resources and their journal if necessary.

Supply students with functional language for their discussion.

Taking stock of the Teaching and Learning

Using the Taking stock of the teaching and learning handout ( Teachers guide page 9 ), make note ofany difficulties, positive experiences and new sites you may have come across during this learning andevaluation situation.

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Enhancing students awareness

Two extra web quizzes have been supplied in the web quiz homework section of the teachers guide forstudents who show interest in these types of activities.

An enhancement resource section on temperament type has been added to the teachers guide.Teachers can decide to have this section added to the web resources for those students who wish to

enhance their knowledge on temperament types.

These supplementary activities can also be kept for EESL groups, stronger students, or studentsthat work at a faster pace than others.

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Taking Stock of the Teaching and Learning

Things that went well __________________________________________________________________________

__________________________________________________________________________

Things I will modify next time __________________________________________________________________________

__________________________________________________________________________

New sites I found: __________________________________________________________________________

__________________________________________________________________________

How did itgo?


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OBSERVATION GRID # 1

TaskStudents make and present portfolio.

Competencies Key Features Evaluation Criteria & Observation notes forthe teacher

ESL C1

ESL C2

CC 7

Engages in oral interaction

Constructs meaning of texts

The student recognizes his/herpersonal characteristics

Participation in oral interactionManagement of strategies and resources.

Use of knowledge from texts in a

reinvestment task.Management of strategies and resources.

Realistic assessment of his/her potentialRecognition of the impact of his/hersuccesses and difficulties

Evaluation scale : a = Meets criteria easily; b = Meets criteria; c= Meets criteria partially;d= Does not meet criteria

Names

ESLC1:

Participationinoralinteraction

Date

ESL1:

Managem

entofstrategieandressources

Date

:

ESLC2:Use

ofknowledge

fromtextsin

areinvest-

menttask

Date:

C

2:

Manage

mentofstrategiesandresources

Date:

CCC

7

Realisticassessementofhisherpotential

Date:

CCC7

Recognition

oftheimpact

ofhis/her

actionson

his/her

successes

Date:

Note


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Cut and paste at the top of your class list


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Worksheet 1

I Interview My Teammates

Whats Your Personality Type?Example: Do you have high energy or quiet energy?

Questions Answers

Name Name Name

1.

2.

3.

4.

5.

6.

Personality type

* Opportunity to evaluate C1 C3


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Worksheet 2

Howard Gardners Multiple Intelligences:

Find someone who has

1. Verbal-linguistic intelligence ____________________________________________________________

2. Logical-mathematical intelligence ________________________________________________________

3. Visual-spatial intelligence ______________________________________________________________

4. Bodily-kinaesthetic intelligence___________________________________________________________

5. Musical intelligence ___________________________________________________________________

6. Intrapersonal intelligence_______________________________________________________________

7. Interpersonal intelligence_______________________________________________________________

8. Naturalistic intelligence_________________________________________________________________

Ask appropriate questions

Do you like to:

1. Tell stories, write compositions, participate in interviews, and talk?

2. Solve problems, make and keep schedules, budget money?

3. Paint, draw, develop web pages, decorate rooms, and make cards?

4. Participate in sports, dance, and go hiking?

5. Attend concerts, play musical instruments, sing songs?

6. Keep a personal journal, read alone?

7. Engage in discussions, do group projects?

8. Collect wildflowers, go on hunting expeditions, and follow an animals footprints?


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* Opportunity to evaluate C1 Interacts orally


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Worksheet 3

A Day in the Life of

What is the persons job? Why did you choose it?

Describe the job. What are the persons main duties? Which duties appeal to you?

What does the person do on a typical day? What impresses you the most aboutthis persons routine?

What does the person like about his/her job? Is this what attracts you?

What does the person dislike about his/her job? Do you dislike anything about thisjob?

What does the person do to relax? What would you do to unwind of you had this

job?

* Opportunity to evaluate C2 Reinvests understanding of written texts.


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Worksheet 4

My Strategy log

Date StrategyActivity for whichthe strategy was

helpful

Does this strategymatch my learning

style ?

1Use gestures

2 Repeat what someone says tocheck my comprehension

3Rephrase

4 Stall for time take time to think of a response

5Substitute express an idea in adifferent way when I dont know theexact word

6Pay attention

7Plan

8 Self-evaluate

9Self-monitor check my own work

10 Link new information to what Ialready know

11Compare

12 Take time to listen and speak whenI am comfortable

13 Guess intelligently

14Practice

15Predict

* Opportunity to evaluate CCC Uses strategies


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Worksheet 4

My Strategy log

Date StrategyActivity for whichthe strategy was

helpful

Does this strategymatch my learning

style ?

16 Recombine put together smaller expressions in a new way

17 Scan look for specific informationin a text

18 Skim read a text quickly to get thegeneral idea

19Take notes

20Make word maps group ideas

21 Ask for help, repetition, clarification,confirmation

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Cooperate23

Encourage myself and others

24Control stress

25Take risks

Other strategies

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27

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29

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Worksheet 5

Creating your Power Point Presentation


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* Opportunity to evaluate C2 Reinvests understanding of written texts.


Worksheet 5

Creating your Power Point Presentation


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Documents

Personal Portfolio Teacher s Guide