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Using Course Portfolios to Boost Attendance & Build Self-Management Skills ABE SUMMER INSTITUTE 2016 ELIZABETH ANDRESS
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Workshop Objectives At the end of this session, you will be able to: Describe in general terms the portfolio used in an advanced-level ELL/ABE retail customer service course and supports for completion Identify self-management skills developed through successful completion of a multi-document course or unit portfolio Consider the connection between a portfolio requirement and increased attendance Draft a concept and document list for use of a portfolio in a course you will be teaching
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Portfolio - definition Meriam-Webster: a selection of a student's work (such as papers and tests) compiled over a period of time and used for assessing performance or progress Many types of and approaches to portfolios – the sky is the limit!
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PAIRS: Your participation in this workshop What is your experience with portfolios? What is your interest in the workshop topic? What questions do you have that we can address?
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Retail Customer Service class - context Advanced ELL and L1 learners 12-week closed-enrollment class, 5 days/week, 1.5 hrs/day Award a Hubbs Certificate of Completion Portfolio – 80% Attendance – 70% Vocabulary tests, unit tests and final exam – 70%
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Course Portfolio See handout – Job Portfolio Types of documents: Job search documents – resume, references Reference documents for various job search steps Feedback forms – school store performance, mock interview Photos Course completion certificate
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Portfolio – Benefits to me as instructor Accountability to students – ensure I cover all items Easy for me to check student progress Students know how they are doing just from the checklist Allows for early intervention for students who fall behind Clear way to promote transition skills in my teaching
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Portfolio – Benefits to students Course expectations are clear Students persist through duration of course Use in mock interview and actual job search Tangible, big accomplishment – “I did it!” Develops many transitions skills
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Student responsibility for completion If you miss the day when we work on a portfolio item in class, it is your responsibility to: Get the item in the “past handouts” folder on the teacher cart Ask a classmate about how to complete it Get help from a classmate, classroom volunteer, computer lab staff or someone else to complete it I can help you identify resources/options to support completion I want students to succeed, but I don’t hand-hold along the way…
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Student success stories Wesenyelesh – No items completed at end of Week 4 success by end of course Elsa – Pride and astonishment in own capacity new visions for education and career goals
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TRANSITIONS: “TIF” Self-Management Skills See handout – TIF @ a Glance: Self-Management Snapshot Relevance to MN Adult Diploma, all levels of ABE and ELL Skills for successful transition to work, training, post- secondary, and community contexts
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Portfolios and Self-Management Skills THINK – PAIR – SHARE Which TIF Self-Management skills are required / developed / demonstrated by successful completion of such a portfolio? How? Think of a specific example where skills developed through completion of the portfolio would equip learners with transition skills for the workplace. Think of a specific example where skills developed through completion of the portfolio would equip learners with transition skills for post-secondary education or training.
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Portfolios – Impact on attendance PAIR – SHARE How/why would this portfolio requirement increase attendance? With the knowledge and assumptions you have about your own students‘ attendance, do you think use of a portfolio might increase their attendance? Why or why not? My experience – 80-90% attendance common; benefits to students and program
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Using portfolios in your own context What if… How could I… Variety of contexts – GED, adult diploma, reading or writing classes, ELL, other job skill classes See handout – Portfolio Planning Worksheet Begin to shape use of a portfolio in a course you teach Work alone or find a partner (similar class/context) ____ minutes Time to share with full group
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Planning steps Class Student population Goals for using a portfolio with this class Basics of the portfolio Items to include in the portfolio Requirements – e.g., % of portfolio items or points required to “pass” Incentives I’ll create for completion of portfolio requirements Expectations and supports for student completion of portfolio items if absent How students can use the portfolio beyond the unit or course Critical questions / things to figure out / other thoughts
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Show-and-tell – brief summary Context Goals 1-2 good ideas so far Questions, challenges…
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Wrap-up Positive potential of portfolios Critical issues Review of workshop objectives
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THANK YOU!
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