1. The Portfolio Process Sally Fincher db Disciplinary Commons 28 th May 2010

2. The Portfolio Development Process Collection: save artefacts that represent the day-to- day practices  and results  of teaching and learning Selection: review and evaluate the saved artefacts, and identify those that demonstrate achievement of specific standards or goals. Reflection: reflect on the significance of the artefacts chosen for the portfolio in relationship to specific goals. Projection: (or Direction)  compare the reflections to goals and set goals for the future. Presentation: share the portfolio with peers and receive feedback.

3. Collection Save artefacts that represent the day-to- day practices  and results  of teaching and learning You have to have stuffstuff Some people have a lot of stuff [Al, Jim] Some have none [David, Sheila] … some people apparently have none [Rich, Charles, Tugrul, TonyJ., Thomas, Clare, TonyV]

4. Selection Review and evaluate the saved artefacts, and identify those that demonstrate achievement of specific standards or goals Once you have stuff, you have to choose the right bits of stuff “review and evaluate the artefacts saved, and identify those that demonstrate achievement of specific standards or goals” You can’t save everything. You shouldn’t save everything. Evidence of selection? [Al]

5. Reflection Reflect on the significance of the artefacts chosen for the portfolio in relationship to specific goals. Here are three simple questions to ask which clarify the reflective process: 1.“What?” 2.“So what?” 3.“Now what?” “Without written commentaries, explanations and reflections, the portfolio is no more than a notebook of artefacts or a scrapbook of teaching mementos. Such a portfolio does not reveal the criteria for collecting the contents, the thoughts of why the items were selected, or what the teacher and students learned” Hartnell-Young, 1999

6. Projection Compare the reflections to goals and set goals for the future. Linking this record through to future practice Perhaps the natural home of the “I’ll do it differently next time …” section?

7. Presentation As we speak, much variety One document? One medium? [Petra] "Hypertext allows for deeper understanding and explanation through links that go from summary statements to complete documents, related items, and reflections. In addition to displaying artefacts efficiently, links can allow the collection of material … to become broader and more thoughtful." “Linking reflections to artefacts makes this thinking process more explicit.” Our most complete hypertext adopters: [John, Jim]

8. Presentation Gallery of Teaching and Learning “Compressing and Crystallizing Knowledge: Representing the Complexity of Teaching Succinctly” Gallery of Teaching and Learning Needs for Models and Genres  Refining the Unit of Analysis  Framing the Questions  Balancing Scope and Granularity [Les]

9. Presentation Gallery of Teaching and Learning “Compressing and Crystallizing Knowledge: Representing the Complexity of Teaching Succinctly” Gallery of Teaching and Learning Needs for Models and Genres  Refining the Unit of Analysis  Framing the Questions  Balancing Scope and Granularity Use of Digital Video  Building Context  Documenting Progress [Helen]

10. Presentation issues Another collection of Commons portfolios? House style? KEEP Toolkit (Turn “Stuff” into a Succinct, Appealing and Engaging Format!) KEEP Toolkit Google (ePortfolio Mash Up with GoogleApps!) Google Is there scope for using web 2.0 features in a portfolio?

11. References The “Portfolio Development Process” (from slide one) was devised by Dr Helen Barrett. The book chapter which explicates it is one of this month’s Train Readings, and more of her material is available from http://www.electronicportfolios.org http://www.electronicportfolios.org Kay Burke, Designing Professional Portfolios for Change, Sage 1997 Elizabeth Hartnell-Young & Maureen Morriss, Digital Professional Portfolios for Change, Corwin Press 1999 This work is licensed under an Attribution-NonCommercial-ShareAlike 2.0 UK: England & Wales Creative Commons LicenseAttribution-NonCommercial-ShareAlike 2.0