2. Using Portfolios: Options for Young Learners By Brad Tipka

3. What is a portfolio? A collection of work often used by artists. A collection of work often used by artists. In the classroom, a collection of student work that interacts with the curriculum. In the classroom, a collection of student work that interacts with the curriculum.

4. Why Use a Portfolio? All classes are multi-level All classes are multi-level Increases students independence Increases students independence Students can individualize their classroom experience Students can individualize their classroom experience Exposes students to new strategies for learning English Exposes students to new strategies for learning English Motivates students to find tasks and topics they are interested in Motivates students to find tasks and topics they are interested in Prepares students for ‘real world’ activities Prepares students for ‘real world’ activities

5. Quote from an ESP teacher Students also find portfolios useful for a number of reasons: they organize class work and make goals transparent; they offer opportunities for comparison; they provide a measure for progress and change; and they assist students in correcting and revising their work. They also give students several chances to demonstrate what they can accomplish. (Johns, 1995) Students also find portfolios useful for a number of reasons: they organize class work and make goals transparent; they offer opportunities for comparison; they provide a measure for progress and change; and they assist students in correcting and revising their work. They also give students several chances to demonstrate what they can accomplish. (Johns, 1995)

6. Classroom Management of the Portfolio Students check and evaluate each other’s tasks. Teacher collects them and looks at them periodically Students check and evaluate each other’s tasks. Teacher collects them and looks at them periodically Teacher checks the individual portfolios during class time. Teacher checks the individual portfolios during class time. Teacher checks the individual portfolios two or three times during the semester or course. Teacher checks the individual portfolios two or three times during the semester or course. The portfolio can also be used as a fluency activity or as a warm-up activity. The portfolio can also be used as a fluency activity or as a warm-up activity.

7. Classroom Management Require all students to buy a three-ring binder at the beginning of the course. Require all students to buy a three-ring binder at the beginning of the course. Discuss the portfolio, its purposes, rules, and procedures at the beginning of the term and on several other occasions. Remind students frequently of their portfolio commitments. Discuss the portfolio, its purposes, rules, and procedures at the beginning of the term and on several other occasions. Remind students frequently of their portfolio commitments.

8. Guidelines for using Portfolios The portfolios must interact with the curriculum. Determine your portfolio tasks according to your institutional or course objectives. The portfolios must interact with the curriculum. Determine your portfolio tasks according to your institutional or course objectives. Portfolios must be assessed continuously. Do not wait until the end of the course to evaluate the student’s work. Work? Preferably by the students as well as the teacher. Portfolios must be assessed continuously. Do not wait until the end of the course to evaluate the student’s work. Work? Preferably by the students as well as the teacher.

9. Guidelines for using Portfolios Portfolio work should also be used for in-class activities. Portfolio work should also be used for in-class activities. The students should be aware of the benefits and rationale for using portfolios. The students should be aware of the benefits and rationale for using portfolios. The portfolios should be created by a team and specific to your institution. The portfolios should be created by a team and specific to your institution. The portfolios should be used throughout the same instructional level and the institution. For example, all freshmen Conversation course will use a portfolio for assessment. The portfolios should be used throughout the same instructional level and the institution. For example, all freshmen Conversation course will use a portfolio for assessment. The tasks should allow for negotiation and creativity within the students. The tasks should allow for negotiation and creativity within the students.

10. Creating Tasks Must be determined by individual instructors or a faculty team and the learning needs of your students Must be determined by individual instructors or a faculty team and the learning needs of your students Tasks should focus on assignments that should be completed outside of class. Tasks should focus on assignments that should be completed outside of class. Can focus on exposing students new ways of studying and learning. (building awareness of learning strategies) Can focus on exposing students new ways of studying and learning. (building awareness of learning strategies)

11. Samples of Writing Tasks Entry 1: A Source-driven text. This paper must draw from written sources, from content classes, from the library, or from elsewhere. It should make use of citation, referencing and other research paper practices. Entry 1: A Source-driven text. This paper must draw from written sources, from content classes, from the library, or from elsewhere. It should make use of citation, referencing and other research paper practices.

12. Sample Tasks Entry 2: A Data-driven text. This paper should also indicate students' abilities to integrate "foreign" information into their own discourses. The data included in this paper should come from sources such as observation, interview, films or other non written sources. Entry 2: A Data-driven text. This paper should also indicate students' abilities to integrate "foreign" information into their own discourses. The data included in this paper should come from sources such as observation, interview, films or other non written sources.

13. Sample Tasks Entry 3: An abstract/summary. This text should be an abbreviated version of another discourse. Among many possibilities can be an abstract of the student's own paper, written for Entries 1 or 2, or a summary/ critique of a film or book. Entry 3: An abstract/summary. This text should be an abbreviated version of another discourse. Among many possibilities can be an abstract of the student's own paper, written for Entries 1 or 2, or a summary/ critique of a film or book.

14. Sample Tasks Entry 4: A Genre-based Text. This text must reflect in some way a genre of an academic discipline. It could attempt to replicate a genre; it could summarize orabstract a research article or grant; it could analyze or critique a text within a genre category. Entry 4: A Genre-based Text. This text must reflect in some way a genre of an academic discipline. It could attempt to replicate a genre; it could summarize orabstract a research article or grant; it could analyze or critique a text within a genre category.

15. Sample Tasks Semester Reflection. Each student must write a reflection of one or two pages considering the entries in the portfolio in some way. For example, they can use entry examples to discuss their literacy practices, or they can discuss how they approached the writing each entry. They can also discuss differences among genres as exemplified in the entry types. Semester Reflection. Each student must write a reflection of one or two pages considering the entries in the portfolio in some way. For example, they can use entry examples to discuss their literacy practices, or they can discuss how they approached the writing each entry. They can also discuss differences among genres as exemplified in the entry types.

16. Sample Tasks Entry 5: A Timed essay. This is an essay written in an EAP or content class under timed circumstances. It can be graded, though the grade on the essay will not influence the portfolio grade. Entry 5: A Timed essay. This is an essay written in an EAP or content class under timed circumstances. It can be graded, though the grade on the essay will not influence the portfolio grade.

17. Empower your students and watch them impress you!