The Portfolio Project: Growing Writers for the Future
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Transcript of The Portfolio Project: Growing Writers for the Future
THE PORTFOLIO PROJECT: GROWING
WRITERS FOR THE FUTURE
Presented by Alex Witkowski , Teacher of English
and April Gonzalez, Supervisor of English and Social Studies
DO NOW…
Write a metaphor for what it is like to teach writing.
GROWING WRITERS FOR THE FUTURE?
What does research tell us about…
DIFFERENTIATED INSTRUCTIONThe Portfolio is a student-centered
approachIt differentiates through…
Choice Process and Pace Cooperative learning
“I REALLY ENJOY THE PORTFOLIO
ASSIGNMENT AS A WHOLE BECAUSE IN THE PAST WE WERE
GIVEN SOMETHING TO WRITE ABOUT BUT
NOW WE CAN WRITE ABOUT WHATEVER
INTERESTS US AND MAKES WRITING SEEM
BETTER.”
HABITS OF MIND
The portfolio process builds habits of mind such as…
Metacognition Communicating with clarity and
precision Persisting
21ST CENTURY SKILLS Creativity and innovation Teamwork Media literacy
“There are only so many ways to approach an essay, but there are endless possibilities for the approach to the portfolio.”
Student
Portfolios
Integrating writing
and Writers’
Workshop into the average
English classroom
The process begins with you: Establish your expectations for the
portfolio Prepare lessons on craft Locate mentor texts Establish peer review process Consider timelines and pacing Establish a grading and feedback
process Align the portfolio (content) to the
curriculum
The Portfolio Process for students begins with “priming the pump” Compile and post the “Qualities of
Good Literature” list. Share your personal writing
territories. Share the students’ writing territory
lists. Make sure they keep these. Share your expectations for
portfolios. Share your personal portfolio. Assign “planning” over a few days
before beginning the process.
It may be awkward, but there are steps that can be taken…
ProcedureFor the beginning of the process…
Begin every day with writing starters
Allot a block of time for writing in the classroom.
Check in periodically. Write with the students. Conference with students. Have options for students when they have writer’s block.
RETURNING TO THE DO NOW
With a partner, share your metaphors for teaching writing aloud. Each partner should offer one praise and one polish towards the revision process.
Workshop
I'M NOT A VERY GOOD WRITER, BUT I'M AN EXCELLENT REWRITER. ~JAMES MICHENER
Writer’s Workshop Process:• Students complete a Pre-workshop
Questionnaire• Instructor shares portfolio piece aloud• Class goes over Guidelines for Writers’
Workshop• Students randomly assigned partners to
engage in Writers’ Workshop• Students complete Exit Note on the best
piece of advice they received• Students complete a reflection on workshop
PREPARING THE FINAL DRAFT
Return to your now-workshopped metaphor for teaching writing. Using your own insight and the comments from your partner, polish your metaphor.
Submission/Grading
Grading process• Collect a packet representative of the writing
process.• Go over a thorough and precisely-worded
rubric ahead of time.• Avoid written comments on the pieces.• Offer feedback in a way best suited for you: a
letter, a conference, a rubric including one praise and one polish, etc.
• Present feedback to highlight the continuous nature of the process.
Construction
Construction• Devote time in class to the assembly of
portfolios to place value in publication.• Spread steps over a significant amount of time.• Focus on organization both for the instructor
and for the students.• Emphasize the importance of presenting
polished products.• Encourage students to communicate their
writing style and personality through the final portfolio.
Publication/Celebration
Publication/Celebration• Return final portfolios with comments on the
final day.• Have students share their final products and
offer positive feedback to peers.• Facilitate a sort-of “yearbook signing.”
Final Thoughts• Be prepared for a tremendous undertaking; it
is impossible to back out of the project.• Prepare back-up plans for absent students.• Explain the grading process thoroughly.• Facilitate differentiation. Encourage high-
performing students to take more risks.• Use your best judgment to the amount of
time allotted in class and the frequency of the time.
“Overall, I really enjoyed the portfolio and it saved my confidence in my writing ability.”
“…since we are binding our completed portfolio pieces, it makes it more special to look back at them…”
Thank You!
Question and
Answer…