Sunday, October 2, 2011
Portfolios, porfolios, portfolios
Tomorrow in class I will be presenting my one pager about "The Portfolio Standard." I have no idea what to say about portfolios that isn't boring and flat. Portfolios are good. I had one once. The art on the front cover of this book is pretty. As I sit here trying to reflect on the knowledge that I gained from reading this book I guess I am realizing the importance of practicing reflection. Refection is difficult. I am thinking about how I will ask students to reflect on their own writing when I am teaching someday. What questions are valuable and important to ask them? What kinds of questions will encourage them to truly reflect? What is the proper way to assess one's writing? How long after writing a piece should students wait before being able to accurately analyze and assess it?
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A portfolio should tell a story, don't you think? Or maybe more accurately it should help the portfolio keeper tell its story--in other words, opening it suggests a narrative that the porfolio keeper can relate by using the artifacts as plot, setting, complication, characters...
ReplyDeleteI also find myself having trouble with reflection, and often have to do some re-reading. But I agree with the above comment about a portfolio telling a story. I'm excited to read your one pager, I think we will have some interesting conversation about the reading, and looking at our own portfolios as well.
ReplyDeleteI never really know what to do when someone says "reflect." Do I talk about how it relates to my life? How it relates to something else? Do I have to sound smart or can I just say what I really think (which isn't always that intellectual).
ReplyDeleteKellie makes such an important point here. YES. I hate how we use the term "reflect," and rush through it with students. Reflection takes TIME....can't do it quickly--gotta look at what's there, talk about it, think about it, analyze, doubt, "complicate" it. Yes, Geis and Claire, our portfolios will really help us with learning IF WE LET THEM.
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