English Language Portfolio by Olena Kononenko School 5

English Language Portfolio by Olena Kononenko School № 5 Monastyryshche Cherkasy Region 2011

Contents 1 EC Language Policy 2 What is a Portfolio 3 Why use a Portfolio 4 How to Create and Develop Portfolio 5 Teacher and Student Benefits 6 Using e-Portfolios

European Council Language Policy Common European Framework of Reference for Languages Common basis for creating language curriculum, examinations, textbooks Basic Levels • Basic User A 1 -A 2 • Independent User B 1 -B 2 • Proficient User C 1 -C 2 Description of linguistic fluency at different levels ? Language Portfolio

What is a Portfolio ? v A collection of students’ work, which demonstrates their skills and accomplishments. v It is more than just a group of projects and papers stored in folders. v It is used to demonstrate students’ achievements in one subject area or across the curriculum.

Types of Portfolios 1 2 3 v Available in the classroom v For everyday use v Can include everything even the weakest of student work v Follows the student through the school year v Shows how the student integrates specific knowledge or skills and progress towards both basic and advanced mastery v Emphasizes the student’s reflection upon his learning process v For summarative evaluation of student’s outcomes v Includes very best completed works, determined through a combination of student and teacher selection v Includes analysis and reflections by the student.

Principles in Portfolio Principles collect select reflect

Why Use Portfolios ? encourage self-directed learning motivate provide a way for students to value themselves as learners demonstrate progress toward identified outcomes Portfolios enlarge the view of what is learned foster learning about learning

Portfolio Aims reflect change and growth over a period of time provide for continuity in education from one year to the next enhance the assessment process by revealing a range of skills and understandings one students' parts encourage student, teacher, and parent reflection

Language Biography Dossier Portfolio. Language Components Passport Portfolio

Student and teacher’s notes about • student and the languages he studies and uses • self-assessment of student linguistic passport competences level • information that demonstrates achieved results biography dossier • samples of the language practice proving the achievements

The Phases of Portfolio Development Organization and Planning Collection Reflection

Phase One: Organization v making a decision on the part of students and teachers v exploring essential questions: *How to select times, materials, etc. to reflect what I am learning *How to organize and present the items, materials, etc. that I have collected? *How portfolios will be maintained and stored? v full understanding of the purpose of the portfolio as a means of monitoring and evaluating the progress.

Phase Two: Collection v Collect meaningful materials that reflect students' educational experiences and goal v Include: stories compositions test results projects audio/video

Phase Three: Reflection v Portfolios require an element of critical reflection or commentary. v This may either be integrated into elements of the portfolio, or be a separate element in its own right. v In addition, teacher and/or parent reflections upon the products, processes, and thinking articulated in the portfolio should also be included wherever appropriate.

Teacher Benefits v Portfolios allow to see the student as an individual v Bring into focus the strength of each student v Clarify possibilities v Demonstrate what the student is able to v Demonstrate what can be improved

The New Teacher Role v Facilitate for learning v Guide more than before v Be a leader of her class v Have competence in different methods and strategies v Know the importance of building relations v Competence to operate in a new learning environment.

A Child-Centered Idea develops the full range of child skills - the intellectual skills of describing, drawing conclusions, using the imagination, planning analizing - the social skills of making decisions sharing, co-operating, appreciating contributions - the learner independence skills of making responsible choices, deciding how to complete tasks, getting information, evaluating results.

Using e. Portfolios v Information is easily stored in a computers hard drive, floppy disk, CD, or other means. v e-Portfolios enhance computer and technology skills. v Experienced gained: v Creating v Selecting v Organizing v Editing v Evaluating the portfolios v Students gain a sense of improvement by displaying, sharing, and presenting their e-Portfolios to teachers, parents, and the community.