a study of application of portfolio in junior middle school’s english teaching
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A Study of Application of Portfolio
in Junior Middle School’s English Teaching
A Study of Application of Portfolio
in Junior Middle School’s English Teaching
General description of the background
The English Curriculum to further identify the purpose of English lear
ning develop students’ autonomous learning abilit
y form the effective learning strategies cultivate students’ integral language practica
l competence
English teaching and learning overstress: sorting and selecting function ignore: students’ practical ability and attitude duri
ng the process of learning
classroom teachings mainly presented in the form of lectures
the main method to assess students’ performance summative assessment in the form of exams
Students’ English level assessed mainly according to the total scores of one
exam or a series of tests
Significance of the study
The English Curriculum:
the English learning portfolio is one of the important tools of the formative assessment
it is a collecting of the evidence that documents students’ efforts, progress and accomplishments made in the learning process and reflects their learning results
Portfolio a way for artists, designers and other such p
rofessionals to show evidence of their works and illustrate their skill at applying knowledge to practice
an interface between learning and evaluation
a tool to collect systematic information so that students and teachers can organize, manage, and analyze life inside and out of school.
The aim of the study
to explore the feasible way of constructing a sound English learning portfolio for junior students
to report an applied research on whether it’s effective on student’s learning and English teaching
Research questions
1). How to design and use an English learning portfolio in junior
English classroom?2). What effects does the portfolio have on student’s learning and
English language teaching?
Theoretical framework
1 The Constructivist Learning Theory 2 The Theory of Multiple Intelligences 3 The Strategy-based Approach
Origin of Portfolio
The concept of portfolio development was adopted from the field of fine arts where portfolios were used to display illustrative samples of an artist’s work.
Portfolios have been used for a long time by such professions as photographers, artists, architects or similar practitioners as a means to document individual achievements.
Overview of Portfolio
Definition of Portfolio
portfolio has been widely used in teaching and learning area and aroused many educational practitioners’ interest.
Though the portfolio has been applied in instructional practice at home and abroad for more than twenty years, it is still hard to define it precisely.
some typical definitions in the relevant literature: A purposeful ,selective collection of learner’s work and refl
ective self-assessment that is used to document progress and achievement over time with regard to specific criteria
A purposeful collection of students’ work that demonstrates to students and others their efforts, progress and achievements in given areas.
A purposeful collection of students’ work that exhibits the students’ efforts, and achievements in one or more areas.
A collection of the student’s work in an area, showing growth, self-reflection, and achievement.
A container that holds evidence of an individual’s skills, ideas, interests, and accomplishments.
Types of Portfolio
According to the purpose that portfolios serve, the audience that portfolios are presented to, the help that they offers to students and so on, there are many different types of portfolios.
Margaret E.Gredler:
ideal portfolio
showcase portfolio
documentation portfolio
evaluation portfolio
class portfolio
Bill Johnson:
best-works portfolio
selection portfolio
process portfolio
Burke, Fogarty and Belgrad:
personal growth portfolio achievement portfolio professional portfolio
Seely: showcase portfolio documentation portfolio evaluation portfolio process portfolio
Campbell, Cignetti,Melenyzer,Nettles and Wyman
working portfolio
presentation portfolio Xu Fen and Zhao Decheng:
of all kinds of portfolios, process portfolios have the most typical meanings as a tool to promote learning, often used at all grade levels
Current research at home and abroad
quite a lot of researches into the approaches of portfolio assessment in theory and practice
little is discussed on the construction of the English portfolio
DESIGNING OF ENGLISH PORTFOLIO FOR STUDENTS
Planning for Portfolios 1) Determining the purpose of the portfolio 2) Determining the collection pieces for the portfoli
o 3) Introducing the idea to students 4) Establishing assessing criteria 5) Involving parents 6) Forming a project group
Design of Portfolio
1 Portfolio Cover 2 Contents table 3 Collection of Portfolio Contents
Portfolio Cover
different shapes and styles generally with the contents of the student’s name,
school year, teacher’s name and grade, the required and optional contents and comments
to arouse students’ interest, develop their ownership of the English portfolio and awareness of English learning, students design the portfolio cover by themselves
My English Portfolio
Name
photo
Name:______________English Name:___________
Sep.2008 Jan.2009
Cover
Contents table
show clearly what have been put into the portfolio
The table of contents
◆portfolio guidelines ☆My first English paper in this term ☆My self-assessment on the paper ☆My plan for this term ☆My progress step by step ★My English dairy ★My summary for English study weekly ★Vocabulary ★Grammar ★Reading ★Writing ★My English papers ★My self-analysis report on each paper ☆Other materials about my English study ☆My last English paper in this term ☆My self-assessment on the paper ☆My view on my English portfolio
Collection of Portfolio Contents
depend on the type and the purpose of portfolio construction.
at least include the dated materials that show students’ efforts, progress and achievement made in the learning process, with the explanations of inclusion.
Collection of Portfolio Contents
1) A piece of portfolio guidelines for students 2) A cover letter 3) Core contents 4) Options
A piece of portfolio guidelines for students make students fully understand the
significance of portfolios and actively take part in portfolio establishment and assessment
help students exactly know the definition and functions of the portfolio and what they should collect and do with the items included in and memorize the standards for selecting the entries of the portfolio
A cover letter
A cover Letter includes “Personal information”, “My goal/plan” and “My progress”
The cover letter summarizes the evidence of a student’s learning and progress. In the cover letter the students can show most clearly their growth.
Personal Information
Birthday :__________________
Height :___________________
Weight :_______________
Type of blood :______
Star sign: __________
Hobbies :___________
Favourite colours:____
Favourite stars:________
Favourite songs:___________
Cover letter
Goal/Plan
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
My Process
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
__________________________
Core contents (items students have to
include) (1)English diary a) Study journal b) Extracurricular acquisitions(2)Summary of each unit(3)Weekly feedback(4) Reflection on exams(5)Project
Date :________Before class:___________________
_______________________________
In class :
Teacher teaches:_______________
_______________________________
_______________________________
_______________________________
My performance:________________
_______________________________
At home:
I learn :_______________________
_______________________________
My problems:__________________
_______________________________
Solution :_______________________
English diary
My zone
I read (listen to、 watch)
_____________________
_____________________
_____________________
_____________________
_____________________
I like _______________
__________________
_______________
parents` say:___
English dairy
Unit___ Summary
Vocabulary:_____________________
_______________________________
_______________________________
Grammar:______________________
_______________________________
_______________________________
Reading :_______________________
_______________________________
_______________________________
Writing :________________________
_______________________________
_______________________________
_______________________________
Finish this unit
I say:________________
Classmates say:_______
_____________________
Parents say to me:_____
_____________________
to teacher:__
_____________________
Teacher says to me:____
_____________________
to parents:
_____________________
Every Week
Paper Date :________________
Marks :_____________
Mistakes :____________________
_____________________________
_____________________________
_____________________________
_____________________________
Correction:___________________
_____________________________
_____________________________
Reflection :___________________
_____________________________
_____________________________
_____________________________
After an exam
Project
At weekends
(teamwork)
THE RESEARCH DESIGN
1. The Subjects Classes17,18, Grade 2 of No. 13 Junior School in Xuzhou
2. Instruments Questionnaires Tests Interviews
3. The process of the research
The Subjects
Two classes in Grade Two of No. 13 Junior School in Xuzhou
They are taught by the same teacher, and use the same textbooks and workbooks.
Their English scores in the final examination of the last term in these two classes were similar to each other.
They had the same class hours, the same instructional methods, and the same instructional materials.
Instruments
Questionnaires
Tests
Interviews
The process of the research
1. Pre-survey 2. Constructing and implementing the por
tfolio 3. Exhibition of portfolios 4. Summary of the portfolio 5. Post-survey
1. Pre-survey
1) Distributing a questionnaire: The experimental students were asked to answer
a questionnaire to determine their entering attitude towards students goal setting, assuming responsibility for their English learning, organizational skills for managing their work, parent involvement, meta-cognitive strategies for learning, peer interaction and self-assessment in the learning process.
2) Pre-test The two classes had a test at the beginning,
using the same paper; at the same time. The students' English scores in this examination were similar to each other.
It states clearly that there is no obvious difference in the English level between the two classes.
2. Constructing and implementing the portfolio 1) the activities during the selection proc
ess The selected work must match the purpose
of the portfolio. It is necessary to let the students know that t
he collection of the materials must serve the purpose of the English portfolio.
Materials should show students’ efforts, progress and achievements made in English learning process.
2) the activities during the collection process
During the construction and implementation of the portfolio, everyone’s portfolio was a special picture of the student’s learning, reflection and development.
Portfolios can give an outline of various students’ learning abilities and interests.
The portfolio construction showed the students’ learning abilities.
3) the activities during reflection and assessment process
The students should reflect on their learning situations at least once a week.
The students should reflect on their works every week in their study journals; they can communicate with each other in groups about their progress, their advantages and disadvantages, and get timely help from the teacher or peers.
The teacher should check the journals every week to make brief but positive comments on them and help students with their problems.
Exhibition of portfolios
Two exhibitions of portfolios were held to show students’ progress and achievements made in the course of constructing the English process portfolio, after the mid-term exam and at the end of the term.
Summary of the portfolio
Portfolios offer students a good chance to reflect on their works.
At the end of the term, students should write a summary report to self-assess and sum up their progress and achievements in English learning;
they set goals for the further study next term at the same time .
Post-survey
1) Distributing two questionnaires 2) Post-test 3) Interviews
CONCLUSIONS
Findings of the research
1) Finding One
explore the designing process and contents of an English learning portfolio for junior school students
2) Finding Two Portfolio gives a newer, wider, deeper view
on student skills, knowledge, learning, and development in English learning process
Students became aware of self-progress in English learning, realized learning objectives, examined their learning processes and upgraded their learning methods by creating portfolios,.
arouse students’ interests in English learning. help the students pay close attention to learning pr
ocesses rather than the results of tests encourage the students’ autonomous learning. offer teachers a lot of chances to watch students’ s
kills in English learning process. provide the opportunities for students to assess ea
ch other's works. give students a sense of success
Portfolio
show students’ development in their English study
present students’ English study process
promote students’ learning proficiency
let students get a successful experience
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