Portfolio Portfolio ClassificationClassification

Brno, 1st June 2007Brno, 1st June 2007Jaroslava IvanovJaroslava Ivanováá

DifferentDifferent perspectivesperspectivesRegionalRegional//geographicalgeographical distributiondistribution

Role of inRole of initiatoritiator

IntegrationIntegration intointo textbooktextbook packagepackage

User User perspectiveperspective

Portfolio aimsPortfolio aims

Portfolio designPortfolio design

Time aspectTime aspect

Extent of imposition or its lackExtent of imposition or its lack

Cultural acceptability of portfolio and its statusCultural acceptability of portfolio and its status

RegionalRegional//geographicalgeographical distributiondistribution

InternationalInternational –– Cambridge ESOL Cambridge ESOL TeacherTeacher PortfolioPortfoliohttps://https://www.teacherportfolio.cambridgeesol.orgwww.teacherportfolio.cambridgeesol.org//

EuropeanEuropean –– EEuropeanuropean LLanguageanguage PPortfolioortfolio

http://culture2.coe.int/portfolio/documents/ELPguide_teahttp://culture2.coe.int/portfolio/documents/ELPguide_teacherstrainers.pdfcherstrainers.pdf

NationalNational –– local versions of portfolioslocal versions of portfolios

InternationalInternationalCambridge ESOLCambridge ESOL TeacherTeacher

PortfolioPortfolio

University of University of Cambridge Cambridge ESOlESOlExaminationsExaminations

https://https://www.teacherportfolio.cambridgeewww.teacherportfolio.cambridgeesol.orgsol.org//

versatilityversatilityonline availabilityonline availability

EuropeanEuropeanLLanguageanguage PPortfolioortfolio

Council of EuropeCouncil of Europehttp://culture2.coe.int/portfoliohttp://culture2.coe.int/portfolio

http://culture2.coe.int/portfolio//documehttp://culture2.coe.int/portfolio//documents/ELPguide_teacherstrainers.pdfnts/ELPguide_teacherstrainers.pdf

Guidelines for nationGuidelines for nation’’s portfolioss portfolios

NationalNational versions of portfoliosversions of portfolios

Reflect local educational setting and its needsReflect local educational setting and its needs

Similar structureSimilar structure

Different types with respect to learnersDifferent types with respect to learners’’ ageage(in correspondence with Czech state schooling)(in correspondence with Czech state schooling)

EvropskEvropskéé jazykovjazykovéé portfolio pro portfolio pro žžáákyky do 11 let v do 11 let v ČČeskeskéé republicerepublice. . PlzePlzeňň: : FrausFraus, 2002., 2002.EvropskEvropskéé jazykovjazykovéé portfolio pro portfolio pro žžáákyky a a žžáákynkyněě ve vve věěkuku1111--15 let v 15 let v ČČeskeskéé republicerepublice. . PrahaPraha: Fortuna, 2001.: Fortuna, 2001.EvropskEvropskéé jazykovjazykovéé portfolio pro portfolio pro dospdospěěllééstudentystudenty v v ČČeskeskéé republicerepublice. . PrahaPraha: : ScientiaScientia, 2004., 2004.

Role of Role of initiatorinitiator

OfficialOfficial statestate authoritiesauthorities•• TheThe Ministry of Ministry of EducationEducation, , YouthYouth and Sportand Sport•• EducationalEducational institutionsinstitutions ((prepre--serviceservice collegescolleges))

OfficialOfficial transnationaltransnational authoritiesauthorities•• Council of EuropeCouncil of Europe•• University of University of Cambridge Cambridge ESOlESOl ExaminationsExaminations•• Various pVarious publishingublishing houseshouses

IntegrationIntegration intointo textbooktextbookpackagepackage

PPortfoliosortfolios as separate as separate materialsmaterials

IntegratedIntegrated intointo SStudenttudent’’ssBBookook, W, Workbookorkbook, T, Teachereacher’’ssBBookook and/and/ororCDCD((--RomsRoms))

IntegrationIntegration intointo textbooktextbookpackagepackage

Portfolio Portfolio availabilityavailability

Portfolio Portfolio structurestructure

Portfolio Portfolio availabilityavailability

In printIn printOnlineOnlineOn CDOn CD--ROMROMssany combination of the above mentionedany combination of the above mentioned

Face2face CDFace2face CD--ROMROM

Portfolio Portfolio StructureStructurePPortfoliosortfolios as separate materialsas separate materials

LessonLesson by by lessonlesson correspondencecorrespondence withwith TP plus TP plus extrasextras

DenDenííčček 1, 2ek 1, 2http://www.oup.com/pdf/elt/cz/denicek2.pdf?cc=http://www.oup.com/pdf/elt/cz/denicek2.pdf?cc=czczhttp://www.oup.com/pdf/elt/cz/denicek1.pdf?cc=http://www.oup.com/pdf/elt/cz/denicek1.pdf?cc=czcz

MidMid--term/term/endend of term/of term/coursecourse assessmentassessmentplus plus extrasextras

Project Project LanguageLanguage LogLoghttp://http://www.oup.com/elt/catalogue/teachersites/project/lang/?ccwww.oup.com/elt/catalogue/teachersites/project/lang/?cc==czcz

Portfolio Portfolio StructureStructure

PPortfoliosortfolios integrated into textbook integrated into textbook materialsmaterials

Face2faceFace2face

Workbook:Workbook:Elementary Reading and Writing PortfolioElementary Reading and Writing Portfoliodrawing on drawing on ““Can do statementsCan do statements””

StudentStudent’’s Book:s Book:Progress portfolio (part of review page)Progress portfolio (part of review page)CDCD--ROM (My portfolio)ROM (My portfolio)

http://www.cambridge.org/elt/face2face/cdrom/tour.htmhttp://www.cambridge.org/elt/face2face/cdrom/tour.htm

Face2face Face2face –– Elementary WorkbookElementary Workbook

Face2face Face2face –– Elementary WorkbookElementary Workbook

Portfolio Portfolio StructureStructure

PPortfoliosortfolios integrated into textbook integrated into textbook materialsmaterials

Horizons Horizons -- StudentStudent’’s Book:s Book:

Think about your progressThink about your progress

Using Can do statements Using Can do statements After every fourth unitAfter every fourth unit

Horizons Horizons -- StudentStudent’’s Books Book

Portfolio Portfolio StructureStructure

PPortfolioortfolio integrated into textbook materialsintegrated into textbook materials

First Choice uFirst Choice uččebniceebnice (A1)(A1) -- StudentStudent’’s Book:s Book:pppp 130130--135: 135: EuropeanEuropean LanguageLanguage PortfolioPortfolio (in (in CzechCzech))

p 94: p 94: Portfolio: OsobnPortfolio: Osobníí kartotkartotéékaka““ NapiNapiššte svte svůůj j žživotopis anglicky. Kterivotopis anglicky. Kteréé jazyky jste se ujazyky jste se uččil? il? Kdy a kde? PKdy a kde? Přři kteri kteréé ppřřííleležžitosti jste je pouitosti jste je použžili?ili?””

p 94p 94:: CanCan youyou do do thisthis in in EnglishEnglish??““TeTeďď uužž umumííte: popsat mte: popsat míísta, ktersta, kteráá znznáátete”” ……

www.fraus.czwww.fraus.cz

Portfolio Portfolio StructureStructure-- IntegrationIntegrationWay to winWay to win

http://www.http://www.frausfraus..czcz//epep//anglictinaanglictina//wayway_to__to_winwin//imagesimages//ukuk_33._33.htmlhtml

Portfolio Portfolio StructureStructure-- IntegrationIntegrationWay to WinWay to Win

User User perspectiveperspective

GeneralGeneral foreignforeign//secondsecond languagelanguagepurposespurposes

LLanguageanguage acquisitionacquisition

SpecificSpecific purposespurposesTTeachingeaching practicepractice portfolioportfolioTTeachereacher portfolio portfolio ((prepre--serviceservice//inin--serviceservice trainingtraining))

Portfolio aimsPortfolio aims

SelfSelf--assessment of oneassessment of one’’s own s own learning/learning strategies/styles learning/learning strategies/styles ……Tool for learningTool for learningAid of parental understanding of childrenAid of parental understanding of children’’s s progressprogressDevelopment of selfDevelopment of self--reflection ability of reflection ability of learners and teacherslearners and teachersProfessional development in generalProfessional development in generalStimulation/enhancement of independent and Stimulation/enhancement of independent and autonomous learningautonomous learningCertifications mobilityCertifications mobilityTransferability of assessment through Transferability of assessment through ““Can do Can do statementsstatements””……

Portfolio designPortfolio design

Extent of verbal and visual inputExtent of verbal and visual input

Portfolio componentsPortfolio components

European Language PortfolioEuropean Language PortfolioLanguage PassLanguage PassLanguage BiographyLanguage BiographyDossierDossier

Extent of verbal and visual inputExtent of verbal and visual input

Extent of verbal and visual inputExtent of verbal and visual inputHorizons Horizons –– StudentStudent’’s Book 1s Book 1

OnlineOnlineCambridge ESOL Cambridge ESOL TeacherTeacher PortfolioPortfolio

ProfileProfilePersonal information, language Personal information, language levelslevels

TeachingTeachingQualifications, courses taught, Qualifications, courses taught, teaching and learning samples, teaching and learning samples, teaching action plansteaching action plans

ReflectionsReflectionsDiary and beliefs about Diary and beliefs about teaching and learningteaching and learning

AchievementsAchievementsEmployment record, training Employment record, training and certificatesand certificates

AssetsAssetsSpace for storing files Space for storing files providing evidence of teachingproviding evidence of teaching

RefereesReferees

Portfolio optionsPortfolio options

HelpHelpGuidelinesGuidelinesContact usContact us

FutureFuture AimsAims / / IntentionsIntentionsStateState youryour beliefbelief. .

SaySay howhow somesome thingsthings thatthat youyoudo are do are connectedconnected to to thatthatbeliefbelief. .

GiveGive somesome examplesexamples of of thingsthingsyouyou do do thatthat seemseem not to not to comecomefromfrom thethe beliefbelief oror whichwhich seemseemto to contradictcontradict whatwhat youyoubelievebelieve..

SuggestSuggest somesome waysways to to movemoveforwardforward. .

"I "I thinkthink itit's 's veryvery importantimportant to to createcreate a a supportivesupportive atmosphereatmosphere in in classclass..““""OneOne of of thethe waysways I do I do thatthat is by is by tryingtrying to to paypay closeclose attentionattentionwhenwhen studentsstudents are are speakingspeaking in in classclass and and reallyreally listen to listen to whatwhattheythey saysay..““

""HoweverHowever, I , I findfind I I stillstill getgetimpatientimpatient whenwhen studentsstudents don't don't answeranswer my my questionsquestions quicklyquickly and and I I knowknow thatthat thisthis upsetsupsets somesome of of themthem..““

"I "I willwill askask a a colleaguecolleague to to observeobserveoneone of my of my lessonslessons and and telltell memewhatwhat sheshe noticesnotices" " oror "I "I willwill readread a a bookbook on on thethe subjectsubject".".

Time aspectTime aspect

Age of target userAge of target user

choice of languagechoice of language

overall designoverall design

complexity and complexity and comprehensibility of comprehensibility of ““Can do statementsCan do statements””

Length of portfolio Length of portfolio useuse

lifelife--long uselong use

limitedlimited

Age of target userAge of target user

Extent of impositionExtent of imposition

State/institution State/institution imposed useimposed use

Optional useOptional use

Cultural acceptability of Cultural acceptability of portfolio and its statusportfolio and its status