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