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Portfolio Teaching: A Guide for Instructors / Edition 2

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Overview

Brief but thorough, Portfolio Teaching: A Guide for Instructors provides the practical tips and pedagogical support that instructors and program managers need to successfully integrate portfolios into their courses, as well as create their own teaching portfolios. New coverage of e-portfolios, using portfolios across the curriculum and outside the academy, and an updated bibliography make the third edition more indispensable than ever for teachers who use portfolios in their courses. This book is available as an e-book within the Bedford e-Portfolio.

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Product Details

Meet the Author

Nedra Reynolds is Professor and Department Chair of Writing and Rhetoric at the University of Rhode Island.  She is the author of Geographies of Writing: Inhabiting Places and Encountering Difference (Southern Illinois University Press, 2004) as well as co-author with Elizabeth Davis of Portfolio Keeping: A Guide for Students, (Third Edition, Bedford/St. Martin’s 2013).  She has coedited The Bedford Bibliography for Teachers of Writing (Fifth, Sixth, and Seventh Editions). Her articles have appeared in Rhetoric Review, Journal of Advanced Composition, College Composition and Communication, Writing Program Administration, Pedagogy, and a number of edited collections.

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Table of Contents

Preface

1: Planning Your Portfolio Course
Portfolio Types
Portfolios For Learning
Portfolios for Presentation or Evaluation
The Electronic Portfolio
Technology Literacy
Common Tools
Navigational Schemes and Metaphors
DECISION POINT #1: Portfolio Types
Choice, Variety, Reflection
Early Planning for your Portfolio Course
General Guidelines
DECISION POINT #2: Setting Up Guidelines
Scheduling And Pace
Other Course Planning Considerations

2. Collecting Artifacts
Why Keep a Teaching Portfolio?
Starting Your Own Portfolio
Possible Purposes
Possible Audiences

3. Selecting Artifacts
Selecting Artifacts from a Rhetorical Perspective
Situation And Audience
Habit And Responsibility
Self-Presentation
Arrangement
Audience
Helping Students Make Selections
Generative Questioning
Pre-Conference Planning
Conferencing

4. Reflecting
The Reflective Learning Habit
Postwrites and Companion Pieces
Sample Postwrite
Specific Questions
Working With the Working Folder
Assigning the Reflective Introduction
DECISION POINT #3: The Reflective Element
Pros and Cons of Modeling Reflective Introductions
Teaching Ideas

5. Assessing the Portfolio
On-Going Assessment
Summative And Formative Evaluation
Challenging Students' Assumptions about Assessment
Ways To Assess
Reading and Grading the Portfolio
Developing A Scoring Guide
Getting the Grading Done
Sample Reflective Introduction Passages
Glow and Schmooze
Judging Degrees Of Schmooze

Selected Annotated Bibliography on Teacher-Graded Classroom Portfolios

Appendix A

Appendix B

Works Cited

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  • Posted December 2, 2009

    portfolio teaching

    The first half of this book, Portfolio teaching, discusses the different types of portfolios and their use both in and out of the classroom. According to Nedra Reynolds there are many different types of portfolios and we, as teachers need to decide which type is appropriate for what we may be trying to accomplish in our classrooms. These portfolios include Learning Portfolios where the student selects and revises specific works done by them not for a grade but solely for their own advantage. Another type of portfolio mentioned in this book are Best Work portfolios. This is much like the Learning Portfolio except at some point the teacher is involved in the selection process and also assigns a grade for the portfolio. Another type of portfolio Ms Reynolds mentions is the Teaching Portfolio. These types of portfolios are solely for the teachers benefit and may include works from past students, assignments that proved to be helpful to the students, as well as thank you notes from former students. After the explanations of the different types of portfolios Ms Reynolds goes through the portfolio making process for us. This process includes the selecting and collecting of artifacts as well as catering to the various audiences that the portfolios in question are meant for. Throughout her explanations of these different types of portfolios my group members and I noticed that Ms Rice seems to have a few inherent assumptions that do not seem consistent with what we as teachers will encounter in the classroom. For one thing with all the different SOL's that have to be met in the classroom it seems almost impossible for any kind of comprehensive, self-reflective to truly take form because of the various other subjects that are expected to be taught. Despite this, I feel that her suggestions are helpful and her ideas, if they are possible to pull off in the modern classroom, are very good.

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  • Posted November 5, 2009

    Reflecting and Assessing the Portfolio

    Portfolio Guide for instructions contains many methods for helping mature students, journalists, or professional writers form constructive ideas for completing adequate compositions. Working in a school system, it would be very difficult time wise to complete half the steps in the Reflecting process. But, I do believe developing setting goals, critical questions, and peer editing would enhance any writer's development in completing and well thought out paper. For the Reflecting chapter I would give this instructor guide an A+ for being informative, even though I would probably chose only 3 methods per writing assignment.

    Chapter 5, content was vague on some topics. For example, summative evaluation did not give clear understanding of the process or requirements for evaluating a paper. How does one grade progress? What specific grade should be given to students for their own developmental process if it is not as good as the average student, but work has shown substantial improvement?

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