ISBN-10:
1457632861
ISBN-13:
2901457632869
Pub. Date:
12/27/2013
Publisher:
Bedford/St. Martin's
Portfolio Teaching: A Guide for Instructors / Edition 3

Portfolio Teaching: A Guide for Instructors / Edition 3

by Nedra Reynolds
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Overview

Learn to integrate portfolios into your own course or even create your own as Portfolio Teaching gives you the practical tips and pedagogical support required to successfully add this element to your course.

Product Details

ISBN-13: 2901457632869
Publisher: Bedford/St. Martin's
Publication date: 12/27/2013
Edition description: Third Edition
Pages: 112
Product dimensions: 6.00(w) x 1.25(h) x 9.00(d)

About 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.

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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