The properties of reflection of shapes across a line are explored using a geometry applet. Review Point A1 is the reflection, across a line, of point A if the midpoint M of points A and A1 is on the line and segment AA1 is perpendicular to the line of reflection. How is the angle between segment AA1 and the line of reflection?
This can be particularly useful if the portfolio is to be shared with external audiences unfamiliar with the coursework such as parents, other educators and community members.
What processes will be engaged in during the development of the portfolio? One of the greatest attributes of the portfolio is its potential for focusing on the processes of learning.
Too often in education we emphasize the products students create or the outcomes they achieve. But we do not give sufficient attention to the processes required to create those products or outcomes, the processes involved in self-diagnosis and self-improvement, or the metacognitive processes of thinking.
As a result, the products or outcomes are not as good as we or the students would like because they are often unsure how to get started, how to self-diagnose or self-correct or how to determine when a piece of work is "finished. Selection of Contents Once again, identifying the purpose s for the portfolio should drive the selection process.
As listed in the tables above, different samples of student work will likely be selected for different purposes. Additionally, how samples are selected might also differ depending on the purpose.
For example, for an evaluation portfolio, the teacher might decide which samples need to be included to evaluate student progress. On the other hand, including the student in the decision-making process of determining appropriate types of samples for inclusion might be more critical for a growth portfolio to promote meaningful reflection.
Finally, a showcase portfolio might be designed to include significant input from the student on which samples best highlight achievement and progress, or the teacher might primarily make those decisions.
Furthermore, audiences beyond the teacher and student might have input into the content of the porfolio, from team or department members, principals and district committees to external agencies to parents and community members.
External audiences are most likely to play a role for evaluation portfolios. However, it is important to remember there are no hard rules about portfolios. Anything can be included in a portfolio. Anyone can be involved in the processes of selection, reflection and evaluation of a portfolio.
Flexibility applies to portfolios as it does to any authentic assessment.
That is, you should be true to your purpose sbut you should feel no constraints on how you meet them with a portfolio assignment. How might the selection take place? What I will describe below are just a few of the many possible avenues for selecting which samples will be included in a portfolio.
But these examples should give you a good sense of some of the choices and some of the decisions involved. Which work students select depends on the criteria used to choose each piece see below. A peer might also provide some reflection on a piece of work to be included in the portfolio.
Based on what criteria? Simply selecting samples of work as described above can produce meaningful stories about students, and others can benefit from "reading" these stories.
But the students themselves are missing significant benefits of the portfolio process if they are not asked to reflect upon the quality and growth of their work.
As Paulson, Paulson and Meyer stated, "The portfolio is something that is done by the student, not to the student. The student needs to be directly involved in each phase of the portfolio development to learn the most from it, and the reflection phase holds the most promise for promoting student growth.Which academic subjects interest you most?
Add your top two favorite high school subjects to the list under Interests on the worksheet. (Don’t restrict your answers to subjects you excel in. We’ll consider that in a later step.). The school year kicked off on Monday, August 13th for Gray Stone Day School. A student body of students in grades arrived ready for the new year.
Please review the FAQs and contact us if you find a problem Credits: (This course is set up to be done at your own pace, not in a certain number of days. It is recommended you spend at least an hour a day drawing. Some assignments can be done in . This self-reflection essay takes an in-depth look at an experience I had while in high school and how it altered the course of my life in an unimaginable way.
Some incidences occur unexpectedly, and they end up being the most defining moments. Sep 30, · Reflection on Self as a Cultural Being I would say I am around this area, I am learning Greek currently, and in High school I took four years of Japanese.
Our language influences us greatly; here in the Midwest most of us here take for granted that English is the primarily spoken language. Writing had always been one of my strengths, but it was challenging to take that initial step past the high school, five-paragraph essay form that constricted my ideas for so long.
Moving past this form, however, has greatly opened my mind.