| The Student Portfolio | | | | magical because it can save almost everything about |
| There's a lot of truth to be found in the saying, "A | | | | us. Our portfolio can be a personal secret or it can be |
| Picture Is Worth A Thousand Words." It's especially | | | | shared with everyone. The designer gets to decide. |
| worth a thousand words when parents, who have little | | | | The second step to help children understand how to |
| insight into who their child is at school, come to hear | | | | develop a portfolio is to explain methods of |
| about their child's progress, or maybe even more | | | | organization. It's also important to say how the way |
| importantly, their child's lack of progress. It's especially | | | | the portfolio is organized will help the reader to know |
| worth a thousand words when parents have a child | | | | the child. One important element of the portfolios is the |
| with disabilities or special needs. | | | | dating of the included material. Early dated block |
| So how can we, as teachers, capture and document | | | | building photos compared with later dated photos can |
| the meaningful tell-tale work a child has produced. | | | | show how much the child has been able to organize |
| What "pictures" can we organize in a meaningful way | | | | space and understand basic structures. |
| that will tell a child's story? | | | | Writing samples can give immediate insight into |
| A child's portfolios is really assembled by the child. | | | | language development as well as eye-hand |
| Everything in the portfolio refers to the child through | | | | coordination. These clues can assist a teacher in |
| the child's thoughts and activities. It also includes | | | | suggesting specific books to further the child's interests. |
| anecdotes, comments and observations from | | | | Writing samples can indicate vocabulary development |
| teachers, and if possible other appropriate school staff. | | | | and general understanding of syntax. |
| The portfolio uses documents produced by the child | | | | Including artwork of any type can show the child's |
| during the current academic year. These documents | | | | artistic style and his attention to details observed. Even |
| often include sample writing, artistic work, photographs | | | | sculpture, through the use of photography, can |
| recording work which can't be kept (such as block | | | | become part of the record. Musical works can be |
| building or a costume designed by the child), and in | | | | recorded on CD and inserted into the portfolio. |
| today's classroom we can even save videos and | | | | Records and pictures of science projects and math |
| audios either produced by the child or featuring the | | | | projects can show teachers and parents a child's |
| child's work or behavior. | | | | understanding and interest in these areas. For some |
| The portfolio is known by many names: the Memory | | | | teachers and parents, it didn't happen if it isn't recorded. |
| Book, My Activity Book, My School Journal, My Diary, | | | | If it happened there is probably a way to record it in |
| or My School Year. The child's physical and mental act | | | | the portfolio. Will the portfolio be placed in chronological |
| of organizing his portfolio is an important learning | | | | order or will it be placed by subject matter? |
| process involving planning and creating. It can be a | | | | Teacher anecdotes, comments, and observations can |
| different world out there for a child to take nothing and | | | | be worked into the portfolio in a few ways. There |
| begin to build something on the pages of this personal | | | | may be opportunities to insert explanatory notes |
| record. This year-long process details how the child | | | | throughout the journal to help parents or other |
| has organized, or not organized, his thoughts and | | | | teachers have a more rounded understanding of what |
| interests. It details the amount of attention the child is | | | | the entry is referring to. There may be a child created |
| able to devote to the project. Its mere appearance | | | | index to direct readers to specific pages: art projects |
| tells of mental and physical coordination. And perhaps | | | | pages 3,5,6,10 etc. |
| more importantly, it gives teachers and parents an idea | | | | The developing portfolio will become a valuable |
| of how the child views himself among his peers and | | | | teacher's ally during conference times throughout the |
| within his world. | | | | year. As the child grows so does the portfolio. Helping |
| The first step to utilizing this important teaching tool is | | | | a parent see and understand a child's learning pattern |
| to introduce the idea to the class. During a group time | | | | through the child's own efforts is a very personal thing |
| the teacher can tell students how recording our own | | | | to do and its impact on parents is palpable. Some |
| personal history helps us grow into stronger students. It | | | | parents will comment, "I never knew my child could do |
| helps us set goals. It helps us remember: when we | | | | this." and others may say, "I didn't know she liked math |
| couldn't do something but now we can, how we felt | | | | and is so good at it." The portfolio is also an effective |
| when we tried to do something that didn't work out, or | | | | sharing tool if a child is struggling in an area. The |
| who were the people we celebrated with when we | | | | documentation can provide a way for teachers and |
| accomplished something important. It reminds us of a | | | | parents to develop a realistic plan to help the child to |
| favorite book and why we loved it so. It can be | | | | the next step. |