Activity 10.

3 Trying a New Portfolio Option with Students

Portfolio Planning Form

Kind of portfolio: Celebration portfolio

Duration: 3 weeks

Who will make which decisions?

Decision Teacher Student Both
Learning target(s) X
Number and kind of entries X
Artifact selection X
Kind of annotations X
Kind of reflections X
Audience X

Learning targets to be represented:

 Identify physical features and the natural resources of the region and describe how
people benefited and shared them.
 Summarize and explain the historical basis and when the southwest region became a
part of the United States.
 Summarize and explain how and why the ranching, farming, and oil industries grew in
the southwest region.
 Describe the demographics, culture, and resources of the southwest region by
creating a brochure.
 Compare and contrast Kansas and the southwest region.

Artifacts to be included:
 I will select the number of entries: 4/7
 For their online portfolio, students may select the jigsaw activity, 3-2-1 reflection,
Educreations video, brochure, early history paper, Venn Diagram (southwest region
vs. Kansas), or unit assessment.

Type of individual work sample annotations:

 Students will make “pause and think” comments – why the learning is important to
them, something they notice about themselves as learners, and a key point they have
learned from doing the assignment.

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Student goal-setting component, if any
 After reviewing their entire portfolio, students will set individual goals to lead to
further learning.

When students will review and reflect on the contents:

 Students will review and reflect on the contents at the end of the unit as a whole.

What form student reflection will take:

 We will devote time in class to practice adequate self-reflections.
 Students will use the celebration prompt to reflect: What am I proudest of/happiest
with? What did I enjoy doing the most? What does my portfolio say about me? What
impact has putting together this portfolio had on my interests, attitudes, and views of
_________ (content or process)?

How students will share their portfolios, with whom, and when:
 The students’ portfolios are available online and can be accessed at any time by other
students, teachers, administrators, family members, etc.