Chapter+11


 * Date: || July 7, 2012 || Title of Selection: || 11.2 New Portfolio Option ||

Select the kind of portfolio best suited to your context. Determine the learning targets that will be the focus of the portfolio. Engage students in selecting artifacts to include. Prepare students to annotate entries and reflect on the portfolio contents. Plan for sharing options. Manage the process and minimize the mess. ||
 * Learning target(s) this selection addresses:

This is a plan for making a project that I do with my students into a very workable project portfolio that will allow students to make formative assessments of their work in progress and to be able to share their portfolio with parents and judges. ||
 * What this selection illustrates about my learning/why I chose this selection:**
 * 1.** Kind of portfolio: Project portfolio (Science Fair Project)
 * 2. ** Duration: 6 weeks
 * 3. ** Who will make which decisions:
 * ** Decision ** ||  ** Teacher **  ||  ** Student **  ||  ** Both **  ||
 * Learning target(s) || Yes ||  ||   ||
 * Number and kind of entries || Yes ||  ||   ||
 * Artifact selection ||  ||   || Yes ||
 * Kind of annotations ||  ||   || Yes ||
 * Kind of reflections ||  ||   || Yes ||
 * Audience || Yes ||  ||   ||
 * 4. ** Learning targets to be represented:
 * ** Scientific investigation and reasoning: ** The student uses scientific inquiry methods during laboratory and field investigations.  ||
 * || ||  B).   || // design and implement comparative and experimental investigations by making observations, asking well-defined questions, formulating testable hypotheses, and using appropriate equipment and technology. // ||
 * ||  C).   || // collect and record data using the International System of Units (SI) and qualitative means such as labeled drawings, writing, and graphic organizers. // ||
 * ||  D).   || // construct tables and graphs, using repeated trials and means, to organize data and identify patterns. // ||
 * ||  E).   || // analyze data to formulate reasonable explanations, communicate valid conclusions supported by the data, and predict trends. // ||
 * 5. ** Artifacts to be included: Science Fair ideas brainstorming, Sticky note project forms, Background information report, Problem, Hypothesis, Procedure, Results, Conclusion, and Self-reflection.
 * 6. ** Type of individual work sample annotations: Both teacher and student. Teacher after completion of procedure for formative purposes.
 * 7. ** Student goal-setting component, if any: Communication goals for judging purposes
 * 7. ** Student goal-setting component, if any: Communication goals for judging purposes


 * 8. ** When students will review and reflect on the contents: After the completion of each section and after the judging process.
 * 9. ** What form student reflection will take: Statement of learning targets that each artifact represents
 * 10. ** How students will share their portfolios, with whom, and when: The final portfolio will be displayed and judged by science fair judges. Parents have a designated time for viewing and explanations by the students. Every student must present his or her project portfolio to at least one judge.