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Carol Porter and Janell Cleland have been teaching junior high and high school English and reading for over fifteen years. Their six years of collaboration at Mundelein High School have allowed them to realize the power of sharing stories and practices to become more effective teachers and to grow professionally. The Portfolio as a Learning Strategy is Porter and Cleland's chronicle of three years of experimentation with portfolios in their classroom. Their portrayal is honest, including accounts not just of their successes, but also of their mistakes--both of which allowed them to learn with their students as they discovered the value of portfolios as a tool for reflection.

Each chapter focuses on one of the most frequently asked questions about the use of portfolios, including:

Why do we need portfolios? How can portfolios be used to support learning? What should go into a portfolio? How can the portfolio be assembled? The portfolio is complete: now what? What are other teacher concerns about portfolios?

More than just a commentary on the use of portfolios, this text also provides an in-depth look at the curricular and instructional framework of a student-centered classroom. Learning strategies are described in detail and illustrated with student samples, demonstrating how portfolios can assist students in reflective self-evaluation.

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CHOICE Review

Given the interest in portfolios as educational tools for instruction and assessment, this well-illustrated volume should be helpful to teachers and parents. The authors write from their experience as high school teachers learning to use portfolios with their students. However, their ideas can be applied to different age levels. Their definition of a portfolio stresses reflection as an essential element. Collections of papers and artifacts are not meaningful unless the student or the teacher has explained in writing why certain pieces are included. Porter and Cleland give many examples of students gaining insight into their learning styles through use of the portfolio. Although grading sheets are shown, the issue of the portfolio as an assessment tool is not as fully addressed as critics of portfolios might wish. As its title indicates, the book emphasizes the portfolio as an instructional strategy. The authors provide a useful guide to an ongoing and collaborative process in portfolio development. General; professional. S. Sugarman; Bennington College

Notas de autor provistas por Syndetics

Janell Clelend has been teaching junior high/high school English and reading for over fifteen years. For six years she has collaborated with Carol Porter at Mundelein High School in Illinois. Together they have been able to realize the power of sharing their stories and practices as a way to improve their effectiveness as teachers and to grow professionally. They have presented their portfolio work to educators at national, state, and local levels, through NCTE, ASCD, Whole Language Umbrella, the American Association of School Administrators, and other associations.