Values Symposium

Student Portfolio Instructions for 2003/2004

What is it? You will use a three ring binder to create a portfolio demonstrating what you’ve learned and experienced in the Values Symposium class throughout each trimester.

Why do we do this? The student portfolio serves several purposes. Your portfolio will…

§ Function as a resource for students to use to complete assignments and study for tests.

§ Encourage you to process and organize creatively the material taught in this class.

§ Provide you with information and ideas for projects and assignments.

How does it work? The student portfolio utilizes both sides of the pages for different strategies of processing information.

How are we graded? Your portfolio will be checked twice randomly throughout the trimester during each unit. See grading rubric for specific questions.

What is in our Portfolios?

Portfolio Title Page: Each portfolio should have a creatively designed cover page. Your cover page should include the unit title, your name, name of the class (Values Symposium), Team name (Gold, Purple, or Silver) class section, and the names of your teachers.

Table of Contents: Each portfolio should have a neat and complete table of contents in the front of your portfolio which includes all assignments, handouts, etc on right side of portfolio.

Handouts: Any extra handouts should be placed in your three ring binder on the right side and included in the table of contents. You will need to three-hole punch these handouts. You are required to purchace a notebook three-hole punch.

Notebook Portfolio Structure: See Below

(YOUR PORTFOLIO – 3 Ring Binder)

Left Side: This is YOUR side. The left side of the portfolio is the processing side. You will be asked occasionally to think about and reflect on newly learned information in class. You are also expected to initiate some processing of newly learned information on your own. The left side should not include teacher directed notes or assignments. The left side is the place where you should demonstrate your understanding of information through writing, journaling, drawing, cartoons, diagrams, analogies, etc. Students must use critical thinking skills, think creatively, draw connections, analyze symbols and make comparisons. You should use a variety of different processing styles. In order for processing to be effective, you should process information learned in class frequently and on a regular basis. Students create drawings, symbols, charts, diagrams, and flow charts to further their understanding of new information. Reactions and feelings to lessons and activities are explored on this side of the notebook. Previewing and reviewing concepts and main ideas are encouraged by big questions or “what ifs” Analogies and metaphors (analysis) activities enable students to go beyond classroom learning on this side of the portfolio. Anything that demonstrates that you are thinking about what’s going on in this course. Use your imagination.

Right Side: This is the Teacher-directed side. The right side of the portfolio is the organization side. On this side, “testable” information from lectures, reading, videos, discussions, etc. are recorded in traditional note-taking format. This is also the place where you should include homework, handouts and other teacher directed/provided items. Students can use the traditional Roman numeral style for note taking, or they can employ mind mapping or another style that is helpful to the student in recording information Some items found on right side: Notes Handouts Homework All right side information should be numbered and listed in the portfolio table of contents Page number here

The left side of the portfolio contains items that are can be teacher directed or student initiated. The amount of information on the left side reflects the student’s mental engagement in the course.