By Giselle O. Martin-Kniep
What do expert portfolios encompass? who're their audiences? Why should still academics and directors use them? How are they dependent? In "Capturing the knowledge of Practice," Giselle Martin-Kniep solutions those and different questions, drawing on her paintings with greater than 3,000 academics and directors from four hundred university districts. via excerpts from genuine portfolios, Martin-Kniep illustrates how you can choose more than a few artifacts that may lead portfolio builders to guage and increase their paintings. She additionally discusses utilizing portfolios for key reasons: studying, curriculum improvement and evaluation, study, and employees improvement. Readers will locate many useful ideas for development and utilizing portfolios and research what stipulations are wanted for achievement. "I am totally convinced," says Martin-Kniep, "that each specialist who makes use of portfolios in a significant means becomes a greater instructor or administrator."
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Additional info for Capturing the Wisdom of Practice: Professional Portfolios for Educators
A daybed and wicker furniture transformed it into a peaceful refuge, an unexpected outcome of this need to change. Since then, my friend, and several others, as well as out-of-town family members, have come to visit and use that room. New memories have been added to old. What did this room teach me? Sometimes we have to change, not because what we were doing was bad. It could have been wonderful, enjoyable, and successful. But we need to recognize when it no longer works in the present context.
I am curious about the A–F idea in the comic strip. I found it hard to avoid kids obsessing about their grades. Yet, grades are a big motivator, and I know Amanda was determined to get an A. However, I am thrilled that in the end she professes her enthusiasm for the portfolio project. This means a lot to me. . If there is a weakness in my curriculum it is my handling of the reading part of the curriculum. I lean toward kids keeping journals to reflect on their reading experience and their progress as readers, remembering Louise Rosenblatt’s assertion that reading is such a private experience, that unless one shares immediate responses the impact of the reading is lost or at least changed.
Is there a balance in the kinds of tasks I ask kids to do? . Do the tasks match my standards and indicators? I am also improving in communicating criteria more clearly. Finally, my skill in developing rubrics that kids understand is improving. An area I need to work on is communicating those standards so that they’re not just mine, but that children understand and embrace them. I plan to start next year by asking kids to help me create a list of what excellent readers do, say, think, and feel about reading.
Capturing the Wisdom of Practice: Professional Portfolios for Educators by Giselle O. Martin-Kniep