Scaffolding Reflection in Secondary Schools According to Porter and Cleland (1995), in their classic book The Portfolio as a Learning Strategy, their work with high school students led to their belief: ... in the power of reflection that helped us move beyond seeing about portfolio as a mere alternative to traditional assessment to appreciating its value as a learning strategy. In this capacity, portfolios become vehicles for reflection in which learners examine where they have been, where they are now, how they got there, and where they need to go next. (p.34) This book provides practical evidence to support their findings about reflection, based on their experiences. Reflection allows learners to:
The focus of the project lies in the development of a study, identifying the needs of teachers, trainers and vocational counsellors, an online course for the support of teachers, trainers and vocational counsellors as well as accompanying materials for better understanding of e-portfolios as a method for self-organised and competence oriented learning. MOSEP Training Module 2: Reflection on the learning processes Edutopia Article: Creating a Culture of Student Reflection: Self-Assessment Yields Positive ResultsForms and Examples Examples of reflection in blogs used to document English as a second-language at a high school in Spain: Intermediate/Middle Level Strategies High School Strategies from Mahoney, J. (2002). Power and portfolios: best practices for high school classrooms. Portsmouth: Heinemann Portfolio Work Tag from Stefanakis, E. (2002). Multiple Intelligences and Portfolios. Portsmouth, NH: Heinemann Portfolio Reflection Sheet - Formative Student Reflections for Individual Tasks from Lincoln Middle School in Rhode Island http://www.lincolnps.org/HighSchool/Documents/Individual%20Portfolio%20Reflection%20Sheet%20with%20example.doc Reflection on Artifact, shared at workshop in New Hampshire |