Culminating Portfolio

Grade 9 Math Portfolio
Template

This template offers a variety of components to include (or exclude) to help students reflect on and showcase their learning at the end of the course.

Grade 9 Math Portfolio
New Showcase Tasks

These tasks take the form of a choiceboard where students can select new creative and inquiry tasks to use as opportunities to show improved understanding and/or apply concepts from the course in new situations.

The MILD version of the culminating portfolio might include these components:

• SOCIAL EMOTIONAL LEARNING: Students reflect on their learning about their own social emotional skills at the mid-semester and end-of-semester points in the course.

• MY MATHEMATICAL IDENTITY: Students reflect on their learning about new mathematical ideas and connections to different cultures and backgrounds that they learned throughout the course.

• MY SELF-EVALUATION: Students self-assess, at mid-semester and end-of-semester, based on the provincial learning skills. They also provide you with feedback on how they are experiencing the course.

• NEW SHOWCASE TASKS: Students select four tasks from the New Showcase Tasks to include in their portfolio.

The MEDIUM version of the culminating portfolio might include all components from the MILD version as well as the following:

• EVIDENCE OF MY LEARNING: Students can include specific examples of their coursework that highlight their improvement, their learning, what they are proud of, etc. These "pieces of evidence" could take the form of photographs, screenshots, video recordings, screencasts, reflections, etc.

  • NOTE: If this section is included, it is important that throughout the course there is a mechanism for students to keep track of artefacts. An example of this might be a learning log where students keep daily records of what they have worked on and learned.

The HOT version of the culminating portfolio might include all components of the MILD and MEDIUM versions as well as the following:

• LEVEL PROPOSAL: If you are ready to consider students' self-evaluation in the determination of a final grade, this section offers a means for encouraging students to propose this level at the mid-semester and end-of-semester point in the course.

  • In order to make this an effective and meaningul process, it is important to pair this process with a conference where you can discuss each student's progress with them and set goals for the remainder of the course.

  • Discussing students' levels of achievement with them can be a powerful tool to provide feedback for improvement and to make the process more equitable for both students and teachers.

UNIVERSAL DESIGN FOR LEARNING

• provide a variety of modes of demonstration: verbal conversations, use of technology, recordings, etc.

• utilize flexible timelines that provide all students with time for support and feedback.

STUDENTS WITH SPECIAL EDUCATION NEEDS

• support students to create a plan of completion and chunk tasks so that students work on completing one before moving on.

• encourage the use of technology, dictation sotware to complete/create work.

• consider reducing the quantity of tasks required, if appropriate. Focus on skills and concepts that the student has not yet demonstrated throughout the course.

MULTILINGUAL LEARNERS

• encourage translanguaging as well as the use of translation tools and opportunities to discuss ideas with same-language peers.

• help students create plans for completing tasks and provide regular check-ins with feedback.

• encourage connections to students' lived experiences in the selection and design of tasks.

• see additional ideas for supporting MLLs with portfolios on this page.