|
Acknowledgments |
ix |
|
Introduction |
xi |
|
Chapter 1 Human Development and Constructivism |
1 |
|
Why Start a Book About Portfolios with Human Development and Constructivism? |
1 |
|
Constructivism |
2 |
|
Constructivism: What It Is |
2 |
|
Where Constructivism Comes From |
3 |
|
The Other Side of Human Development |
6 |
|
Why Our Teaching Practices in Adult Learning Environments Often Do not Reflect Our Constructivist Beliefs |
8 |
|
How Constructivism Applies to Adult Learners |
11 |
|
Implications for the Adult Learning Environment |
12 |
|
A Final Note |
13 |
|
Chapter 2 How Portfolios Reflect Constructivism |
15 |
|
Constructivism and Portfolios |
15 |
|
Our Journey to Portfolios: A Constructivist Story |
17 |
|
What Are Portfolios? |
18 |
|
Characteristics of Portfolios |
19 |
|
Benefits of Portfolio Development |
20 |
|
Challenging Aspects of Portfolio Development |
23 |
|
A Final Note |
24 |
|
Chapter 3 Portfolio Orientation: Purpose, Type, Context, and Audience |
25 |
|
Purpose, Type, Context, and Audience: What Is the Difference? |
25 |
|
A Closer Look at Purpose |
26 |
|
Relationships: Purpose, Type, Context, and Audience |
28 |
|
Purpose as It Applies to All Types of Portfolios |
28 |
|
Purpose 1 To Facilitate and Chart Development |
29 |
|
Purpose 2 To Provide a Basis for Evaluation |
31 |
|
Purpose 3 To Highlight Performance and Capabilities |
33 |
|
A Final Note |
35 |
|
Chapter 4 Philosophy: The Unifying Element of Portfolios |
37 |
|
Your Educational Philosophy |
37 |
|
Philosophy: A Quick Refresher |
37 |
|
Philosophy as a Construct |
38 |
|
Philosophy in the Context of Education |
38 |
|
Why Go to the Trouble to Consider Philosophy? |
39 |
|
Philosophy Statement: The Unifying Element of Portfolios |
39 |
|
Just What Is a Philosophy Statement? |
42 |
|
What Does a Philosophy Statement Do and Why Is It Important? |
42 |
|
The Philosophy-Theory Connection |
42 |
|
Dispositions: Getting into the Right Frame of Mind |
43 |
|
Philosophy Statement Essentials |
45 |
|
A Final Note |
50 |
|
Chapter 5 Reflection: The Defining Feature of Portfolios |
51 |
|
Why Reflection Is the Defining Feature of Portfolios |
51 |
|
Prerequisites for Reflection |
52 |
|
Reflection in Practice |
52 |
|
Reflection and Learning Frames |
54 |
|
Becoming Accomplished in Written Reflection |
55 |
|
Anatomy of a Reflection |
59 |
|
Tools for Written Reflection |
60 |
|
A Final Note |
63 |
|
Chapter 6 Building a Portfolio |
65 |
|
The What and How of Selecting and Using Evidence |
65 |
|
What Is Evidence? |
65 |
|
General Guidelines for Selecting and Using Evidence |
66 |
|
Characteristics of Portfolio Types That Influence Your Choices of Evidence |
74 |
|
Assessment: Formative and Summative Looks at Portfolios |
95 |
|
Rubrics |
97 |
|
Checklists |
97 |
|
Peer and Instructor Feedback Critiques |
100 |
|
A Final Note |
101 |
|
Chapter 7 Structure, Design, and Construction of Print and Electronic Portfolios |
103 |
|
Print or Electronic Format? |
103 |
|
Structuring Portfolios |
106 |
|
Portfolio Features for Print or Electronic Portfolios |
106 |
|
Release for Photographs |
115 |
|
Design Tips |
117 |
|
Special Design Tips for PowerPoint Users |
118 |
|
Using PowerPoint to Create an Electronic Portfolio |
118 |
|
Scanning Documents for Inclusion in the Portfolio |
123 |
|
Gentle Reminders |
124 |
|
A Final Note |
125 |
|
References |
127 |
