PORTFOLIO – O&R

PORTFOLIO:
OBSERVATION & RESEARCH IN THE CLASSROOM

GENERAL INFORMATION

The portfolio must be compiled following the indications given below regarding
structure, content and stages of portfolio creation. The portfolio is an individual
activity.

The following formal requisites must be followed.

- Length: 5 to 7 pages (without including cover, index or appendices –if there

are any).
- Font type: Arial or Times New Roman.
- Font size: 11.
- Spacing: 1.5.
- Alignment: Justified.

The assignment must be written in this Word template and has to follow the
instructions on quotes and references detailed in the Study Guide.

Also, the assignment has to be submitted following the procedure specified in the
document: “Subject Evaluation”. Sending it to the tutor’s e-mail is not allowed.

It is strongly recommended to read the assessment criteria, which can be found in

the document “Subject Evaluation”.
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WHAT IS A PORTFOLIO?

The academic portfolio is a didactic tool made by significant learning experiences

compiled by the student. In order to pass the subject, two experiences must be
selected on the basis of their relevancy for the training process. These learning
samples must show, on the one hand, the abilities, knowledge, and skills developed in
the subject, and, on the other, the shortcomings and difficulties detected.

That is, the critical reflection presented by the student on the experiences they select,
their teaching experience (if they have any), their experience as a student in other
formative situations, and self-assessment on their performance in the subject are
crucial for the creation of the portfolio. The portfolio does not consist of an
accumulation of samples of work, but must show reflective processes of the student
with the objective of developing critical revision and a plan of performance
improvement, within the framework of the subject. Reflection is oriented to action.

"Without reflection, [the portfolio] becomes a mere storage of information" (Barberà,

2009, p.35).

Thus, the work that the student must develop in the portfolio must have an eminently
personal nature.

The overall objective of the Portfolio is to reinforce the student's training process and
his reflective competence. This translates into the following specific objectives:

In the context of the subject, the student will be able to:

- Be aware of the extent of their learning acquisition: the skills and knowledge
they mastered and what they need to improve.

- Create a link between theory and practical experience, observe how the theory
is applied in the particular conditions it applies to, and create new concepts or
revisit theories from their reflective processes.

- To acquire the habit of reflection that allows students to self-regulate their

learning process, to evaluate it and, if necessary, to transform or readjust one's
actions and beliefs according to the results obtained.

- To develop and/ or improve their capacity for analysis, reflection and self-
criticism regarding their teaching practice in order to improve it.
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- To develop an inquisitive and critical attitude that leads them to start a

continuous and autonomous process of reflection throughout their professional
life, and to include reflexive practice as a way of improving competence (by
restructuring and transforming their work as teachers).

In this sense, the Portfolio should not show the knowledge acquired in the subject per
se, but how this knowledge and other acquired skills have had an impact in the
student’s training process. Students should keep in mind that, although the Portfolio is
here an academic tool and will be read and evaluated by a teacher, it must be
conceived as a personal document with a precious value for their training. Student
must establish an internal dialogue with themselves that allows them to become aware
of their own learning process and thus to be able to control it, plan it, reorient it, etc. In
this sense, they should use a formal register, but at the same time allow for intimate,
personal and introspective comments.

STRUCTURE AND CONTENT

The following is a description of the structure that the Portfolio must have and the
sections that it must include:

1. Starting Point (Length: 1 page)

The student must write this section in the first two or three days of the tutorials of the
subject. This is very important - otherwise the portfolio will not make sense.

In this section, they must reflect on the issues listed below. They should not be afraid of
making mistakes, but should try to be as sincere as possible. The original concepts will
be compared to the ideas developed by the end of the course, and students should be
able to evaluate any development by themselves.

This section should refer to the students’ learning process related to the subject and,
specifically, it should cover the following aspects:

- Training and professional experiences related to observation and

research in the classroom, reflective practice and professional
development
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The student should collect those training and / or professional experiences,

which they have had before the subject began, and which he considers
significant to observation and research in the classroom, reflective practice and
professional development. Students should argue why they are relevant.

The following questions should be addressed:

- What training and professional experiences do I find particularly

relevant?
- Why do I consider them relevant?
- How did they contribute to my development?

VERY IMPORTANT: It is not a matter of simply listing or collecting all the

formative and/or professional experiences as a CV, but rather the student
should refer only to those experiences they consider to be especially
meaningful and put them together with an elaborate and reflective discourse.

- Initial representations and beliefs about classroom observation

and research, reflective practice and professional development

The student should reflect on what he understands by observation and research

in the classroom, reflective practice, and professional development at the time
of starting the subject.

VERY IMPORTANT: you should not consult the contents or the readings to
answer this question. It is about raising awareness of previous knowledge of the
students.

- Training needs

Students should think what their training needs on observation and research in
the classroom, reflective practice and professional development are at the
beginning of the course, considering the reflections made in previous points.

- Training Expectations
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In this sections, students must write what their expectations on training

regarding the subject are. The following questions should be addressed:

o What do I expect from this subject?

o What goals and objectives do I set related to this?
o How will I organize my learning process?

Thus, the portfolio has both an evaluation and training objective.

2. Learning experiences (Length: 1 page)

In this section, the student must include the learning samples considered most
significant and representative of the training process in the course.

Learning samples do not have to be an end product as, for example, the performance
of an activity, but may be something that has inspired or moved the student in their
learning process in a special way in the context of the subject. For example, the
reading of an article, the intervention of a colleague in the forum, the feedback received
on some activity (whether satisfactory or not), or the same process of realization of the
portfolio as a tool for self-evaluation. If, because of extension limitations, the entire
sample cannot be included, the student can include an extract or summary.

Through the selection the student should show their ability to select, discriminate and
organize information.

The student should include the information in this section as follows:

1. Introduce the sample with a brief description:

a. Context in which the experience has taken place (where, how and
when it occurred).
b. Nature and characteristics of the samplee.
c. People related to the sample (teacher/s, classmates, student/s).

2. Include the original of the sample (an extract or a summary can be

included if the sample is too long).

3. Personal reflection (Length: 1 page)

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In this section, the student must reflect and critically analyze selected experiences.

At this point, it is especially important to insist that it is not so much that the student
should demonstrate and expose the acquired knowledge but to critically analyze how
the acquired knowledge has impacted on their formative process.

The student should answer questions such as:

 Why did I choose this experience?

 What effects did it have on my training?
 Has it helped me to assimilate concepts, values or skills? Which ones? To
what extent have those concepts been assimilated?
 What achievements and what limitations can I recognize?
 What are your doubts?
 How can I relate it to my professional practice (current or future)?

4. Other relevant experiences (Length: 1 page)

In this section the student can include other learning samples with less relevance than
those incorporated in the section "Learning experiences", but still worth mentioning. In
this case, each experience should also be accompanied by a brief reflection that
defines why the student considers the significance of the sample for their formative
process.

5. Self-evaluation (Length: 1 page)

In this section the trainee must carry out a self-evaluation in which they relate the
reflection generated from their experiences with the presentation written in the starting
point.

It should consider aspects such as:

 How has my training process developed from taking this course?

 What lessons have been most significant for my training process and
professional development?
 What difficulties did I encounter during the study of the subject? How did
I solve them?
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 How do I value my performance as a student in the subject? What aspects

do I consider that I should maintain and which should I reinforce or
improve?
 Do I see any changes in the beliefs and representations that I wrote in the
Starting Point as compared to my beliefs now?
 To what extent has my vision been transformed on the topics covered?

6. Action plan (Length: 1 page)

In this section the student must outline a plan of action in the short and medium term
based on the evaluation and the reflections carried out throughout the Portfolio. It must
formulate (or reformulate) objectives, goals and challenges.

You may find it helpful to consider the following questions:

 What challenges emerge from the learning experiences?

 How can I solve the difficulties I have encountered?
 Do I have to change in some way how I acted as a master student? Should
I apply other strategies, for example?
 What do I think I should do or continue to do in my training as a
professional from now on?

WHEN SHOULD SECTIONS BE DEVELOPED?

Sections in the portfolio must be written in specific times of the subject, as summarized
below:

SECTION DATES

Starting point during the first three days of the tutorials period of the subject.

Rest of During the last week of the tutorials of the subject, prior to the official
sections delivery date of the Portfolio.
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Failure to do so completely distorts the role of the portfolio and negatively reverts the
quality of the reflection that its elaboration is intended to promote.

PORTFOLIO SUBMISSION

The Portfolio must be submitted on the official date of delivery established in the
group's calendar, only if it is completed. The exact date can be found in the academic
calendar of the group and the the schedule of the subject which the teachers shares in
the group forum

Important: you have to write your personal details and the name of the subject
on the cover (see the template on the next page). You have to include a table of
contents after the cover. Assignments that do not fulfil these conditions will not
be corrected.
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Portfolio:

Student’s full name: Linda Carolina Perdomo Melendez

Group: 2017 -06

Date: 08-12-18
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At the
beginning of 1. Starting Point
this
 What training and professional experiences do I find particularly
reflection
relevant?

 Pre-experience teacher in a school with children of 7-9 years old.

 Voluntary work, in LAS CASITAS a project for the embassy of United State

 Teaching practicum at the University.

 Giving private Tuition.

 Teacher in a bilingual school

 Teacher in a public university ( native and non- native speakers of English)

 Teacher of English in a public high school ( students with a basic or non-

knowledge of English)

 Why do I consider them relevant?

I consider them particularly relevant to reflective practice and professional

development because teaching a second language to someone who doesn’t speak
it, requires the following:

 Physical and mental stamina.

 Good management skills.
 The capacity to engage participants, relate to them both one to one and in
groups, and find out what they know
 A good understanding of the content you teach and an ability to transform it
into (a) clear, succinct messages and (b) practice via tasks and materials
 Good classroom skills – for example, the ability to hold attention, question,
wait, listen well, explain, demonstrate, negotiate learning that is meaningful
and relevant for participants, monitor group work and synthesize everyone’s
offerings...
 The ability to get on with colleagues and those above, to the side and below
you in your context.

 How did they contribute to my development?

They contributed to my development because I think a teacher who teaches in

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different levels know increased the students achievement more rapidly.

 Training needs

Teachers’ professional training and professional development is a necessary

ingredient to support innovative and beneficial teaching. It is important to look for our
development Gives accurate and appropriate information about language form,
meaning and use (e.g. parts of speech, tenses, usage)).

 Training Expectations
o What do I expect from this subject?

I expect from this subject to find:

 A friendly, supportive environment, where there is empathy between the tutor

and the student as well as mutual respect.

o What goals and objectives do I set related to this?

Goals from a training perspective:

 Learning how to use effective strategies to open a lesson

 Adapting the curricula through worksheets because we do not have and
specific textbook
 Learning how to manage big group activities in a lesson
 Try to use as much as possible classroom aids and resources (e.g., video)
 Techniques to feedback.

Goals from a development perspective:

 Reflect about how the process of second language development occurs

 Reflect what activities or technique use according to the kind of learners we
are teaching.
Check our own language teaching theories.
 Understand the different styles of teaching and students learning.

o How will I organize my learning process?

Be positive during the process in order to improve my development.

Be experienced; look for important information about teaching and learning.

Self-directed learning to make it challenging.

“Cooper and Boyd (1998, pp. 58–59) suggest that traditional models of staff
development often ignore principles of adult learning, they learn through active
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involvement, learning must connect with their current understanding, and that it is a
continual process of identity formation and reformation”.

“Kirkpatrick (1988) suggests that the evaluation of an organization’s training and

development activities can be assessed at four levels: Reaction, Learning. ,
Performance, Organizational results”.

“Brock, Yu, and Wong (1992) evaluated their learning experience at the levels of
reaction and learning and confirmed the importance of a review of professional
development activities”.

Rest of 2. Learning experiences

sections
Introduction

In this section, I include a summary as the learning sample I considered the most
significant and representative of my training process in the course.

The present sample is the most representative learning experience; it was a class in
Roatán Bay Island, in where I have to change the content unit and related into the
context in where I was teaching, and Island, and look for strategies to make it the
class significant learning, I was implementing reflective activities during the process,
according Dee Fink's (2003) that mention about significant learning. The action
research it was important to find some difficulties during the process because the
students know the language and also they can communicate in second language in
this case English, but they have some grammar difficulties, students' initial
unwillingness to learn about the proper use of second language, and students' limited
proficiency for integrating and applying the correct use of English. This case can be
related to instructional approaches that were grammar-based, with teaching and
learning processes focused on students' acquisition of grammar knowledge and the
ability to manipulate grammar structures, in those way students can use English
meaningfully in their professional field. Reformulate the goals and the activities
promote students active learning, the students learn about themselves and others;
Dee Fink's (2003).

a. Context in which the experience has taken place (where, how and
when it occurred).

The learning experience was in Roatán, Bay Island, Honduras, with a group of
students of the Universidad Pedagogica Francisco Morazán in 2017

b. Nature and characteristics of the sample.

“Dee Fink (2003) regards learning as when students change. This change leads to
significant learning, according to the author, when there is some permanence of the
learning experience. Adult students can be encouraged to relate what they learn in
the classroom to their professional lives, learn more about themselves and their
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classmates through interaction, and apply or use what they learn to new work
situations”.

Course content and language need to be personally relevant and meaningful for
significant learning (Williams & Burden, 1997).

Students can have the opportunity to link subject matter to interesting and accessible
topics and other situations for this purpose (Ashburn, 2006).

According to Crispen (n.d.), a topic based approach can promote student

engagement by linking content, activities, and materials to the students' lives.

Bourke (2006) recommends that the topic-based syllabus be based on a student

needs assessment.

Revising content to include real-life topics can help students develop a more holistic
and integrated view of themselves and others, as well as learn about people's
opinions and beliefs (Wiśniewska-Brogowska, 2003).

(Hudelson, 1991, as cited in Bourke, 2006). Hudelson believes that this social nature
of learning helps students feel comfortable with learning new content and skills.

according to Brown (1994), Williams and Burden (1997), and Dee Fink (2003). Dee
Fink (2002) advises teachers to reformulate their learning goals and objectives
beyond a focus on knowledge.

"Establishing a direction for learning" by Marzano, Pickering, and Pollock (2001, p.

93).

Wong and Wong (1998), who advise teachers to review them orally and in writing
with students at the beginning of the class and keep them visible.

According to Dee Fink (2002), students are active learners and engaged in achieving
the learning goals.

Similarly, Jonassen, Peck, and Wilson (1999, as cited in Bhattacharya, 2002)

associate meaningful learning with active students and their intentional engagement
with and reflection on activities to reach learning goals.

c. People related to the sample (teacher/s, classmates, and

student/s).

The people who participate in this experience were my students of Roatán Bay Island, the
coordinator of the University, my study material and myself as a teacher-researcher, my
students were 40 women and 10 men whose ages ranged from 21 to 45. Some students that
were nonnative for the Island present low level of English and some lacked motivation for
the class. These adult students were chosen according to Creswell's (2003) qualitative
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sampling technique that included typical and extreme cases.

Planning the Significant Learning Unit

Planning the unit with Dee Fink's (2002) steps for designing courses around
significant learning is challenging. Giving the learners a significant learning. At this
point at organized and planned the class to involve my students in an active role.

I believe, became the basis for what Dee Fink (2003) coins significant student
learning.

According to Dee Fink's (2002) suggestion for course design, I can contemplate and
analyze different situational factors to design my unit. I decided a grammar
structured, students needed to reinforce this part, I include the grammar based
approach

I decided to focus on the main goals adult students should achieve by the end of the
unit. I thought that students should gain knowledge about language items proposed
by the theory, make connections among these items and the topics, relate them to
their professional lives, and use language to communicate and share ideas in a
creative way and make contextualized grammar activities. These activities and goals
would be aimed at providing students with a more holistic and integrated view of
themselves and others (Saluveer, 2004). I also would plan lessons with active
learning that will include Dee Fink's (2002) actions of doing, observing, reflecting and
engaging in dialogue about the topic this planned activities will reinforce the grammar
part and the material used. I would chose those grammar structures I can integrate to
our topic, and would write them in terms of what my adult students will be able to do
with those structures and their knowledge. This will help me to realize which topics
were in fact very useful for building significant learning units. As Hudelson (1991, pp.
2-5, as cited in Bourke, 2006) suggests, TBA allows students to be engaged in
working with meaningful activities where language is part of a complex process and
skill development.

After a lot of reflection and several activities that I made with the students I would
design a topic-based unit that would respond to all participants' interests, and that will
include goals, objectives, and activities with features of significant learning.

3. Personal reflection

 Why did I choose this experience?

I choose this experience for being the one that made me improve my teaching
practices, to improve teachers' classroom instruction.
I realized that I would have to reformulate the learning goals according to what I
wanted students to learn for each dimension, and what the University wanted.

 What effects did it have on my training?

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It had the effect of making me recall and analyze data that may be considered
essential for facilitating the reflective process, observation and discussions after the
lessons offered the students an opportunity to become aware of how issues are
related and interact. I thought that students should gain knowledge about language
items proposed by the University and make connections with the real life situations
with a contextualize grammar activities.
 Has it helped me to assimilate concepts, values or skills? Which ones?
To what extent have those concepts been assimilated?

It helped me to realize what topics were in fact very useful for building significant
learning units. As Hudelson (1991, pp. 2-5, as cited in Bourke, 2006) They could be
approached from different perspectives or subtopics, and integrate grammar
structures. As a decision-making process, a great deal of reflection was needed in
order to ensure effective training and development (Wallace, 1991). I also planned
lessons with active learning that included Dee Fink's (2002) actions of doing,
observing, reflecting and engaging in dialogue about the topic. The planned activities
reinforced this important concept for the significance of activities and materials.
 What achievements and what limitations can I recognize?

Some observational achievements I can recognize in the classroom would be those

of an educational nature.
The grammar-based unit became a useful strategy to allow teachers and students to
take on new roles in the teaching-learning process, as well as reflective learners and
evaluators of their learning process and achievements.
Additionally, students can establish meaningful links between content and language
to their lives, and use what they learn in creative expression.

Limitations of Classroom Observation

Some of the classroom observational limitations I found were those related to

methodological issues that can interfere with the drawing of valid conclusions. The
presence of an observer may change teacher or student behaviors, perhaps resulting
in reactive effects. Teachers' instruction may be slightly better than usual when they
are being observed.

 What are your doubts?

One important question would be my doubt about the observer. I should be aware of
who comes to my class. I must know her experience and training. In my case the
coordinator is a teacher but not an English Teacher.

It affirms the fact that language teachers are often promoted to key positions, that is,
observers and supervisors without receiving any formal training (Bailey, 2006).
Consequently, their presence in the classroom causes nervousness and frustration
that lead to exhaustion and demotivation.
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 How can I relate it to my professional practice (current or future)?

I believe the teacher's observation should be part of my professional practice (current

and future with huge development opportunities.
Another practice that we do in the University is the peer evaluation to obtain new
ideas from our colleagues.

4. Other relevant experiences

5. Self-evaluation

 How has my training process developed from taking this course?

 What lessons have been most significant for my training process and
professional development?

The experimental paradigm, it involves the collaboration between the researcher and
the teacher whose class is observed, while within the naturalist paradigm, it involves
the teacher collaborating with his or her classmates, probably in the same institution,
for example, sitting and observing the (s) lesson (s) from another colleague, or
recording a discussion about teaching.

 What difficulties did I encounter during the study of the subject? How
did I solve them?

Some of the difficulties were: 
 
Many times, students will automatically look to the teacher for correct answers
instead of trying themselves. Native students for the Island, persistent use of first-
language. When teaching English as a foreign language, this is possibly the most
common problem, with the students that are nonnative from the Island.
 I have to make sure that students are all on the same activity before moving onto a
new topic by concept checking multiple times, and encouraging individual
participation.

 How do I value my performance as a student in the subject? What

aspects do I consider that I should maintain and which should I
reinforce or improve?

I value it by don't forgetting that my improvement as a teacher depends on me,

observing classes, taking notes, master my skills, taking experiences by a more
experienced teacher teaching the same material that I am using.
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 Do I see any changes in the beliefs and representations that I wrote in

the Starting Point as compared to my beliefs now?

One main change was to find out that the reflective practice has become a very
popular concept within teacher education and development programs. And every
single teacher focus in their own educational to paradigm to supporte their
educational syllabus.it is necessary to encourage teacher to participate in this
reflective practice.

 To what extent has my vision been transformed on the topics covered?

Doing this portfolio I learned about the use of reflective exercises. I reflected about
the classrooms as busy environments with many inputs and activities that occur
throughout the day. As a result, I realized that I may not know everything that
happens in my class.
Dewey (1933/1993) as "the active, persistent and careful consideration of any belief
or supposed form of knowledge in light of the motives that they support it ".

6. Action plan

 What challenges emerge from the learning experiences?

The challenge that emerges for us as teachers is to be aware of the different

approaches that will help our students with individual learning, observation are
necessary to that support deeper learning should include personalized learning
strategies, collaborative learning and informal learning (Gijsbers and van
Schoonhoven, 2012; Leadbeater, 2008; Learnovation, 2009; Redecker and Punie,
2013).

 How can I solve the difficulties I have encountered?

By means of skills such as critical thinking and the ability to communicate effectively,
innovate and solve problems through negotiation and collaboration.

 Do I have to change in some way how I acted as a master student?

Should I apply other strategies, for example?

I have learned more and more as an educator the valuable learning that can be
gained by communicating with peers and how important they are for the development
of the school and the culture of the class. As a master teacher I will effectively take
advantage of this knowledge. The only thing I know is that my learning is not
complete and I can still grow.
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 What do I think I should do or continue to do in my training as a

professional from now on?

I think I should continue with reflective professional practice as well as some of the
following factors:

(Gray 1997) that novice teachers are often unaware of the reflective tools they may
have at their disposal, and that they may have had exposure in the initial training
courses. Gray advocates the inclusion of elements such as interactive student /
teacher journals, peer observation and group lesson planning as a matter of course in
professional teaching situations.

References:
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 Akbari, R. (2007). Reflection on reflection: a critical appraisal of reflective

practice in L2 teacher education. System, 35, 192-207.
 Brock, M., Yu, B., & Wong, M. (1992). Journaling together: Collaborative diary-
keeping and teacher development. In J. Flowerdew, M. Brock, & S. Hsia (Eds.),
Perspectives on second language teacher education (pp. 295–307). Hong
Kong: City Polytechnic of Hong Kong.
 Brown, H.D. (1994). Teaching by Principles. Upper Saddle River: Prentice Hall
 Bourke, J. (2006). Designing a topic-based syllabus for young learners. ELT
Journal
 Cooper, C., & Boyd, J. (1998). Creating sustained professional growth through
collaborative reflection. In Brody & Davidson, pp. 26–49.
 Creswell, J. W. (2003). Research design: Qualitative, quantitative, and mixed
methods approach (2nd Ed.). Thousand Oaks, CA: Sage.
 Dee Fink: Creating Significant Learning Experiences (Jossey-Bass, Orig. Ed.,
2003; Updated ed., 2013).
 Dewey, J. (1933/ 1993). How We Think: A Re-Statement of the Relation of
Reflective Thinking to the Education Process. DC. Health, & Co., Boston.
 Diaz Maggioli, G. (2003). Fulfilling the promise of professional development.
IATEFL Issues (August–September), pp. 4–5.
 Gijsbers, G. & Schoonhoven, B. (2012). The future of learning: a foresight study
on new ways to learn new skills for future jobs. European Foresight Platform
( EFP)
 Kirkpatrick, D. L. (1988). Evaluating training programs: The four levels. San
Francisco: Berret-Koehler.
 Marzano, R. J., Pickering, D. J., & Pollock, J. E. (2001). Classroom instruction
that works. Alexandria, VA: ASCD.
 Osler, A., & Vincent, K. (2002). Citizenship and the challenge of global
education. Stoke on Trent: Trentham Books.
 Ostovar-Namaghi, S. A. (2011). Theorizing EFL teachers’ perceptions of the
rationales and methods of classroom observation. US-China Foreign Language,
9(3), 147-157.
 Saavedra, A. (forthcoming). Dry to dynamic civic education curricula. In D.
Campbell, F. Hess, & M. Levinson (Eds.), Making civics count. Cambridge, MA:
Harvard Education Press.
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 Williams, M., and Burden, R. – Psychology for Language Teachers, 1997,

Cambridge University Press.
 Wisniewska-Brogowska, D. (2004). A topic-based approach to teaching culture.
Teacher's Forum, (Online), [http://elt.britcoun.org.pl/forum/dorota.htm].