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Portfolios of Evidence

Portfolios of Evidence. A suggestion for managing self and others. Why, oh why?. OK. Now what?. Details, please!. 3. Definitions:

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Portfolios of Evidence

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  1. Portfolios of Evidence A suggestion for managing self and others

  2. Why, oh why?

  3. OK. Now what?

  4. Details, please! 3. Definitions: Interact refers to a range of culturally appropriate spoken and gestural exchanges in TARGET LANGUAGE. The interactions are to be for a given purpose and could be face to face or technologically facilitated. Interactions are characterised by: • a genuine purpose • negotiating meaning • initiating and maintaining • participating and contributing • natural language • using different language for different purpose(s) • use of conventions e.g. cultural, courtesies, gestures. Not all characteristics may be evident in one interaction.

  5. Details, cont. Personal information includes opinions, ideas and information that relate to the student’s life, and may include formal cultural responses. Different situations include a selection of transactional, social, conversational, formal cultural and routine contexts.

  6. Making meaning. Achieved! Communicate personal information, ideas and opinions means to share information, ideas and opinions that are relevant to the context e.g. conversations about past and future events, incidental social exchanges, short plays and unprepared interactions on areas of most immediate relevance.  Interactions are characterised by: • a genuine purpose • negotiating meaning • participating and contributing • contextually appropriate language • use of cultural conventions e.g. courtesies, gestures • use of simple interactive strategies, such as fillers, questioning, thanking, apologising, pausing, prompting, seeking clarification. Not all characteristics may be evident in one interaction.

  7. Achieved! Even though… Interaction may be hindered in some places by inconsistencies in: • language features • understanding • pronunciation • intonation • rhythm patterns • delivery speed/audibility • stress patterns • tones.

  8. Merit: Convincing spoken TARGET LANGUAGE refers to interaction showing: • use of a range of language that is fit for the context • generally successful selection from a repertoire of language features and strategies to support the interaction. Interaction is not significantly hindered by inconsistencies

  9. Excellence Effective spoken TARGET LANGUAGE refers to interaction showing: • successful use of a range of language that is consistently fit for the context • skilful selection from a repertoire of language features and strategies to support the interaction. Interaction is not hindered by inconsistencies.

  10. So what? How now? With whom? One idea to manage a portfolio of evidence by Lesley Parris: • Students must choose at least three different situations from the boxes of the grid (following) for assessment purposes during the year. • Teachers should adapt the grid by choosing contexts and text types to suit programme or topics (in negotiation with students?) • The blank square is for student’s own choice, in negotiation with teacher. • Language required for each task (success criteria) needs to to be determined by teacher and students prior to task being undertaken.

  11. When you deliver your interaction about these points, consider the following aspects (e.g.), which must be evident at CL 5&6: Information past tense culturally appropriate Ideas future tense formulaic expressions Opinions subject-verb agreement pronunciation adjective endings interaction, not speeches

  12. So what? Another idea to manage a portfolio of evidence Student’s name:

  13. More chances…

  14. Managing self. Know thy success criteria!

  15. Student’s name: Blossom O’Keefe e.g.

  16. Unit task sheet/Choice boardThis 3X3 grid sets up tasks for each unit of work; here, the unit is about pastimes/weekend activities. Students MUST complete three tasks in a row, and the row must include the central square. The asterisked tasks could provide evidence for both theInteractand theWriteportfolio of evidence. If you consider one or both tasks for the logbook for students, you should clarify the language expected to be successful in this task. 

  17. Situations/Text Types

  18. And next? Make it your own! Go to http://tinyurl.com/logbookLLNZ (this is a Google doc) See the fuller logbook with some more suggestions for different situations, a choice- or task board, allowing you to create a grid of tasks for each unit of work, and a selection of situations. Read, edit, contribute, share your input and create a good tool to help all LL teachers.

  19. And next? Ease your workload! Network with colleagues at cluster meetings, SLA meetings, in school/department meetings in creating choiceboards

  20. And in 2011: Interested in creating more and high quality support materials for 1.3 and maybe 1.5 as well? Why not apply to be a writer for NZALT’s NCEA Support Materials writing panel? You too could be a SMaW (Support Materials Writer)! Check your inbox for an email from NZALT and/or your subject association for application details!

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