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Portfolio learns to learn

Portfolio learns to learn. Acquaintance with the Portfolio Literacy Dutch as second language Willemijn Stockmann - ROC Midden Brabant. Why a separated portfolio for non literate adults. The regular portfolio can’t be used;

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Portfolio learns to learn

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  1. Portfolio learns to learn Acquaintance with the Portfolio Literacy Dutch as second language Willemijn Stockmann - ROC Midden Brabant

  2. Why a separated portfolio for non literate adults • The regular portfolio can’t be used; • Good experience with adjacent instruments for this group (low-educated L2 learners, illiterate mother tongue speakers); • Also in the practice there was a need for a portfolio for non literate students.

  3. Portfolio Literacy NT2 • Framework literacy Dutch as a second language • Biography • Checklist • Dossier

  4. Framework litarecy NT2 What is it? • A new level description of three literacy levels • For technical skills as well as for functional skills • A fit with the European framework .

  5. The level revedision of the framework.

  6. Describes 3 levels : (technical) reading Graphemes/phonemes words sentences Text Tempo and fluency (Technical) Writing Graphemes /phonemes words sentences Text Tempo and fluency Principles of literacy Framework litarecy NT2 how does it looks like?

  7. Auditive skills Phonemes in a word Words in a sentence Sentences conversation Framework litarecy NT2 how does it looks like?(2)

  8. (Functional) reading Reading correspondence Reading with a orienteering / searching purpose Reading to obtain information Reading instructions (Functional) writing Writing correspondence Writing notes, messages, forms, Free writing Framework litarecy NT2 how does it looks like? (3)

  9. Why a framework? • Unambiguous level-classification increases transparency • promotes circulation based on levels • Supports policy makers • Supports curriculum development • Supports material development • Supports teachers by monitoring of their students • Supports test development

  10. Why a new framework?? • Portfolio structures the educational program; calibrate points are necessary; • The old framework (Blokkendoos) didn’t satisfy: no clear difference between technical and functional skills; no clear difference between levels. • Fitting to the framework NT2 wished;

  11. Biografy • (Short) “CV” of the student; • Who am I? • What can I? • Attention for formal and informal learning; • Every adult person ‘can do’ things, even you can’t read and write; • Focus on what the student can is good for the empowerment • Self-confidence students learn more effective.

  12. ChecklistHow looks it like? • 3 levels (alfa a, b en c) • From alfa b: 3 perspectives • Participation in society • Participation in work • Participation as a parent • Reading, Writing, Conversation • With help op examples

  13. difficult easy Not yet I want to learn Example(reading alfa a) I can read how many times I have to use the medicine. Tablet 10 mg 1x daags 1 tablet

  14. difficult easy Not yet I want to learn Example(writing alfa c, domain work) A colleague is getting married . I can write a postcard to congratulate.

  15. difficult easy Not yet I want to learn Example(conversation C1, domain social participation) Ali is looking for the city hall. Can you ask something in the street?

  16. Why portfolio-assessment? • Scores on tests are often disappointing • Portfolio-assessment shows the profit of the education • That is important for: • The student (motivation!) • The ROC (accounting) • The local authority (value for money)

  17. Functional/technical writing

  18. Functional/technical writing

  19. More information? • E-mail: • wstockmann@rocmb.nl

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