Portfolio Development

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Identification
Level of process: 
Application
Method
Intent or purpose: 
Facilitating clients in developing a portfolio through activities for reflection
Used as component of: 
Can be used as preliminary work to find life purpose and/or writing a personal mission statement. Can also be used to write portfolios for professional certifications.
Types of Participants: 
Whoever in need to develop a portfolio. Participants have to have a strong tendency toward reflection.
Recommended size of group: 
26-50
Optimal amount of time needed: 
Very variable
Howto
Usual or Expected Outcomes: 
Initial Goal Setting Shaping Life Experiences Identifying Significant Life Moments Creating Evidence of Learning Enhancing resume
Level of participation: 
Facilitator has to keep participation high
Ideal Conditions: 
Reflection: 1. having an experience, 2. thinking about the experience, 3. learning from the experience, and 4. applying what has been learned.
Potential Pitfalls: 
No direction on how to possibly use improv (not all persons find at ease in problem-solving through action planning!)
Type of Facilitator-Client Relationship: 
Collaborative style
Level of Difficulty to Facilitate: 
Facilitation skills required
Facilitator Personality Fit: 
Open to diversity and difference; Able of deep and open self-reflection; Able to deal with a wide range of emotions
Resources Needed: 
At the end of the guide there are offline and online resource
Pre-Work Required: 
Facilitator Self-Assessment
How flexible is the process?: 
Flexibility is a must for the success of this method
Background
Developer: 
Saskatchewan Learning, 2005.
References: 
Beckley, Dr. William L. (1997). Creating a Classroom Portfolio System: A guide to assist teachers in kindergarten through eighth grade. Kendall / Hunt; Iowa. ISBN: 0-7872-3483-4 This book provides an introduction to the benefits and challenges of implementing portfolio processes; helpful suggestions and useful strategies are also included. Also included are worksheets for recording portfolio progress, activities for reflection, and assessment tools. Kerr, Rob. (1999) Self-Discipline: Using portfolios to help students develop selfawareness, manage emotions and build relationships. Pembroke; Ontario. ISBN: 1-55138-104-4. This book contains practical exercises that focus on the development of intelligent self-control in youth. The 36 living skills activities encourage learners to explore and learn different strategies for developing self-awareness, managing emotions and building relationships. Kimball, Miles A. (2003) The Web Portfolio Guide: Creating Electronic Portfolios for the Web. Addison Wesley Longman, Inc. ISBN: 0-321-09345-3 This book contains good theory and practical applications; it is well organized. Moon, Jennifer. (2001) Reflections in Learning and Professional Development: Theory and Practice. Taylor & Francis Group. ISBN: 074943452X. This book provides an overview of reflection as a strategy for learning and development. This work includes a discussion of literature about reflection, different reflection techniques, a new model of learning, and reflective activities. Shaklee, Beverly D et.al. (1997) Designing and Using Portfolios. Allyn and Bacon; Massachusetts. ISBN: 0-205-16259-2. This book outlines the process of portfolio assessment as authentic assessment. Also included are strategies for designing portfolios, collecting data, making decisions about curriculum and instruction, and reporting progress.
License Model: 
Free (or unattributable)
Suppliers
Creators: 
Trainers: 
Consultants: 
Online: 
Supporters: