运用学习历程档案於英语教学.ppt

1、運用學習歷程檔案於英語教學Using Portfolios for Teaching English,台大外文系 楊乃冬 副教授 Nae-Dong Yang, Ph. D. .tw October 14, 2005 94年度技專院校北區英語教學中心 專題課程講座研討會,2,Portfolios,Collections of students work Selected by the students With the teachers guidance To represent their learning experiences A type of persona

2、l assessment Related to classroom activities Assessing learning processes,3,Learning Strategy-Based (LSB) Instruction,A learner-focused approach to teaching that emphasizes both explicit and implicit integration of language learning strategies in the language classroom. LSB instruction helps student

3、s become more aware of available strategies understand how to organize and use strategies systematically and effectively learn when and how to transfer the strategies to new contexts,4,Procedures for LSB Instruction,Diagnosis Identifying students strategies, beliefs, needs, etc. Preparation/Awarenes

4、s-Raising Awareness-raising Goal-setting Instruction Presenting direct and informed instruction Offering plenty of different practice opportunities Evaluation Evaluating students strategy use and progress Evaluating the strategy instruction,Using Portfolio as a Learning Tool inFreshman English Cours

5、es,Application 1,General Procedures,7,Advantages of Using Portfolios,Promote the use of metacognitive strategies Motivate and enhance learning Help future independent learning Encourage collaborate learning Show learning process and progress Present learning results Help affective factors Others,8,D

6、isadvantages of Using Portfolios,It took a lot of time. It was too much trouble, a burden to prepare. Some students might complete it in a short time and cheat on some samples or fake the records. Some learning results and methods were hard to present. Some learning process might not be easily recor

7、ded.,9,Problems Encountered,Time management Studying, preparing the portfolios Learning attitudes Laziness, procrastination, indetermination Problems in keeping a record Information management How to select or organize work Other problems Computers, access with radio and the Internet,10,Concluding R

8、emarks,Most students had positive reactions toward using the portfolio in the LSB instruction. It offered directions and chances for learning. The portfolios revealed students learning process and results The portfolios also presented teachers instructional design and process,Incorporating Portfolio

9、s into the EFL Writing Classrooms,Application 2,12,Procedures for Writing Courses,13,Steps for Compiling Portfolios,Collect and select their works Prepare a written reflection (i.e., cover sheet) for each section Write a letter to the instructor Evaluate their own performance Prepare a table of cont

10、ents Organize the materials in a folder or binder,14,Guided Questions for Thinking about a Piece of Writing,Name of the piece I wrote: Why I wrote it: I wrote it for these people to read: I got the idea for this piece from/by: This is the _ (first, second, or third) draft. The hardest thing about wr

11、iting this was: Things I could do to make this a better piece of writing:,15,Questions for Reflection,How would you compare your writing now with the way it was at the beginning of this course? Has your thought about English writing changed in any way? What piece of work in you composition portfolio

12、 showed your development in this area? How did any revisions of these pieces contribute to your growth? In what specific ways had your writing changed?,16,Students Reactions,Most of the students held positive attitudes toward portfolios because portfolios Provide a chance to review and reflect on wh

13、at they have done and learned Reveal their progress, weaknesses, and strengths Provide a sense of achievement Facilitate autonomous learning by taking own responsibility,17,Using Portfolios in the Writing Course,Document students writing process Provide records of activities in class Raise students

14、awareness about taking control and responsibility of their learning the writing process Reinforce what they have learned Help students in self-reflection and self-assessment Provide the instructor with students feedback and valuable information for improvement Serve the function of evaluation,18,Cav

15、eats,Need careful planning on integrating portfolios into the class process, the students work, and the students assessment Need time to prepare for evaluation Assembling the finished portfolios Arranging Portfolio presentation and peer evaluation Arranging masterpiece sharing and peer evaluation Co

16、mpleting the final evaluation by the instructor,19,Suggestions for Teachers,To incorporating portfolios into English or writing courses, teacher should introduce the concepts of autonomous learning to students provide detailed guidelines to help students develop their portfolios emphasize self-refle

17、ction as an important element of portfolios,20,Suggestions (continued),Teachers could provide samples to help students understand what makes a good portfolio allocate adequate class time for assembling and sharing the portfolios arrange individual conference with the students for discussing their wr

18、iting and portfolios encourage students to include more than one type of material in the portfolio consider other media instead of paper for portfolios,21,Concluding Remarks,Portfolios do raise students awareness about learning strategies, facilitate their learning process, and may enhance their sel

19、f-directed learning.,From Traditional Portfolios to Web-based Portfolios,23,Goals of this Project,To integrate the concepts of portfolios, autonomous learning, and e-learning To design a Web-based learning portfolio (WBLP) system To explore how to use the learning portfolio system in Web-based learn

20、ing contexts as a learning and evaluation tool. To investigate its effectiveness and possible challenges and problems,24,Three Types of Courses,1. E-learning-based course with some augmented classroom meetings Online English Program 2. Classroom-based course with augmented Web-based learning materia

21、ls Freshman English English Composition Introduction to Second Language Acquisition 3. Pure e-learning course English Internship,25,The WBLP system: Freshman English,For learning To facilitate classroom instruction Supplementary online exercises and resources Handouts and guidelines to class activit

22、ies To assist students in taking control of own learning Goal-setting and plan-making For interaction To create additional channels for communication among students and the instructor after class Message board and Bulletin board For evaluation To facilitate multiple evaluations Self evaluation peer

23、evaluation Instructor evaluation,26,Web-based Portfolios vs. Paper Portfolios,Web-based Portfolios Easy to manage files High efficiency User-friendly Easy to revise writing and check errors Save paper, environmental friendly Can upload anytime Can record learning easily and accurately Can read and r

24、espond to each others writing,Paper Portfolios Have more ways to present the contents Provide an overview Show more details Good for eyesight Trouble in saving documents,27,Problems and Challenges Encountered,Technical design and implementation Time and effort in developing the WBLP system Communica

25、tions between the researcher/designer and programmers Clear directions and interface for the system Transition to web-based contexts Paper portfolios e-portfolios Classroom activities online activities Users and usage problems,28,Portfolios as a Learning Tool,Documentation Portfolios document the go

26、al-setting, planning, learning, monitoring, and evaluating processes Awareness-Raising Portfolios raise students learning strategy awareness Reinforcement Portfolios reinforce the LSB instruction Individualization Portfolios cater to individual differences and enhance independent learning,29,References,Brown, J. D. (Ed.). (1998). New ways of classroom assessment. Alexandra, VA: Teachers of English to Speakers of Other Languages, Inc. Farr, Roger and Bruce Tone (1994). Portfolio and Performance Assessment: Helping Students Evaluate Their Progress as Readers and Writers. Fort W