Reflection portfolio

This can be particularly useful if the portfolio is to be shared with external audiences unfamiliar with the coursework such as parents, other educators and community members. What processes will be engaged in during the development of the portfolio? One of the greatest attributes of the portfolio is its potential for focusing on the processes of learning.

Reflection portfolio

End of the Trail, Beginning of the Journey Organizing the core elements of my professional life as an educator into a single comprehensive document, structured as a professional portfolio, has truly been a growth experience for me. All of the thoughts, ideas, passions, and perspectives were in my head somewhere, but it was both challenging and rewarding to examine them in depth and state them in so many words.

The portfolio itself was originally created as part of the Master of Arts in Teaching and Learning program at Nova Southeastern University, which I Reflection portfolio in Since then, I have continued to grow as a professional educator.

This growth is reflected by the updated artifacts and professional portrait information. In referring graduate students to my portfolio as a reference and example, I realized that it was sorely in need of an update.

Use of Reflective Portfolios in Health Sciences Education

Every element of the portfolio has been updated, and the structure has been streamlined and improved. Like the original creation of the portfolio, this revision process has been challenging and rewarding, as I have taken another reflective look at my teaching and professional career in education.

I did decide to keep the same pictures, since I looked younger five years ago. The artifacts created and included in this portfolio include a wide variety of teaching tools implemented in my classroom. Each artifact was used in at least one of my music classes or in my work with the MATL program.

Reflection portfolio

Taken collectively, the artifacts demonstrate professional capability, creativity, and significant professional growth. Those artifacts used directly with my music students, such as the individual reflection and the brainstorming webelicited strong responses from my students.

They helped create a more interactive, student-centered environment in my classroom. The problem statement guidelines and graphic organizers are creative approaches toward addressing the needs of my graduate students in an online delivery system.

Some of the most dramatic growth I have experienced in recent years has been through the incorporation of the World Music Drumming curriculum, as evidenced by the website and sample set I created to facilitate the curriculum.

The creation of this portfolio has been an important part of discovering, implementing, and evaluating new teaching tools in my classroom. I have seen a dramatic increase in the motivation, cooperation, and reflection skills of my students through the implementation of new ideas.

In order to do so, I challenged myself to step away from the routine, away from the mundane, and to embrace new instruction and assessment strategies whole-heartedly.

While this was sometimes uncomfortable, it allowed me the opportunity to grow in ways I had not thought possible prior to creating this portfolio. The portfolio itself was not the means of this transformation, simply a catalyst and reflection of the process.

I had originally planned to create my portfolio the old-fashioned way, piling a stack of paper documents into a three-ring binder and attempting to form a creative structure for the whole thing.

After looking through the course materials for Action Research in Practice a course which focused on portfolios as tools for professional development and viewing examples of digital portfolios, I was inspired to take my limited knowledge of HTML design and create my own.

During the process, I became intimately familiar with structuring an HTML document, incorporating images and other files, and including assignments and artifacts in the document.Probably the most common portfolio reflection task is the completion of a sheet to be attached to the sample (or samples) of work which the reflection is addressing.

The possibilities for reflection questions or prompts are endless, but . the reflection portfolio are found below.

Final Reflection

The reflection portfolio and its sections You will be given additional guidelines in connections to seminars. These guidelines will ask you to process your notes for each given content area (2–6 .

Reflection portfolio

Reflection: The step that makes a portfolio more than just a collection of work. As you move through your education, experiences will begin to present themselves that cause you to reconsider your perspective, change your mind, or deepen your understanding.

The portfolio itself was not the means of this transformation, simply a catalyst and reflection of the process. In creating the Hyper-text Markup Language (HTML) version of this portfolio, I stretched myself from a technological standpoint as well. The portfolio itself was not the means of this transformation, simply a catalyst and reflection of the process.

Portfolio Reflection

In creating the Hyper-text Markup Language (HTML) version of this portfolio, I stretched myself from a technological standpoint as well.

This portfolio was made so that I can show off what I have learned from this class, and show off just how much I have improved as a writer. The work that I selected show that I have made incredible progress this term.

Final Reflection: Final Reflection: My Portfolio