Lesson Plan. Preparation

Transcription

1 Portfolios Practicum in Fashion Design Lesson Plan Performance Objective Upon completion of this lesson, each student will demonstrate how to create a portfolio and their benefit. Specific Objectives Define a career portfolio Identify the types of information employers want to see in a candidate s career portfolio Prepare for post-secondary education, and/or a career, by developing a career portfolio Learn how to use a portfolio to their benefit, how to maintain a portfolio, and what important components should be included in a portfolio This lesson should take three class days to complete. TEKS Correlations This lesson, as published, correlates to the TEKS listed immediately below. Any changes/alterations to the activities may result in the elimination of any or all of the TEKS listed. Practicum in Fashion Design (c) Preparation o (1) The student demonstrates professional standards/employability skills, as required by business and industry. The student is expected to: (A) Identify and participate in training, education, or certification to prepare for employment; (B) Identify and demonstrate positive work behaviors and personal qualities needed to be employable, such as self-discipline, self-worth, a positive attitude, integrity, and commitment; (C) Demonstrate skills related to seeking and applying for employment to find and obtain a desired job, including identifying job opportunities, developing a resume and letter of application, demonstrating effective interview skills; and (D) Maintain a career portfolio to document work experiences, licenses, certifications, and work samples. 1

2 o (3) The student implements advanced professional communications strategies. The student is expected to: (A) Adapt language for audience, purpose, situation, and intent; (B) Organize oral and written information; and (C) Interpret and communicate information, data, and observations. Reading I, II, III (b) (1) The student uses a variety of word recognition strategies. The student is expected to: (A) apply knowledge of letter-sound correspondences, language structure, and context to recognize words; and (B) use reference guides such as dictionaries, glossaries, and available technology to determine pronunciations of unfamiliar words. (2) The student acquires an extensive vocabulary through reading and systematic word study. The student is expected to: (A) expand vocabulary by reading, viewing, listening, and discussing; (B) determine word meanings through the study of their relationships to other words and concepts such as content, synonyms, antonyms, and analogies; (4) The student comprehends texts using effective strategies. The student is expected to: (A) use prior knowledge and experience to comprehend; (B) determine and adjust purpose for reading; (C) self-monitor reading and adjust when confusion occurs by using appropriate strategies; (D) summarize texts by identifying main ideas and relevant details; Public Speaking I, II, III (b) (4) Organization. The student organizes speeches. The student is expected to: (B) organize speeches effectively for specific topics, purposes, audiences, and occasions; (7) Delivery. The student uses appropriate strategies for rehearsing and presenting speeches. The student is expected to: (C) develop verbal, vocal, and physical skills to enhance presentations; College and Career Readiness Standards Cross-Disciplinary Standards I. Key Cognitive Skills D. Academic behaviors 1. Self-monitor learning needs and seek assistance when needed. 2. Use study habits necessary to manage academic pursuits and requirements. 3. Strive for accuracy and precision. 4. Persevere to complete and master tasks. 2

3 Tasks Students will create a career portfolio. Activities Have students create a portfolio using the Portfolio Guidelines. They will choose a sample of their current work to add to the portfolio and evaluate each entry by completing the Student Reflection Sheet before adding the document to the folder. Inform the students that it is expected they keep the portfolio for the following year. Accommodations for Learning Differences It is important that lessons accommodate the needs of every learner. These lessons may be modified to accommodate your students with learning differences by referring to the files found on the Special Populations page of this website (cte.unt.edu). Preparation If possible, display each form on projector screen Copy the handout sheets and rubric for the students Have materials ready prior to the start of the lesson. Instructional Aids 1. Student handouts Materials Needed 2. Portfolio computer-based presentation 3. Portfolio Guidelines 4. Student Reflection Sheet 5. Three-Ring Notebook Paper protectors 6. Dividers Resources Office of Research, Office of Educational Research and Improvement (OERI) of the U.S. Department of Education, Do an Internet search for Kimeldorf, Martin, Portfolio Library and Selected Works Equipment Needed Teacher computer Projector (for digital presentation) 3

4 Introduction Learner Preparation Ask students what the benefits of using portfolios are. Ask students what employers are looking for in job applicants. Lesson Introduction Explain each form in detail and check for understanding. 4

5 Outline MI OUTLINE I. Portfolio definition A. Reflects a student's interests and achievements B. Exhibits a sample of a student s work that purposefully represents his or her efforts, progress, and achievements in one or more areas C. Includes a student s participation in selecting the contents, the criteria for selection, the criteria for judging merit, and evidence of the student s selfreflection II. Student portfolio components A. Cover sheet identifies the student B. Table of contents listing of entries C. Letter of Introduction introduces the student D. Application practical exercise that displays "real world skills" E. Résumé student qualifications F. Academic skills an entry from areas showcasing growth in content and real world skills, with a reflection sheet for every item G. Transcript provides the official record of a student's coursework and testing H. Letters of recommendation show how others view a student I. Special interests and awards special interests and awards achieved in or outside of school; a vital part of a student's total package NOTES TO TEACHER Have students brainstorm and list attributes they think employers look at or look for in prospective employees. Discuss how the images they post to social networking websites and the address names they choose can affect their ability to get a job. Show examples, real or created, of social networking websites and/or addresses that might cause a potential employer to disregard an application. Use the Discussion Rubric for assessment. 5

6 III. Benefits of the portfolio process A. Students will benefit from tangible proof of their abilities and achievements B. Intangible benefits come from closer selfassessment C. Students develop a sense of pride and ownership from collecting their best work D. A portfolio provides future employers, scholarship committees, or entrance committees additional evaluation tools II. Maintaining the portfolio A. Appearance neat and clean B. Update insert best work C. Evaluate reflect on work collected in the portfolio D. Replacement insert new work, displaying a greater mastery of skills III. Teachers are encouraged to be a mentor or wise advisor to the student during the preparation of the portfolio 6

7 Multiple Intelligences Guide Existentialist Interpersonal Intrapersonal Kinesthetic/ Bodily Logical/ Mathematical Musical/Rhythmic Naturalist Verbal/Linguistic Visual/Spatial Application Guided Practice The teacher will go over each form individually and thoroughly. It is extremely important that all students understand what is required of them in order to complete the assignment. Summary Review Why is it important to develop a career portfolio? What important components should be included in a career portfolio? Evaluation Informal Assessment Discussion rubric Individual work rubric Formal Assessment Portfolio rubric 7

8 Student Portfolio Guidelines Student portfolios should include: A. Cover sheet identifies the student B. Table of contents listing of entries C. Letter of Introduction introduces the student D. Application practical exercise that displays "real-world skills" E. Résumé student qualifications F. Academic skills an entry from areas showcasing growth in content and real-world skills, with a reflection sheet for every item G. Transcript provides the official record of a student's coursework and testing H. Letters of recommendation show how others view a student I. Special interests and awards special interests and awards achieved in or outside of school; a vital part of a student's total package 8

9 Portfolio Reflection Sheet Name Date Describe the portfolio item: Explain the purpose for including the item: Discuss what you learned, its importance to you, and what improvement you can make: 9

10 Name Date Discussion Rubric Objectives 4 pts. Excellent 3 pts. Good 2 pts. Needs Some Improvement 1 pt. Needs Much Improvement N/A Pts. Participates in group discussion Encourages others to join the conversation Keeps the discussion progressing to achieve goals Shares thoughts actively while offering helpful recommendations to others Gives credit to others for their ideas Respects the opinions of others Involves others by asking questions or requesting input Expresses thoughts and ideas clearly and effectively Total Points (32 pts.) Comments: 10

11 Name Date Individual Work Rubric Objectives 4 pts. Excellent 3 pts. Good 2 pts. Needs Some Improvement 1 pt. Needs Much Improvement N/A Pts. Follows directions Student completed the work as directed, following the directions given, in order and to the level of quality indicated Time management Student used time wisely and remained on task 100% of the time Organization Student kept notes and materials in a neat, legible, and organized manner. Information was readily retrieved Evidence of learning Student documented information in his or her own words and can accurately answer questions related to the information retrieved *Research/Gathering information (if relevant) Student used a variety of methods and sources to gather information. Student took notes while gathering information Total Points (20 pts.) Comments: 11

12 Name Date Portfolio Rubric Objectives 4 pts. Excellent 3 pts. Good 2 pts. Needs Some Improvement 1 pt. Needs Much Improvement N/A Pts. Visual Appeal Cover Page Table of Contents Letter of Introduction Application Letters of Recommendation Résumé Work Sample 1 + Reflection Work Sample 2 + Reflection Work Sample 3 + Reflection Work Sample 4 + Reflection Certificates & Awards Total Points (48 pts.) Comments: 12