http://www.edc.org/CCT/BSC/work-bin/jsuesse/portfolio.htm
OR
http://www.bankstreet.edu/graduate/student/jsuesse/portfolio.htm
| Introduction | ||
| The theme of my portfolio is “the slow way is the fast way.” To me, this means that real learning happens in its own time. Growth is an ongoing process that cannot be rushed, but can be supported. By sharing six captions and artifacts—each representing an important milestone in my professional development—my portfolio explores what this philosophy of education means for me in my role as a teacher, leader and guide. | ||
| 1: Beginner's Mind: Learning to See Children Anew |
Social Context of Learning
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| Based on my observations and child study of an eighth-grade student, this caption explores how my understanding of this child evolved over time. I reveal how stereotypes can impact my work with children and describe learning to confront my prejudices and blind spots by cultivating an open-minded attitude. | ||
| 2: The Power of Alignment: Fostering Independence and Confidence Through Integration |
Educational Philosophy
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| By creating an online philosophy web to represent my adolescent and adult experiences with Longacre Expeditions, this artifact describes how to support learning through organizational alignment of structure, culture and philosophy. | ||
| 3: Teaching Through Inquiry |
Curriculum
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| Based on my student teaching experience with a fifth/sixth grade science class, this board game represents my understanding of what teaching and learning through inquiry-based curriculum means in practice. The caption documents a practical application of a “slow way approach” in a classroom setting. | ||
| 4: Using Thoughtful, Subject-Centered Technology to Enhance a Literature Community |
Curriculum
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| This curriculum blueprint represents how the use of an online discussion forum informs my philosophy of curriculum design and teaching. This caption describes how a curriculum built around the steady accumulation of quality experiences can push students and teachers into the heart of a subject. | ||
| 5: Learning to Explain Ourselves: Welcoming Growth and Differences in the Classroom |
Human Development
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| This autobiographical knot documents a moment of adult insight that helped me to link my own experience of adolescence to my work with children. The caption discusses the difficulty of discovering satisfactory means of self-expression and describes my role as a teacher in fostering learning and independent thought. | ||
| 6: The Discipline of Reflection |
Educational Philosophy
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| Based on my student teaching journal, this trouble tree serves as a representation and reminder of my personal discipline of reflection. The caption documents four functions of my journal in my teaching as well as my commitment to developing my students’ own reflective practice. | ||
| Conclusion: Looking Forward | ||
| This portfolio helped me to focus on my work with children and reflect on how my experiences inform my teaching. Not only did I expand my own range of self-expression and experience firsthand a non-standard type of assessment, but I had the opportunity to work in close collaboration with thoughtful colleagues and mentors. | ||
| Key Theoretical Influences (Click here for complete Bibliography) | ||
| Atwell (1998), Ayers (1993), Bruner (1966), Dewey (1938), Haberman (1995), Kohl (1998), Meier (1995), Paley (1995; 2000), Palmer (1998), Phelan et. al. (1998), Schön (1983), Suzuki (1971), Vygotsky (1978), Whitin & Whitin (1997), Wilber (1991). | ||
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