Department of English Winter Semester 2015/16 Information: Module 3 Portfolio
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Department of English
Winter Semester 2015/16
Information: Module 3 Portfolio
Signing up for the portfolio
• Sign up for Module 3 Portfolio in the Fremdsprachensekretariat
• Deadline for signing up: – Summer semester 30th July – Winter semester 15th February
Handing in the portfolio
• Deadline for handing in the portfolio: – after summer semester/Staatsexamen in spring:
30th September – after winter semester/Staatsexamen in autumn:
31st March
• Extension (apply to Marita Schocker): – to 1st November after summer semester – to 1st May after winter semester
• No support for samples of work in semester before the final exams cycle
Module 3 Portfolio
• Portfolio: documents your learning process • Module 3 Portfolio: focus on Module 3
competences – shows your achievements – showcases examples of your work that
demonstrates your professional development – reflects on your learning process – builds on what you have learned
The Three Parts of the Module 3 Portfolio Part 1 Part 2 Part 3
Reflecting on Personal Experience as a Tool for Professional Development
Teachers as Researchers
Teachers as Specialists (eg in Linguistics, Literature, Cultural Studies, Specific Issues in LTL)
Module 3 Portfolio – 3 parts
Each part: • includes personal reflection • supported by Einlagen – examples of your
work • worth 25% of final mark (plus 25% for
language and formal requirements)
Reflection
• demonstrate ability to critically examine your development
• based on what you have learned eg – seminars – time spent abroad – teaching practice – conferences – self study
• linked to specialist literature you have read
Examples of Work
• Include examples of your work for each section to: – show evidence of development – support and illustrate your reflection – show your achievements
• These may be in the form of – written texts – video / audio files – photo documentation – multi-media formats
Support Available
• stimulus questions for personal reflection to help you intended as prompts - do not need to answer all
• see Module 3 Portfolio Information for full list of questions (on website, October 2015)
• opportunities to gather material in seminars: for list see Module 3 Portfolio Information
Part 1: Reflecting on Personal Experience as a Tool for Professional Development
1.1 English Language Learning Biography
Language Learning
and Language Teaching
1.2 Writing Biography
My Development as a Writer
(WHR HF & GS only)
1.3 Reading Biography
My Development as a Reader
show how your experience fits in with approaches to language teaching and theories of language acquisition (relate experience to theory)
show that you understand the writing process and can relate your experience to theory (both general and academic / job-related writing)
show that you understand the importance of reading for your personal and professional development based on what you have read (not films / multimedia texts)
Part 1: Reflecting on Experience
• In your reflection you need to: – write about your personal experience – integrate reference to relevant reading. – choose examples of work to illustrate
• Refer to your sample(s) in your reflections to show: a) Where the examples of work come from b) What you learnt from the examples of work c) How what you learned has influenced, or will
influence your professional development.
1.1: Language Learning Biography • stimulus questions for personal reflection • in three parts to help show development
a) What were my ideas about supportive language learning environments before I took up my studies?
b) What have I learnt during my studies? c) What are my future goals?
• option: longer reflection without a work sample for Part 1.1.
Examples: teacher role, a task
1.2: Writing Biography
• You can write about:
– Writing in school – Everyday writing – English for academic purposes (EAP)(eg research
paper) – English for occupational purposes (EOP)(eg
lesson plans, worksheets)
1.2: Writing Biography
• stimulus questions for personal reflection • questions in three parts to help show
development over time • consider the influence of your writing on:
– purpose, audience – feedback – form focus
• relate your experience to specialist literature
1.2: Writing Biography - Example From Using Films in the English Language Classroom • task: write article for teachers' magazine about a film • peer evaluation of draft version in class • edit and improve article on basis of peer feedback As part of Writing Biography: • reflect on the writing process • append an extract from article • explain how writing process (re-drafting, using peer feedback) led to improvement in your writing • refer to theory (eg strategies, role of feedback)
1.3: Reading Biography
• stimulus questions for personal reflection • in three parts to help show development
a) Early Reading Experience b) Reading during my studies (personal development
as an ‘intercultural speaker’ and professional development as an EFL teacher)
c) Reading to support language learning in the EFL classroom (ie reading strategies, intercultural awareness)
Part 1: Organization and Length
Reflections Work samples 2 - 3 pages on each relevant section WHR HF, GS - 6 – 9 pages WHR NF - 4 - 6 pages
not more than about 5 pages per section WHR HF, GS - 15 pages WHR NF - 10 pages
Part 2: Teachers as Researchers
2.1 Classroom Research/Exploratory
Practice
2.2 Applying Research Methods
all WHR HF only Module 3.1 = Exploratory Practice (all) Module 3.3 = Introduction to Research Methods (WHR HF only, bibliography for relevant reading)
2.1: Classroom Research
• carry out a classroom research project OR • carry out a study based on products from the
classroom (eg learner texts) or extracts from textbooks or a video
• reflect on your findings and their relevance • append extract from research project or study
including feedback from member of staff or mentor
2.1: Classroom Research
• in this section reflect on your role as a classroom researcher
• key questions:
1) Identification and description of an issue 2) Information about your context / the task 3) Collection and organization of data 4) Analysis / Interpretation of data 5) Conclusion 6) Reflection
2.1: Classroom Research
• Your reflection should show:
– knowledge and appropriate use of theory and methods of classroom research in English
– ability to evaluate relevance for own professional development
– awareness of differentiation for heterogeneous groups of learners
2.1: Classroom Research - Example
From Literature: Young-adult Literature possible research questions for classroom research project (eg Professionalisierungspraktikum or ISP):
– What tasks are suitable for developing ICC through literature in the English classroom?
– What criteria should one use to choose appropriate literature for use in the English classroom?
2.2: Applying Research Methods
WHR HF only • evaluate a study carried out in the course of your studies • reflect on your role as researcher - focus on research methods used in Linguistics, Literature, Cultural Studies or related to a specific issue • reflect on relevance of disciplinary research for your professional development
2.2: Applying Research Methods
• basic research skills through relevant reading (reading list provided) and Exploratory Practice
• specialist areas covered in Module 3 seminars
or courses during a semester abroad
2.2: Applying Research Methods An Example from Linguistics: Interview study / analysis of learner texts Competence # 12: ‘can apply knowledge of language acquisition to learner texts’ • Research question: What ideas of language acquisition do teachers have? Where do their ideas come from? In what way is this related to what they do in their EFL classrooms (illustrated by learner texts)? In how far are their ideas and approaches in line with relevant language acquisition theories? • Research principles and methods: eg selecting a sample; designing an appropriate interview guide, selecting criteria for learner text analysis • Research findings: Presenting and reflecting findings (eg reasons for possible discrepancies, insights gained for your own professional development).
Part 2: Organization and Length Reflections Extracts from research
project
about 2 pages per section (more if you wish) WHR HF - 4 pages (2.1 and 2.1) WHR, GS - 2 pages
not more than about 8 pages per section WHR HF - 16 pages (2.1 and 2.2) WHR NF, GS - 8 pages
Part 3: Teachers as Specialists
• opportunity to focus on the specialist areas: – Linguistics – Literature – Cultural Studies – Specific Issues in Language Teaching and
Learning (WHR option only) • reflect on experience gained in seminars
AND/OR other experience eg study abroad, congresses, theatre projects, excursions
Part 3: Teachers as Specialists • show development of Module 3 competences • give overview of competences in table (Appendix 2) • reflection organised in Part 3a and 3b Part 3a WHR HF and GS: Choose two of your specialist areas and write a reflection based on the stimulus questions in Appendix 1. Part 3a WHR NF: Choose one of your specialist areas and write a reflection based on the stimulus questions in Appendix 1. Part 3b Summarise briefly (1 page max) how you have developed competences in your other specialist areas (eg outline relevant seminars attended at PH, significant books you have read, experience abroad ...). • We recommend that you include a copy of your Studienplan. • stimulus questions for personal reflection in Appendix 1
3: Teachers as Specialists - Example
Example of work done in Literary Studies seminar • analyse features of various genres, then discuss criteria for how to select an appropriate genre for a classroom • choose a book and develop tasks for a classroom • relate tasks to relevant competence models for reading texts (theory), eg reader response; ICC • use opportunity to try out tasks during teaching practice (PPP or ISP)
3: Teachers as Specialists - Example
In a reflection you could: – write about types of literature initially considered
suitable – explain how / why you modified your initial ideas – evaluate what you learned from using your tasks – assess what you gained from experience overall – mention opportunities for further development – relate your experience to specialist literature
3: Teachers as Specialists - Example
Support your reflection by: – appending your list of selection criteria – integrating analysis of it in your reflection – appending samples of the tasks and comments from
learners/peers/participating colleagues – at least one sample needs to include feedback from
member of staff – referring to relevant scholarly literature
Part 3 Organization and Length
Reflection Samples of Work WHR HF and GS 3a: 3 – 6 pages 3b: 1 page summary WHR NF 3a: 2 – 3 pages 3b: 1 page summary
WHR, GS – not more than 12 pages WHR NF – not more than 8 pages
FAQs – When?
When do I have to hand it in? At the end of your 7th semester (or later)
You need to have taken part in all the necessary seminars in Module 3 (or be able to demonstrate that you have acquired the competences elsewhere) before you complete the M3 Portfolio. You can hand in the portfolio in your 7th semester or at another time.
FAQs – How?
Do I have to take part in all the seminars listed for Module 3 in my Studienplan? You must be able to demonstrate that you have gained all the competences listed in the Studienordnung. If you successfully take part in a seminar listed in your Studienplan, you will get a signature from your instructor to confirm that you have participated in the seminar and in this way have gained some of the M3 competences required. By attending all the seminars you will have the opportunity to gain all the competences required. If you choose to acquire the competences elsewhere (eg during a semester abroad or by taking part in a conference or workshop), then you must be able to demonstrate how you have gained the competences (eg by showing the work you did as part of a seminar done abroad along with a transcript of your grades).
FAQs – How?
What form is required?
a cover sheet; an index; a list of samples of work, where they are from, whose feedback they include; a signed plagiarism declaration form; two copies & text on CD an introduction reflecting on the purpose and individual focus of the portfolio a conclusion reflecting on the learning outcomes of the portfolio and drawing the three parts of the portfolio together. a complete bibliography; see style sheet.
FAQs – Marking?
Who marks the Module 3 portfolio? • professors in the English department What are the marking criteria? • marked according to criteria based on competences in Examination Regulations for Module 3 • portfolio needs to demonstrate that you have gained the competences listed • 25% for each of the 3 parts • 25% for language and formal requirements
FAQs – Contribution of M3 PF to final grade?
It depends which degree course you are doing and whether English is your main subject. Ask Prüfungsamt to be sure.
FAQs – Samples of work?
What qualifies as ‘samples of my work’? • work done
– as part of your seminars at PH – during semester abroad – in other contexts
• reflection should be recent, but work itself can be from earlier stages • important thing is that samples help you describe and critically reflect on your learning process and the competences you have developed
FAQs – Samples of work?
How do I ‘critically reflect’ on my learning process? Just describing your experience is not enough. It is important to consider your personal experience in the context of the theory you have learnt about and literature you have read. You must include references to specialist literature in your reflection. Rougly speaking: • I experienced … • The literature (+ citation) says … • Therefore, my experience is … (typical, unusual)
FAQs – Samples of work?
Do samples of work have to include a mark? • samples of work done at PH must include some kind of feedback • can, but do not have to include a grade • feedback may be
– on content and/or language – from staff, peers or a tutor
• examples of work done elsewhere may be included without feedback if none available
FAQs – Samples of Work
Does the mark I originally gained for the sample of work count? • mark gained for original not the focus here • assessment of whether your reflection in combination with sample convincingly demonstrates your competences and development
Can I use work done in pairs or groups?
• samples of work can be used if clear who worked on which parts • reflection must be your own work
FAQs – Samples of Work
Can I use re-worked versions of work done previously? • No - work samples must be original piece including original comments/mark/feedback
Can I use the same sample of work for more than one section of the portfolio? • No - work done in seminar may be suitable as a work sample for more than one part, but can only form the basis of ONE reflection
FAQs – Further Information
Who can I contact if I have any questions? Send an e-mail to: [email protected] FAQs on Module 3 Portfolio will be updated and published on website on regular basis.
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