Willow Wind
Upper School
Portfolio and Inquiry Project
Handbook
2014 - 2015
Portfolio Project for Grades 6 – 8
The heart of the portfolio process is reflection. Reflection is taking the time to give careful consideration to work and self, to look at the evidence and honestly assess learning and growth. As students learn to analyze their own work, they begin to identify their own strengths as well as the areas where they need to improve. Using this information, students can set goals, assess their own progress and communicate with others about what they have learned. This process continues with increasing complexity, increasing independence and development of higher-level thinking skills.
Reviewing and reflecting on this work leads to setting personal goals for improvement and celebrating accomplishments.
The Portfolio contains a collection of student work from grades 6-8 in the areas of:
Personal Reflections
Core Academic Knowledge
Reasoning & Problem Solving
Civic & Social Responsibility
Sustainability
Personal Interests Outside of School
Inquiry
The “Portfolios in Progress” will be utilized during conferences throughout the middle school years at Willow Wind. Portfolio conferences provide an opportunity for a sustained and focused conversation about learning. They honor the student as knowledgeable about his/her accomplishments and offer students the chance to set goals to address areas that are challenging. The portfolio itself becomes a treasured collection of work samples that show growth and expertise in a variety of areas, connecting content, concepts, and skills from the disciplines in an integrated way. This provides an authentic context for self-evaluation.
Each Parent Partner student in grades 6, 7 and 8 will be required to compile a portfolio. The core teachers will work with the students to begin the collection of evidence and creation of materials throughout their middle school years. During the spring of their 8th grade year, students will be assigned to a teacher mentor. Willow Wind will celebrate the accomplishments of the students at a Portfolio Celebration Evening in the spring. This will be an opportunity for students to present their work to the Willow Wind Community.
At Willow Wind, all students in grades 6, 7 and 8 complete an inquiry project each year. As 6th graders, students do a class inquiry, 7th graders work on their inquiry projects in small groups and all 8th graders complete a capstone project individually. All of these projects are connected to the students’ topics of study. These inquiry projects are included in their portfolios. A more detailed description of the inquiry projects is included in this handbook.
Required Elements to be Included in the Portfolio
Personal Reflections
Introduction: Who I am…
This piece will be completed in 8th grade as an overall introduction to the
completed portfolio.
A writtenpiece describing his/her academic strengths, weaknesses and goals as well as a
description of how he/she learns best. This will be updated each year
“This I believe….” Essay
Essential Knowledge Artifacts:3 pieces of evidence for each Essential Knowledge Areas
Artifacts will demonstrate strong skills in reading, writing and speaking as well as the
ability to understand and express ideas about important human issues through literature and writing
Artifacts will show a student’s ability to solve mathematical investigations and demonstrate
proficiency in math concepts taught at the middle level. Include artifacts that demonstrate the use of appropriate statistical methods to analyze data in other fields of study.
Artifacts will demonstrate that students possess an understanding of fundamental science
concepts and how they apply in the world by studying and regularly practicing the skills of a scientist including critical thinking, writing and presentation of scientific findings.
Artifacts will show an understanding of the achievements of various cultures throughout
history and an understanding of the foundations of the American political system.
Learning Results Artifacts: 3 pieces of evidence for each of the Learning Results Categories
Reasoning & Problem Solving:Artifacts will demonstrate reasoning strategies, knowledge,
and common sense to solve complex problems related to all fields of knowledge. Evidence that student’s can perform effectively on teams that set and achieve goals, conduct investigations, solve problems, and create solutions
Civic & Social Responsibility: Artifacts show how student’s take an active role in the community.
Sustainability:Artifacts willdemonstrate an understanding of natural and human
communities, andan awareness of how personal and collective actions affect the sustainability of these interrelated systems.
Beyond the Classroom:
6th & 7th graders will include evidence of learning activities initiated by the student that take
place outside of school.
8th graders will have an opportunity to spend time with a community mentor working in a
field of interest for the student. A written reflection of their experience will be included in this portfolio.
Portfolio Reflection
During the 8th grade year, each student will complete a Portfolio Reflection.
6th & 7th Grade Inquiry Projects
Include your final project and the completed rubrics.
8th Grade Capstone Project and Presentation
Portfolio Checklist
Personal Reflections
_____ Introduction: Who I am… - 8th Grade
_____ Academic strengths, challenges and goals – 6th Grade
_____ Academic strengths, challenges and goals – 7th Grade
_____ Academic strengths, challenges and goals – 8th Grade
_____ “This I believe….” Essay – 6th Grade
_____ “This I believe….” Essay – 7th Grade
_____ “This I believe….” Essay – 8h Grade
Essential Knowledge Artifacts:3 pieces of evidence for each Essential Knowledge Area
______Literature and Writing
______Mathematics & Problem Solving
______Science and Science Inquiry
______History and Government
Learning Results Artifacts: 3 pieces of evidence for each Learning Results Category
______Reasoning & Problem Solving
______Civic & Social Responsibility
______Sustainability
Beyond the Classroom
______Evidence of learning activities outside of Willow Wind.
6th Grade Class Inquiry Project
_____ Final Project with rubrics
7th Grade Small Group Inquiry Project
_____ Final Project with rubrics
8th Grade Capstone Project_____ Project with rubrics_____ Presentation
Portfolio Reflection : 8th Grade
_____ Reflection
Eighth Grade Internship:
Authentic Experiential Learning in Action
At Willow Wind, students are given substantial independence. While independence and initiative are encouraged, they are also taught that they are accountable for thorough completion of what they set out to do. Throughout the years at Willow Wind, they have developed many productive relationships with adults, including their teachers, the school administrator, and many parents. The Internship Program is designed to give our eighth grade students further experience being supervised by adults, accomplishing important work, and meeting adults’ expectations.
Eighth grade students are fascinated with their potential roles in the larger society and eager to explore these roles through their own participation. Authentic work experiences are an important part of their exploration of the world. At Willow Wind we have designed an Internship Program to give students the opportunity to experience this key aspect of adolescent development and exploration.
It is important for adolescents to be authentically exposed to the larger society they will enter. Amid all the tumult, inconsistency and insecurity, we need to remember that they can do much more than we typically expect when given the chance and proper support.
There is no such thing as a typical internship. While each internship experience is different, all are valuable for the intern.The goal is that middle school students participate in authentic, productive, necessary work. In the past, we have had students work at the public library, migrant Head Start, a forge, a horse rescue facility, a photo shop, a butcher shop, with school district computer techs and a variety of other places. That being said, there are some uniform guidelines:
During second semester, all eighth grade students will be asked to identify a place for their internship. Teachers will help guide students in this process. Students will write a letter of inquiry, personally contact the internship site and set-up their own hours.
Students will work for at least 5 hours over the course of their internship
During the internship, all students are required to keep a daily journal to help process the experience
Specifically, they are asked to reflect on the questions below:
What did you learn about the organization you chose for your internship?
What was a typical day like?
What did you learn about yourself and your work habits?
What skills did you use to be successful in this job?
Are you interested in this field of work? Why or why not?
In hindsight, how was the process of securing your internship?
What did you do well? What would you do differently?
What advice would you give to someone who has not gone through the process?
before?
Once the internship experience is completed, students will receive feedback from their supervisors. They will also speak to the 7th and 8th graders about their experiences. A reflection will be included in their 8th grade portfolio.
What is the Inquiry Project?
An inquiry project is a study into a worthy question, issue, problem or idea. Inquiry involves serious engagement and investigation and the active creation and testing of new knowledge. Inquiry-based learning involves asking questions, researching, making discoveries, and rigorously testing those discoveries in search of new understanding.In our dynamic, knowledge-based society, students must develop the ability to attain knowledge as well as problem-solving skills. Knowledge of facts alone is not enough in the 21st century. Students should develop the ability to apply their knowledge in realistic, problem-solving situations. They also need to develop skills for self-directed learning and to explore new knowledge areas. While working on their inquiry projects, students will work in teams and become skilled in presenting their work and results. Inquiry-based learning provides them with competencies in lifelong learning, in problem-solving and in scientific reasoning. These are exactly the competencies pupils will need beyond school in order to be prepared for their professional lives in a continuously changing future.
Elements of an Inquiry Project
Authenticity
The study emanates from a question, problem or exploration that has meaning to the students.
Academic Rigor
The inquiry leads students to build knowledge that leads to deep understanding
Students develop habits of mind that encourage them to ask questions of:
Evidence (how do we know what we know?)
Viewpoint (who is speaking?)
Pattern and Connection (What causes what?)
Supposition (How might things have been different?)
Why it matters (Who cares?)
Assessment
On-going assessment provides timely descriptive feedback and utilizes a range of methods, including peer and self evaluation. Students reflect on their learning using clear criteria.
Beyond the Classroom
The study requires students to address a question, issue or problem, relevant to the curriculum, but grounded in the outside world. Students develop organizational and self management skills.
Elaborated Communication
Students have extended opportunities to support, challenge, and respond to each other’s ideas.
The study requires students to conduct research, share information, make decisions, solve problems, create meaning and communicate with various audiences inside and outside the classroom.
Connecting With Experts
The study requires students to observe and interact with adults with relevant expertise and experience.
Use of Technology
Technology is used in a purposeful manner that demonstrates an appreciation of new ways of thinking and doing.
Criteria / (5) Exceeds / (4) Meets / (3) Needs Improvement / (2) Does Not Meet / ScorePresentation / Excellent projection, clarity, pace, eye contact and posture. Enthusiasm for the topic. / Good projection and clarity. Sufficient posture and eye contact. Displays interest in the topic. / Fair projection, difficult to hear. Some eye contact and some interest in the topic. / Poor projection, barely audible. Poor posture, infrequent eye contact, no interest in topic.
Visual Display / Visuals do not stray from the text. All visual images are highly relevant and sufficiently detailed.All works are cited with in the presentation. / Visuals do not stray from the text. All visual images are relevant and detailed.Most works are cited with in the presentation. / Most visuals do not stray from the text. Most of the visual images are relevant and detailed. Only 1 or 2, at most, of the visual images seem to be a "stretch" for relevancy.Few works and cited with in the presentation. / Most visuals do not stray from the text. Most of the visual images are relevant and detailed. Three or more of the visual images seem to be a "stretch" for relevancy.Work are not cited.
Format / Excellent research, preparedness, organization, and quality of message. / Adequate research and organization. / Some research and organization. / Minimal research, no organization.
Content / Full understanding of topic. / Good understanding of topic. / Partial understanding of topic. / Poor understanding of topic.
6-8th GRADE GROUP INQUIRY PRESENTATION RUBRIC
Inquiry Project Rubric (pg 1)
Beginning / Developing / AccomplishedInquiry Question Development and Selection / Question/topic meets requirements to research and develop understandings. Question lacks originality or is close-ended. Student is limited in the research or sources available for support. / Question/topic allows student to develop understandings beyond what is already known.
Student is able to draw new understandings and create original meaning within question/topic researched. / Question/topic is both original and creative. The question provides the student with several directions in which to guide research. The student is able to incorporate the question within areas within the school community, local community and beyond.
Research and Development / Student has limited scope of research and is lacking valid background information from a local “expert” source. Research is mainly gathered from generic sources which approach the inquiry more on the surface. / Research has been conducted using a logical well-outlined plan. The student has incorporated a range of research information beyond internet sites. The local “expert” provides depth of understanding and the student has integrated local resources into their information. / Research is well organized and has followed a plan. Student has adapted research plan as new information / sources arose. Student has sought out one or more resources and worked extensively with their expert in order to develop depth of understanding.
Written Format / Introduction: Lacks clear format containing statement of inquiry question.
Body: There is limited organization of supporting research, evaluation of information, and local expert input.
Conclusion: Summary is limited in information and findings/understandings of inquiry are not clearly stated.
Conventions: Format lacking in paragraph structure. Numerous punctuation and spelling errors occur. / Introduction: Clear introduction stating Inquiry question and related details leading to the body of the paper.
Body: Body contains clear summary of research, complete details of findings and unexpected findings. A clear description of who your expert is and how they assisted.
Conclusion: Summary clearly states your findings from your inquiry. Conclusion brings your inquiry full-circle from original question to what you have concluded.
Conventions: Paper follows research/essay form with clear paragraph structure. No more than three punctuation and spelling errors occur. Word choice is unique and diverse. / Introduction: Very creative “hooking” the reader into your inquiry. Question is clearly stated with expected findings included. The introduction to your research plan is detailed and extensive.
Body: The body is well formatted thoroughly describing your research plan, what you have learned, what went well and what was challenging. Thorough background of your expert source and what they contributed to your inquiry.
Conclusion: Conclusion clearly states findings from inquiry research. A summary of research, expert opinions, and your own perspective are well integrated into the conclusion.
Conventions: Paper is well formatted. Very clear beginning, body, ending. No spelling or punctuation errors. Risks with complex sentences and grammar are evident. Diverse and creative word choice.
Inquiry Project Rubric (pg 2)
Written Communication - Content / Written report lacks clear organization. Thesis / rationale statement, lacks clear organization and details. The written content begins to communicate what the student has learned but is missing some clear details of findings from experts in the field. / Written report follows a clear and logical sequence clearly stating what the inquiry question is, what new questions developed from the research, and how the research adapted as new information formed. Written report includes information directly related to the student’s expert in the field. / Written report is clear and concise following a very organized format expressing discoveries developed from the beginning of the inquiry, how the inquiry adapted through the gathering stages and how the students expert in the field help clarify and guide the research and findings. Findings are clearly stated.Presentation / Presentation has information on the inquiry project yet lacks clear organization. Inquiry presentation shares findings but the speaker lacked clear knowledge or confidence in the subject. Some technology was used, possibly a Powerpoint / slideshow but originality is lacking. Student / local expert was not present or involved. / Presentation is engaging and inclusive of information from the beginning of the [project, through the gathering of information stages, and into building conclusions. Student is confident in speaking to the audience and is capable of responding to questions from the audience. A clear interest and understanding is present with the speaker. Technology is utilized and is engaging for the audience. The presenter is confident and able to use the technology to enhance the presentation. Student/local expert was present or involved. / Presenter has a very thorough understanding of the inquiry project and process. Presentation clearly shares the process the student utilized in creating the inquiry question, designing a research plan and adapting the research as both information and guidance from their local expert developed. The presenter has included their local expert within the presentation and utilized resources outside of the basic requirements. Presenter used technology beyond the basic slide show and explored using technology that builds upon the audiences interest.
Portfolio & Inquiry Project Due Dates