Presentations of Learning

Authors read this semester in Humanities is here. 

PoL Checklist, 2011

The Packet

________ Cover Letter

_______ Significant Learning #1

________ Significant Learning #2

________ Before this semester I didn’t know....

________ Author’s read this semester list

_________ A cover to the packet with name, date, and title

The Portfolio

_________ 10 portfolio tags (at least 1 in each realm)

The Visual/Presentation

_________ Some type of visual that you will use during your presentation to help you express your learning.
Presentation of Learning (PoL) Packet

Congratulations! You’ve been working very had, and now it’s time for you to show all the ways you’ve been growing and learning. That’s what the PoL is all about.

Your PoL includes three parts:

1. Packet
2. Portfolio
3. Presentation

Here are some general guidelines for each component of the PoL. More specific details and outlines are included, as well.

1. The Packet part will include:

            _____ A cover (include your name and date)

             _____ A cover letter (see attached outline and requirements)

            _____ Significant learning #1 for the year (personal)

            _____ Significant learning #2 for the year (academic)

            _____ A list of “before this semester, I didn’t know....”

            _____ A list of authors you have read this semester

2. The Portfolio is a collection of your work from the semester

            _____ 10-12 pieces, (2 for each class, at least 1 for each realm) tagged with helpful information

3. The Presentation will include you sharing:

            _____ Introduction (using key point from your cover letter)

            _____ Your significant learning (tell us what you wrote about)

            _____ Goals and plans for improvement for the upcoming semester

            _____ Answers to the audience’s questions.

            Some kind of demonstration or visual aid is required, whether in the form of a PowerPoint presentation; short video; slides or projected images of your work; small display of your work; a musical, dance or skit component; or any other visual you can dream up that helps use know more about you! Be clear and creative.

Cover Letter Outline and Requirements

Your cover letter is a way to introduce yourself and your work to your audience. The cover letter should be approximately 1-2 pages long. The cover letter should be typed, proofread, and signed by you.

Part 1: Introduction

-       Thank your audience for listening to your PoL and viewing your portfolio.

-       If this is your first year at Compass, give some background on your educational experience before Compass.

-       How are you feeling about the school at this point in the year? What’s the year 

been like for you so far?

Part 2: Four Corners: In this section of the letter, you are writing your own “report card comments” for each class. Be honest and specific about how you are doing in each class.

Part 3: Goals and Plans for Improvement

-Name at least 3 things that you hope to improve upon in the second semester.

-What can you do to overcome challenges that you’re having in your classes?

-How can you build on your strengths more?

-What are you looking forward to in the second semester?

Sign your name at the end of the letter!

Significant Learning Outline and Requirements

The significant learning reflection gives you a chance to write about learning that you have had over the course of the school year. You will write two significant learnings each semester, 1 academic and 1 personal. At least one of these significant learnings should be from the knowledge or thinking and reasoning realm.

Your significant learning must:

            Be 1-2 pages in length, typed in size 12-14 font, and 1.5 spaced

            Have a title

            Have the realm the significant learning represents

            Be revised and as error free as possible

 How to write a significant learning:

            Step 1: Write a list of the things that stand out to you over the past semester (things you have learned, things you have learned about yourself, others, or the world, etc.)

            Step 2: Pick the things that mean the most to you. Make sure one of your learnings is in the realm of Knowledge or Thinking and Reasoning.

            Step 3: Write about it!

Here is an outline for the significant learning:

Part 1: An introduction that gives your reader the content of your learning:

            When did your learning occur?

            What were you doing when you learned it?

Part 2:  A description of what you learned and how you learned it.

Part 3: A description of WHY this learning is significant to you.

            How will this learning help you in the future?

            How did this learning change the way you think/work/interact with others/etc.?

The Work Collection

Timeline for the 2011 Fall PoL

Significant Learning #2

            Draft is due on Monday, Dec. 5

            Edited draft/final draft is due on Wednesday, Dec. 7 by the end of advisory time

Cover Letter

            Draft is due on Monday, Dec. 12

            Edited draft is due by the end of humanities class on Friday, Dec. 16

Authors I have read this semester list

            Due on Monday, Dec. 19

Before this semester I didn’t know list

            Due on Monday, Dec. 19

Portfolio Tags

            All 10 are due on Monday, Dec. 19

*** Please note: You will have Humanities Class time to work on this on the following days:

            Friday, Dec. 2

            Thursday, Dec. 15

            Friday, Dec. 16

            Monday, Dec. 19

You will have Advisory time to work on this Wednesday, Dec. 7

Otherwise, you will need to find time to work on this on your own time.

Definitions of Learning Realm Indicators

Knowledge

Knowledge and Understanding: Gaining new knowledge and demonstrating understanding of it.

Application of Knowledge: Using new knowledge

 Personal Development

Respect for self and the learning process:  Has a sense of self-worth, acts appropriately in class, expresses learning needs, follows through on learning commitments. (Someone who works hard, thinks of themselves as a good person, listens and asks questions, asks for what they need, helps others, pays attention, doesn’t criticize.)

Personal insight: Self knowledge, finding interests and talents, aware of preferred learning styles and personal strengths and weaknesses(Understanding yourself, your know your limits, being aware of your good and bad qualities.)

Self-direction: Goal setting, self-responsibility, taking ownership and initiative, being prepared and involved, independent learning, adaptability (Taking a stance, learning many things, being ready for anything, learning on your own, positive attitude, knowing what you want to do and not being afraid to do it, taking a chance, doing what needs to be done.)

Self-nurturance: Health and well being, physically active, makes healthy choices, advocate for self (Exercise, eat well, don’t do drugs, enjoy life, ignore insults, good personal hygiene, get rest, think healthy thoughts.)

Character development: Positive attitude, integrity, honesty, perseverance, courage, sense of purpose, trustworthy (Relaxed, funny, smart, strong, happy, nice, friendly, positive attitude, doesn’t talk behind your back, can get serious work done, confident, tries new things.)

Organization: Notebook is organized, has a system for organization, turns homework in on time, remembers extra things for school—sports cloths, lunch. (Things neat and clean, labels things, has a schedule, is neat, has a folder, has a plan, comes to class prepared.) 

   Community Involvement Indicators

Social skills: Considerate, understanding, empathetic, appropriate humor, supportive (Good manners, nice, friendly, polite, good at talking to people, no racism, open minded, good listener, speak your mind, truthful, supports people.) 

Collaboration: Works well with others, values diversity and difference, contributes to group vision, understands group dynamics and roles (Working together, able to focus, contributes to the group, willing to take on responsibilities.)

Respect for others and the environment: Safe, supportive, responsible (Doesn’t hurt or destroy living things, respects other people’s ideas, doing safe things around other people, takes responsibility if they do something wrong.)

 Democratic participation:  Involvement, interest in common ground and common good, follows democratic process, accepting of agreed upon decisions (Interest in community ideas, involvement, fairness, compromise, works things out.)

 Community Service:  Acts in interest of community needs in school and beyond, respectful of those being served, willingness to be of service (Follows directions, helps when needed, helping because you care, helping people in need.)

Leadership: Takes initiative, positively challenges self and others, constructively confronts problems, synthesize disparate ideas, builds connections between people and tasks, articulates vision (Takes control, takes action, challenges friends, doesn’t side with people, knows what is going on and can explain it.) 

Thinking and Reasoning

Reasoning and logic: Synthesizing information and ideas, distinguishing fact and opinion, taking the total into account, seeking reasons, being open minded, deducing and inducing, identifying assumptions (Putting together ideas, knowing the difference between fact and opinion, looks at the big picture, looks for a reason, looks at other points of view, puts clues together.) 

 Numeracy: Ability to use numbers "fluently" for a variety of purposes (MATH!  The skill to use numbers well for many reasons.)

Questioning and Inquiry: Seeking to determine relationships, causality, relevance, credibility, perspective, and quality (When questioning, look to determine relations, causes, qualities, and reasons.)

 Problem Solving and Decision Making: Identifying and framing problems, generating options and solution strategies, evaluating and testing ideas, choosing an option well suited to the task or problem, justifying choices, accesses appropriate resources (Figuring out what the problem is, different ideas to solve it, test your ideas, judge which is the best idea, explain your choices.)

 Creative Thinking and Expression:  Seeking the original, integrating and expanding ideas, taking appropriate risks, thinking "outside the box,"flexibility (Expand your thinking and don’t be afraid to have unusual ideas, be flexible, keep an open mind, have fun, be creative.)

 Communication Indicators

Writing:  Ability to express ideas in a variety of written genres, writing with purpose and clarity, follows grammatical and spelling conventions, employs voice and tone appropriate to audience, organizes and supports ideas (Write like you mean it, appropriate details, exciting to read, different types of writing like fiction, reports, journaling, etc.)

Reading: Comprehension, selects appropriate and varied material, uses a variety of strategies to aid understanding, ability to follow plot and character development, able to draw out themes from text (Understand basic sentences, reads different kinds of things, knows what is going on, puts it together and gets a good idea of the material.)

Verbal expression: Speaking with preparation and "off the cuff," employs voice and tone appropriate to audience, clarity and poise, responds appropriately to others, communicates intended message (Speaks loudly enough for people to hear, speaks clearly, uses correct grammar, avoids distractions, understandable.)

 Listening: Listening and observing with respect and understanding, asks clarifying questions, ability to understand and restate ideas

Information handling: Gathering, organizing, analyzing, presenting information from a variety of sources (including human, electronic, and print)

Presenting in a variety of formats: Uses graphics, art, music, and other media to communicate ideas, engage audiences, and add clarity and life to communication (Presenting in different ways.  Talk about interesting things.  Use many forms of art and media.  Talk loudly; be understandable.)