Writing to Learn: Portfolio Reflections

Some of my Spanish teaching compatriots would be scandalized that I take 15 minutes out of class  to have my students write in "the L1"--6% more than the recommended allotment--but it's what we do each Thursday to reflect on the week's activities and how they fit with the three modes of communication: interpretive reading & listening, presentational speaking & writing, and person-to-person communication.

I created a Google Sites template last year for all students to assemble evidence that they could perform in all 3 modes (5 skills) at appropriate levels as the semester progressed. I also added a page in the template for weekly reflections though, set up blog style, where they not only address the modes, but also their overall proficiency levels and the personal goals they set for themselves each grading period.

Here's what their instructions look like:

Since I have implemented this practice, students have had less trouble figuring out what to use for evidence on their portfolios and how to demonstrate their proficiency. They also have an overall clearer picture of what they should be able to do, and I think it has been a contributing factor in the decrease in struggling students relying on translators to complete their work, since they recognize that they should be using familiar words and phrases.