The Learning Portfolio
(Handout)
Reflective Practice for
Improving Student Learning
Fairfield University
4-5 Oct. 2007
John Zubizarreta
Columbia College
[email protected]
The Learning Portfolio: What Is It?
A flexible, evidence-based process that
combines reflection and documentation.
 A way of engaging students in ongoing,
reflective, and collaborative analysis of
learning.
 A means of focusing on purposeful,
selective outcomes for both improving
and assessing learning.

-Adapted from The Learning Portfolio (Anker, 2004)
Reflection– Collaboration– Evidence
Identify a unique technique, strategy,
or assignment that you believe is
effective in enhancing learning.
What is the purpose?
 Why do you use it?
 How do you know it works?
What evidence?

The Learning Portfolio
Reflection + Documentation + Mentoring = Learning!
Reflection
Documentation
Collaboration/
Mentoring
Application
Assessment
Successful Uses
Of
Learning Portfolios
Development
Preparation
Levels of Bloom’s Taxonomy
Complexity and
difficulty are
different.
Complexity
establishes the
level of thought;
difficulty
determines the
amount of effort
within each level.
-From David A. Sousa,
How the Brain Learns,
2nd ed. (Corwin, 2001)
Piaget (1971), Kolb (1984), Zull (2002),
and Metacognition
Surface Knowledge (“neuronal networks”)
Reflection
Experience
Changing Cognitive Structure
(“conceptualization/experimentation,” “plasticity,” “synaptic connections”)
(Active Learning, Experiential Learning, Problem-Based Learning,
Collaborative/Cooperative/Team-Based Learning, Critical Thinking, Mentoring,
Self-Assessment)
Reflection
Experience
Deep Learning
The Integrative Benefits of Learning Portfolios
in Dee Fink, Creating Significant Learning Experiences (2003)
Table of Contents
 Philosophy of Learning
 Achievements in Learning
 Evidence of Learning
 Assessment of Learning
 Relevance of Learning
 Learning Goals
 Appendices
Sample Questions for Student Reflection
 What?
Deep
 When?
 How?
 Difference?
 Valuable?
 Continual
.
. .Why?
plan?
Learnin
g
Purpose, Themes, Evidence:
Gallery Walk Activity

Groups agree on Purpose
 Collect and post Themes & Evidence
 Browse gallery
Purpose
Themes
Evidence
Sample Questions for Mentor and Student
What have you learned that you did not
previously know? How do you know you
have learned? What have you
discovered about your learning style?
 What are the best examples of your work
for this project? The weakest? Why?
 What has been most meaningful or
surprising about the portfolio process?
 What next?

St. Olaf College, CIS: http://www.stolaf.edu/depts/cis/web_portfolios.htm
How Does LP Enhance Learning?

Power of Reflection
 Writing = Learning
 Collaborative
 Selectivity,
Learning
Judgment, and
Responsibility
 Creative Assessment
 Risk and Challenge
 Learning Styles
 Critical Thinking
Can you think of other ways?
Taxonomy of Significant Learning
(Fink, 2003)
Challenges and Issues
“Schmooze” and “Sunset raving”
 Product vs. Process
 Coherence
 “Wheelbarrow”
 Evidence?
 Mentors?
 Evaluation: who, when, how, why?
 Electronic Issues

Tips for Time and Stress
Slow and small
 Streamline feedback
 Different, not more
 Use technology
 Rubrics
 Rotate feedback groups
 Be explicit, organized
 Double duty

Final Thoughts
Learning Portfolio benefits. . . .
 Student learning (deep, durable, significant)
 Alumnae
 Culture of reflection & mindful, integrative
learning
 Assessment



Individual
Dept./Program
Institution . . . Accreditation!