At Scattergood, we use learning portfolios as a way to help more accurately represent student progress in a wide range of areas. Through their portfolios, students reflect on their learning in a variety of different areas, both inside and outside of the classroom. Elements of a portfolio may include sections on friendships, crews, the community, academics, and in their other interests. Portfolios allow students to record a snapshot of their time at Scattergood as well as give them the ability to review the ways in which they have changed over longer periods of time. They are able to set goals for themselves to acknowledge their strengths and identify areas in which they would like to improve.

The key to a successful learning portfolio plan is student ownership. As much self-reflection and self-evaluation is built into the portfolio process as possible so that students can document, in their own terms, how they see themselves growing as learners. The portfolio can also serve as an excellent opportunity for advisors to initiate talk with advisees about what they would like to put into their portfolios and why, about how they see themselves progressing during the course of the year, and about what new goals they might want to set for themselves. The portfolio encapsulates our overall educational philosophy as we attempt to help students see all aspects of their lives as part of the educational experience that they gain at Scattergood. The overarching goal of the learning portfolio is to give students the opportunity to reflect on their struggles, accomplishments, interests, and the way in which their time at Scattergood has been a process of learning that helps point their way to the future.

Art

Scattergood students often exhibit their work around the Scattergood campus in display cabinets, on the walls, and through performances at various times during the year. Students often choose to display their best work, but sometimes select items for their portfolio or display that highlight techniques they have been experimenting with or pieces that demonstrate their learning process throughout the project. Several of our students have chosen to construct an art-specific portfolio, which they have used to apply to art schools.

Example

Students may choose to include photographs or segments of a play or dance performance in their portfolio, take digital photographs of their canvases, or represent their artistic endeavors in their portfolio in other ways. In one class, students are evaluated on the basis of their photography portfolio, which is designed to allow students to highlight the techniques they have learned throughout the project.

Community

It is important for students to reflect on their experience in the community as they construct their portfolios. Some students include photographs of friends and significant activities in which they have taken part. Others may discuss a difficult decision or experience that they had and talk about how it has affected their life. These portfolios can allow students to archive their experiences so that they are able to preserve these moments and ultimately reflect on their experience at Scattergood.

College

In addition to allowing students the opportunity to reflect on the range of learning that occurs in all areas of their lives over their years at Scattergood, portfolios are becoming increasingly useful for the college admissions process. Some students choose to highlight their artistic talents and have created portfolios that they use to apply to drama or other art schools. Other students seek to use portfolios to draw a broader picture of themselves to show colleges.