General Secondary Education
PORTFOLIO 1
Xena
, TABLE OF CONTENTS
INTRODUCTION................................................................................................................................2
1.1A AND 1.1B: PUPIL PORTRAITS AND REFLECTION ASSIGNMENT ..................................................3
THE PORTRAIT OF TALEB (EASY STUDENT)...................................................................................................4
THE PORTRAIT OF KHALIL (DIFFICULT STUDENT)...........................................................................................6
REFLECTION.........................................................................................................................................8
1.2: DIVERSITY AT SCHOOL...............................................................................................................9
1.2.1 + 1.2.2 TALENT AND DISABILTY - VAVO LYCEUM.................................................................................9
WHAT IS INCLUSIVE EDUCATION?..................................................................................................................9
WHAT IS CITIZEN EDUCATION?.....................................................................................................................9
WHAT IS MULTICULTURAL EDUCATION?.........................................................................................................10
WHAT DOES THE SCHOOL PROVIDE REGARDING TALENT AND DISABILITIES AT THE SCHOOL FOR STUDENTS?................10
1.2.3 COLLECTIVE STRENGTHS & WEAKNESSES ANALYSIS.............................................................................11
3 TIPS FOR VAVO LYCEUM.........................................................................................................................13
1.2.4 INDIVIDUAL VISION OF HANDLING DIVERSITY.....................................................................................15
1.3: INTERVENTIONS FOR LEARNING AND BEHAVIORAL PROBLEMS...............................................16
JUSTIFICATION....................................................................................................................................17
1.4: MENTORING INTERVIEW..........................................................................................................19
REFLECTION...................................................................................................................................22
SELF-ASSESSMENT..........................................................................................................................23
1.5: DIFFERENTIATION LESSON PLAN..............................................................................................24
LESSON PLAN......................................................................................................................................25
WORKSHEET.......................................................................................................................................27
JUSTIFICATION.....................................................................................................................................36
BIBLIOGRAPHY................................................................................................................................39
APENDICES......................................................................................................................................40
FORM 1 + 3 PERSONAL CONSTRUCTS AND ANTIPOLES WITH EXPLANATION...........................................................40
FORM 2 EXPERIENCES OF CONSTRUCT PAIRS......................................................................................43
,FORM 4 SCORING STUDENTS BASED ON THE CONSTRUCTS................................................................44
FORM 5A ARRANGING CONSTRUCTS INTO THE SEVEN AREAS............................................................................46
FORM 5C ARRANGING CONSTRUCTS AND EDUCATIONAL NEEDS IN THE AREAS OF ATTENTION..................................48
FORM 6 PSYCHOLOGICAL CLOSENESS WITH REGARDS TO THE STUDENTS.........................................49
FORM 7 PORTRAITS OF PUPILS..............................................................................................................51
GROUP PRESENTATIONS.............................................................................................................................54
TRANSCRIPTIONS – TALEB..........................................................................................................................57
TRANSCRIPTIONS – KHALIL.........................................................................................................................64
INTRODUCTION
During this course I had to take a in depth look into the guidelines that my internship school follow
regarding diversity, interventions for learning and behavioral problems, and the implementation of
differentiation. I have also worked in collaboration with several of my classmates on some
assignments. This was done to get an overview on the difference between schools here in the
Netherlands
, 1.1A AND 1.1B: PUPIL PORTRAITS AND REFLECTION
ASSIGNMENT
In order to create the two portrait of students, I had to delve into a method that has been
developed. According to Touw, van Beukering and de Vries (2012), the goal of this method
is the make the teacher conscious of his/her own thoughts and actions and particularly the
actions taken towards students with behavioral problems. The method provides you with
steps and materials to use in order to create constructs that you as a teacher experience in the
classroom. These constructs are personal opinions. I will be using these personal constructs in
the portrait to describe the students and provide as much contexts as I can. I have chosen two
students out of my classroom to create a portrait with the help of the method provided in
Professional in The Mirror (Touw, et al., 2012) Taleb and Khalil have both agreed to be part
of this portrait and have also agreed to be interviewed and observed throughout the process. I
have also gathered information from colleagues for another perspective.
PORTFOLIO 1
Xena
, TABLE OF CONTENTS
INTRODUCTION................................................................................................................................2
1.1A AND 1.1B: PUPIL PORTRAITS AND REFLECTION ASSIGNMENT ..................................................3
THE PORTRAIT OF TALEB (EASY STUDENT)...................................................................................................4
THE PORTRAIT OF KHALIL (DIFFICULT STUDENT)...........................................................................................6
REFLECTION.........................................................................................................................................8
1.2: DIVERSITY AT SCHOOL...............................................................................................................9
1.2.1 + 1.2.2 TALENT AND DISABILTY - VAVO LYCEUM.................................................................................9
WHAT IS INCLUSIVE EDUCATION?..................................................................................................................9
WHAT IS CITIZEN EDUCATION?.....................................................................................................................9
WHAT IS MULTICULTURAL EDUCATION?.........................................................................................................10
WHAT DOES THE SCHOOL PROVIDE REGARDING TALENT AND DISABILITIES AT THE SCHOOL FOR STUDENTS?................10
1.2.3 COLLECTIVE STRENGTHS & WEAKNESSES ANALYSIS.............................................................................11
3 TIPS FOR VAVO LYCEUM.........................................................................................................................13
1.2.4 INDIVIDUAL VISION OF HANDLING DIVERSITY.....................................................................................15
1.3: INTERVENTIONS FOR LEARNING AND BEHAVIORAL PROBLEMS...............................................16
JUSTIFICATION....................................................................................................................................17
1.4: MENTORING INTERVIEW..........................................................................................................19
REFLECTION...................................................................................................................................22
SELF-ASSESSMENT..........................................................................................................................23
1.5: DIFFERENTIATION LESSON PLAN..............................................................................................24
LESSON PLAN......................................................................................................................................25
WORKSHEET.......................................................................................................................................27
JUSTIFICATION.....................................................................................................................................36
BIBLIOGRAPHY................................................................................................................................39
APENDICES......................................................................................................................................40
FORM 1 + 3 PERSONAL CONSTRUCTS AND ANTIPOLES WITH EXPLANATION...........................................................40
FORM 2 EXPERIENCES OF CONSTRUCT PAIRS......................................................................................43
,FORM 4 SCORING STUDENTS BASED ON THE CONSTRUCTS................................................................44
FORM 5A ARRANGING CONSTRUCTS INTO THE SEVEN AREAS............................................................................46
FORM 5C ARRANGING CONSTRUCTS AND EDUCATIONAL NEEDS IN THE AREAS OF ATTENTION..................................48
FORM 6 PSYCHOLOGICAL CLOSENESS WITH REGARDS TO THE STUDENTS.........................................49
FORM 7 PORTRAITS OF PUPILS..............................................................................................................51
GROUP PRESENTATIONS.............................................................................................................................54
TRANSCRIPTIONS – TALEB..........................................................................................................................57
TRANSCRIPTIONS – KHALIL.........................................................................................................................64
INTRODUCTION
During this course I had to take a in depth look into the guidelines that my internship school follow
regarding diversity, interventions for learning and behavioral problems, and the implementation of
differentiation. I have also worked in collaboration with several of my classmates on some
assignments. This was done to get an overview on the difference between schools here in the
Netherlands
, 1.1A AND 1.1B: PUPIL PORTRAITS AND REFLECTION
ASSIGNMENT
In order to create the two portrait of students, I had to delve into a method that has been
developed. According to Touw, van Beukering and de Vries (2012), the goal of this method
is the make the teacher conscious of his/her own thoughts and actions and particularly the
actions taken towards students with behavioral problems. The method provides you with
steps and materials to use in order to create constructs that you as a teacher experience in the
classroom. These constructs are personal opinions. I will be using these personal constructs in
the portrait to describe the students and provide as much contexts as I can. I have chosen two
students out of my classroom to create a portrait with the help of the method provided in
Professional in The Mirror (Touw, et al., 2012) Taleb and Khalil have both agreed to be part
of this portrait and have also agreed to be interviewed and observed throughout the process. I
have also gathered information from colleagues for another perspective.
