Abstract
An English teacher and a Social Studies teacher collaborated to create a year long progressive process of research, writing, reflection and revision at the middle school level. After their own reflection and substantial planning, they implemented this plan at the beginning of a school year. In these joint, cumulative research projects, students were engaged in the acts of questioning history, practicing methodology, and developing essential literacy skills as required by the Common Core State Standards. Throughout the process, digital tools were employed for presentation, research, writing, reflection, revision, and portfolio management.
Recommended Citation
Haring, Dana and Kelner, Tom
(2020)
"Progressive Portfolios: A Yearlong Process of Research, Reflection, and Revision,"
The Montana English Journal: Vol. 42, Article 1.
Available at:
https://scholarworks.umt.edu/mej/vol42/iss1/1