Portfolio Activity Unit 4 EDUC 5270

Opened: Thursday, 19 February 2026, 12:05 AM

Due: Thursday, 26 February 2026, 11:55 PM

You are required to complete all the 3 Parts of the Portfolio Assignment. You will be assessed using the rubric located at the bottom of the Portfolio Assignment for this Unit located on the course main page.

Part 1

After analyzing the readings for this unit,

• Reflect on your own schooling as a young student and your memories of primary source experiences in school.
• Describe at least one of these experiences and how it impacted your own learning at that time (as you remember it).
• Compare and contrast any uses of primary sources from the readings with your own educational experiences as a young student.
• Lastly, what did this memory teach you about how to use primary sources in your own pedagogical practices in the future?

Part 2

In this unit, your lesson plan will be reviewed by your peers and feedback will be provided. Incorporate relevant feedback and ideas from your peers to enhance your lesson plan. Upload the lesson plan from Unit 3, which will then be assessed by your instructor.

Part 3

As a final part of the portfolio, reflect on the previous units readings and explain:

• The definition of a constructivist approach to teaching.
• The benefits of using a constructivists approach to teaching:
• Benefits for learners
• Benefits for instructors

previous unit reading

Reading / Video Assignment

For readings that need LIRN Access:

• Log into the UoPeople library and go to LIRN. Click on go to Education and click on EBook Central. Search for the complete name of the book.

For readings that are hyperlinked:

• Click on the hyperlink and you will go directly to the source. If you include the resource in your assignment, you must include the URL as part of the reference, in accordance with APA rules.

Armstrong, T., Brown, D. E., Burton, W., Dueck, J., Ferguson-Baird, B., Fulford, K., Lake, T., & Law, D. (2019). Catch a fire : Fuelling inquiry and passion through project-based learning. Portage & Main Press.

• Access through LIRN.
• Chapter 4 provides the reader an explanation of expeditionary mathematics, or math that results from students studying their community.
• Read pp. 45-70.

Constructivist Learning Design

Gagnon, G. W. Jr., & Collay, M. (2005). Constructivist learning design: Key questions for teaching to standards. Corwin Press.

• Access through LIRN.
• Read p. 5 (pp. 32, Table I.1 Constructivist Learning Design Template).
• You will use this template as a sample lesson plan.

Koomen, M., Kahn, S., Atchison, C. L., & Wild, T. A. (Eds.). (2018). Towards inclusion of all learners through science teacher education. BRILL.

• Access through LIRN.
• Chapter 14 discusses five strategies for including all students in the science classroom.
• In the ebook Table of Contents, go to Section 3, then scroll to Chapter 14 and read pp. 151-163.

Video

HISD DMOL. (2019, August 6). Developing higher-order thinking skills (1-4) [Video]. YouTube.

• Kaitlin Barnes discusses how she allows student engagement in the classroom and develop higher-order thinking and literacy skills.

Optional Resources

Heal, J. (2022, April 6). edutopia.

• This post explains effortful follow-up questions for teachers and students

SECCEducationalTV. (2014, July 25). 21st century skills: Higher order thinking introduction [Video]. YouTube.