Portfolio Information
Practicum in Architectural Design
Lesson Plan
Performance Objective
Upon completion of this assignment, the student will be able to create a portfolio to document
personal knowledge and skills related to a career in architectural design.
Specific Objectives
 Students will identify uses for a portfolio.
 Students will create a professional portfolio.
 Students will identify the benefits of creating and maintaining a portfolio.
 Students will identify a personal goal/purpose for a portfolio.
 Students will determine the various types of architectural design projects/content and
various multimedia techniques to include in the portfolio based on personal goal.
 Student will create an organized system for setting up the portfolio by sorting documents
into specific categories.
 Students will set up a process for maintaining and adding content to the portfolio.
Terms
 Portfolio – a collection of records showcasing your accomplishments and attributes.
 Electronic Portfolio – multimedia portfolios, electronic portfolios, e-folios, and web
folios contain much of the content traditional portfolios include but present these
materials in digital format.
 Master Portfolio – a complete record of all of the essentials of your background that
could be useful in a job search; anything you might need to manage your career.
 Employment Portfolio – a portion of the documents from your master portfolio,
selected, and arranged for a specific job being sought.
 Letter of Recommendation – a letter in which a writer (usually a person in a supervisory
role) evaluates the skills, work habits, and achievements of an individual applying for a
job, admission to graduate school, or some other professional position.
Time
This lesson should take five class days to complete.
Preparation
TEKS Correlations
This lesson, as published, correlates to the TEKS listed immediately below. Any
changes/alterations to the activities may result in the elimination of any or all of the TEKS listed.
1
Copyright © Texas Education Agency, 2015. All rights reserved.
Practicum in Architectural Design
 130.48(c) Knowledge and skills.
o (5) The student designs multimedia communication and animation products
using appropriate architectural design processes and techniques. The student is
expected to:
(B) Maintain a project portfolio that documents architectural projects
using a variety of multimedia techniques.
o (11) The student demonstrates ethical and legal practices for careers in the
architectural-related workplaces. The student is expected to:
(G) Maintain a project portfolio that documents experience by using
graphic or written documentation of architectural-related projects and a
professional resume that should include select educational and work
history; professional references; appropriate letters of recommendation;
record of work experiences, licenses, and certifications; receipt of
licenses, certifications, and credentialing; and completion of education
and training.
Interdisciplinary Correlations
English Language Arts and Reading
 110.31 (c) Knowledge and skills.
o (21) Research/Gathering Sources. Students determine, locate, and explore the
full range of relevant sources addressing a research question and systematically
record the information they gather. Students are expected to:
(B) Organize information gathered from multiple sources to create a
variety of graphics and forms.
o (22) Research/Synthesizing Information. Students clarify research questions and
evaluate and synthesize collected information. Students are expected to:
(B) Evaluate the relevance of information to the topic and determine the
reliability, validity, and accuracy of sources (including Internet sources) by
examining their authority and objectivity.
o (23) Research/Organizing and Presenting Ideas. Students organize and present
their ideas and information according to the purpose of the research and their
audience. Students are expected to synthesize the research into a written or an
oral presentation that:
(C) Use graphics and illustrations to help explain concepts where
appropriate; and
(D) Use a variety of evaluative tools (e.g., self-made rubrics, peer reviews,
teacher and expert evaluations) to examine the quality of the research.
Reading I, II, III
 110.47(b) Knowledge and skills.
o (2) The student acquires an extensive vocabulary through reading and systematic
word study. The student is expected to:
2
Copyright © Texas Education Agency, 2015. All rights reserved.
(A) Expand vocabulary by reading, viewing, listening, and discussing; and
(B) Determine word meanings through the study of their relationships to
other words and concepts such as content, synonyms, antonyms, and
analogies.
o (4) The student comprehends texts using effective strategies. The student is
expected to:
(D) Summarize main texts by identifying main ideas and relevant details.
o (7) The student reads with fluency and understanding in increasingly demanding
and varied texts. The student is expected to:
(A) Read silently or orally such as paired reading or literature circles for
sustained periods of time.
Public Speaking I, II, III
 110.57 (b) Knowledge and skills.
o (4) Organization. The student organizes speeches. The student is expected to:
(B) Organize speeches effectively for specific topics, purposes, audiences,
and occasions.
o (5) Proofs and appeals. The student uses valid proofs and appeals in speeches.
The student is expected to:
(A) Analyze the implications of the audience, occasion, topic, and
purpose as a basis for choosing proofs and appeals for speeches.
o (6) Style. The student develops skills in using oral language in public speeches.
The student is expected to:
(D) Use informal, standard, and technical language appropriately.
o (7) Delivery. The student uses appropriate strategies for rehearsing and
presenting speeches. The student is expected to:
(E) Interact with audiences appropriately.
Technology Applications
 126.49 (c) Knowledge and skills.
o (1) Creativity and innovation. The student demonstrates creative thinking,
constructs knowledge, and develops innovative products and processes using
technology. The student is expected to:
(H) Identify and solve problems, individually and with input from peers
and professionals, using research methods and advanced creativity and
innovation skills used in a selected profession or discipline;
(I) Develop products that meet standards identified by the selected
profession or discipline; and
(J) Produce original work to solve an identified problem and publish a
product in electronic media and print.
o (2) Communication and collaboration. The student uses digital media and
environments to communicate and work collaboratively, including at a distance,
to support individual learning and contribute to the learning experience of
others. The student is expected to:
3
Copyright © Texas Education Agency, 2015. All rights reserved.
(C) Determine and implement the best method of presenting or
publishing findings;
(D) Synthesize and publish information in a variety of print or digital
formats; and
(E) Use evolving network and Internet resources and appropriate
technology skills to create, exchange, and publish information.
o (3) Research and information fluency. The student applies digital tools to gather,
evaluate, and use information. The student is expected to:
(A) Use evolving network and Internet resources for research and
resource sharing of technology applications;
(B) Apply appropriate search strategies in the acquisition of information
from the Internet, including keyword and Boolean search strategies;
(D) Acquire information using appropriate research strategies with source
citations through electronic formats, including interactive components,
text, audio, video, graphics, and simulations; and
(E) Identify, create, and use available file formats, including text, image,
video, and audio files.
(4) Critical thinking, problem solving, and decision making. The student uses criticalthinking skills to plan and conduct research, manage projects, solve problems, and make
informed decisions using appropriate digital tools and resources. The student is
expected to:
(A) Evaluate the design, functionality, and accuracy of the accessed
information.
(B) Conduct systematic research;
(C) Demonstrate creative-thinking and problem-solving skills;
(D) Integrate appropriate productivity tools, including network, mobile
access, and multimedia tools, in the creation of solutions to problems;
(E) Use enriched curricular content in the creation of products; and
(F) Synthesize and generate new information from data gathered from
electronic resources.
Occupational Correlation (O*Net – www.onetonline.org/)
Job Title: Architects, Except Landscape and Naval
O*Net Number: 17-1011.00
Reported Job Titles: Architect; Architectural Project Manager; Design Architect; Principal
Architect; Principal, Architectural Firm; Project Architect; Senior Architect/Design Manager;
Senior Architectural Designer; Senior Planner; Specifications Writer
Tasks
 Prepare scale drawings or architectural designs, using computer-aided design or other
tools. See more occupations related to this task.
 Plan or design structures such as residences, office buildings, theatres, factories, or
other structural properties in accordance with environmental, safety, or other
regulations.
4
Copyright © Texas Education Agency, 2015. All rights reserved.



Skills





Direct activities of technicians engaged in preparing drawings or specification
documents. See more occupations related to this task.
Prepare contract documents for building contractors. See more occupations related to
this task.
Prepare information regarding design, structure specifications, materials, color,
equipment, estimated costs, or construction time.
Critical Thinking
Speaking
Active Listening
Complex Problem Solving
Judgment and Decision Making
Student Tasks
 Students will create a professional professional portfolio.
 Students will organize architectural design projects, content, and multimedia techniques
to include in portfolio.
Accommodations for Learning Differences
It is important that lessons accommodate the needs of every learner. These lessons may be
modified to accommodate your students with learning differences by referring to the files
found on the Special Populations page of this website (cte.unt.edu).
Preparation
 Secure the computer lab if you do not have immediate access to one in your classroom.
 Copy the handout sheets and rubric for the students.
Instructional Aids
 Student handouts
 Grading rubric
 Internet
Materials Needed
 Sample Portfolios
 Glue, paper, pens
 Camera or phone with camera
 Flash drive
Equipment Needed
 Computers (for students to complete project)
 Projector (for digital presentation)
 Printer
 Scanner to scan pictures or materials brought to class
5
Copyright © Texas Education Agency, 2015. All rights reserved.
Introduction
Learner Preparation
 Ask students what a portfolio is.
 Ask students if they have seen a portfolio. What did they think about the portfolio they
saw?
 Show the students samples of digital and hard copy portfolios.
Lesson Introduction
 Find a video on the Internet about architectural design portfolios or samples to show as
an introduction to the lesson.
 Explain that a portfolio is a collection of your best or most memorable pieces of work or
projects. It is like a professional scrapbook.
 Explain that they are used in schools and the job market to help as a marketing tool to
showcase skills for a specific program or position.
 Use multimedia presentation and explain the concept of resumes and portfolios.
Outline
MI
OUTLINE
Assignment Outline:
I.
Introduction to Portfolios:
a. Class Discussion
b. Show samples of hard copy portfolios and
digital portfolios
II.
Notes on Introduction to Portfolios:
a. What is a portfolio
b. Benefits of a portfolio
c. Portfolios and goals
d. Types of portfolios
e. Three portfolio approaches
f. Using portfolios in the job search
g. Portfolio design
h. Seven section portfolio model
1. Personal information
2. Personal goals and history
3. Values
4. Accomplishments and job history
5. Skills and attributes
6. Education and training
7. Testimonials and recommendations
INSTRUCTOR
NOTES
Copy the
handouts and
grading rubric
and make into
a packet.
Secure a
computer lab.
Ask students:
“What is a
portfolio?”
Hand out
Student Notes
Outline. Have
students fill out
the chart
during your
presentation.
6
Copyright © Texas Education Agency, 2015. All rights reserved.
i.
j.
Displaying your portfolio
Electronic portfolios
1. Dos
2. Don’ts
III.
Interior Design Portfolio:
a. Directions
b. Grading
1. Body of Work
2. Creativity
3.Samples in each section
4. Portfolio Planning
5. Grammar and Mechanics
c. Project must have:
 Title page with name, mailing address, email, and
telephone number
 Cover pages for each section of your portfolio
 Creativity and consistency
 Titles and descriptions on each page or slide
 Pictures should be in color
 Table of contents
 Personal Information
 Goal/Career objective
 Accomplishments and job history
 Skills and attributes
 Education and training
 Evaluations and recommendations
***Hand out the Portfolio Guidelines
Discuss how
schools and
industry use
portfolios.
Discuss your
own personal
portfolio from
school and
show the
example.
Go over all the
criteria in the
assignment
“Architectural
Design
Portfolio” and
check for
understanding.
Explain to the
class that they
will be able to
use the
portfolios for
their future in
school or work.
Complete
handouts to
help plan
portfolio.
Have students
create a
professional
portfolio.
Go over all the
criteria in the
assignment and
check for
understanding.
7
Copyright © Texas Education Agency, 2015. All rights reserved.
Multiple Intelligences Guide
Existentialist
Interpersonal
Intrapersonal
Kinesthetic/
Bodily
Logical/
Mathematical
Musical/
Rhythmic
Naturalist
Verbal/Linguistic
Visual/Spatial
Application
Guided Practice
Using the digital presentation, the teacher will go over the requirements of this project. The
student will follow along and make notes on their hard copy. Students will create a
professional portfolio showcasing architectural design skills.


Ask students to “map” out their plan using an Architectural Design Portfolio Planning
form.
Give some ideas and show samples of portfolios to give the students an idea of what to
do for their project.
Independent Practice
 Students will work at their own paces to complete this activity.
 Students are strongly encouraged to take ownership of this activity and to establish a
workable pace in order to complete it on time.
Summary
Review
 Why should you create a portfolio?
 Why would it be important to take a portfolio to an interview?
 What are five important things you should include in a portfolio?
Evaluation
Informal Assessment
 Instructor will observe students during Guided and Independent Practice.
 Instructor will assist students as needed.
Formal Assessment
 Use the Architectural Design Portfolio Rubric to evaluate.
8
Copyright © Texas Education Agency, 2015. All rights reserved.
Introduction to Portfolios
I. What Is a _________________________?
• A ____________________________ of records showcasing your
__________________________________________and attributes
• A demonstration of your knowledge, ________________, and preferences
• A way to document and understand your ____________________
• A tool to convince an employer to hire you
II.
____________________of a Portfolio
A.
A portfolio can...
 _____________________________ your skills and experience to employers.
 ____________________a more thorough picture of you than a resume can.
 Help __________________ your career progress.
 Help build your _______________________________.
 Demonstrate your _____________________________and professional growth.
III.
_____________________________________
• Creating a portfolio forces you to define your _______________.
• Keeping your portfolio up to date is one way to measure your
_______________________toward those goals.
IV.
___________________________________

_______________________________: A complete record of all of the essentials
of your background that could be useful in a job search. Anything you might
need to manage your career.

_______________________________Portfolio: A portion of the documents
from your master portfolio, selected and arranged for a specific job being
sought.
V.
Three Portfolio Approaches
o
________________________________: For those with extensive work history. Includes
many examples of career accomplishments.
o
_______________________________: For those with limited work history. Emphasizes
academic achievements, community involvement, and personal attributes.
9
Copyright © Texas Education Agency, 2015. All rights reserved.
o
___________________________________________: Blends elements of the other two
types.
VI.
Using Portfolios in the _____________________________
o
For tracking progress
o
To fill out ______________________________
o
To help in writing ____________________and cover letters
o
In ____________________________________
o
To help answer ____________________________ questions
o
To make a _______________________________ on an employer
o
To emphasize skills, abilities, and __________________________
10
Copyright © Texas Education Agency, 2015. All rights reserved.
Portfolio Design
I. Getting Started
1. _______________________________________________
2. Define your ______________________________
3. __________________a strategy
4. Define your __________________
II. Seven Section Portfolio Model
A common way to ________________________________ a portfolio is by including these
____________________________________________.

___________________________________________________

Personal ______________________ and History

____________________________

Accomplishments and _________________________________

Skills and _____________________________

_______________________________ and Training

Testimonials and _________________________________
A. Personal Information
This information can be used when ____________________________ for jobs or filling out
forms. This section might include:

Birth Certificate

_______________________________

Social Security _______________

______________________________

_______________________________

Noncitizen status __________________

Test or _________________________ results
B. Values
Values define what your want _______________________________ and from your
_____________________ and motivate your behaviors. This section might include:

A ____________________________ expressing your values

___________________________________ of public or community
___________________
11
Copyright © Texas Education Agency, 2015. All rights reserved.

_____________________ involvement

Charitable or __________________________________
C. Personal Goals and __________________________
Describes your ___________________________ and objectives. This section might include:

A detailed _________________________________

A __________________________________ for past and future
_______________________________

A personal ______________________________________
D. ____________________________and Job History
Highlights work _________________________ and job-related accomplishments. This section
might include:

_____________________________

Complete work history

Performance ______________________________

______________________________________

Charts, graphs, ____________________, or brochures as
_________________________ of your accomplishments
E. Skills and ____________________________
Documents that show your _______________ in use or verify that you have those skills and
attributes. This section might include:

______________________________ evaluations

Customer comment cards

Examples or __________________________________
F. ____________________________ and Training
Your complete education and training _______________. This section might include:

___________________________ descriptions

Copies of _____________________________

Certificates of _________________________

Professional certifications

Lists of _________________________ and awards
G. Evaluations and ______________________________
Any _____________________________________ that you have received in your career so far.
This section might include:
12
Copyright © Texas Education Agency, 2015. All rights reserved.

_________________________________

Letters of _____________________________

________________ and awards received
III. _________________________ your portfolio

Make it look ________________________

Use _______________________ documents when possible

Use separators to ________________ sections

Include graphs, pictures, __________________, and any other _____________ when
possible

Use a nice looking ___________

Handle it carefully and ___________________________________
IV. Electronic Portfolios

Can be put on a ___________________ or a flash drive or posted on a
___________________________

Makes long distance ___________________________ and job application easier

_______________________ that original documents stay safe

____________________ to update
V. Electronic ____________________________ Dos and Don’ts
Do

Include _________________, video, or other visual elements

______________________ frequently

Include ________________________ information

Keep it ____________________ and compact
Don’t

Say that you are looking for __________________

Put your ______________________ on your website

Include too much ___________________________________
13
Copyright © Texas Education Agency, 2015. All rights reserved.
Architectural Design Portfolio
The architectural design portfolio will be used to present student work in an
organized and professional manner. This portfolio will help you with presentation
skills. This portfolio will be updated frequently throughout the course and then
turned in at the end of the year. You can choose to do an electronic or paper
portfolio. Be creative! This is about your work in architectural design.
Guidelines to create a successful portfolio
Some guidelines for a successful and professional portfolio should include:
 Title page with name, mailing address, email, and telephone number
 Cover Pages for each section of your portfolio
 Creativity and consistency
 Titles and descriptions on each page or slide
 Pictures should be in color
 Table of Contents
 Personal Information
 Goal/Career objective
 Accomplishments and Job history
 Skills and attributes
 Education and Training
 Evaluations and Recommendations
This is a design portfolio and you should consider how you want to showcase your
architectural design knowledge and skills. These are some things to think about
when selecting samples for your portfolio.




Select 15-20 samples of your best work.
Use quality photographs in your portfolio.
Include a variety of samples to show your versatility.
Use neutral backgrounds.
14
Copyright © Texas Education Agency, 2015. All rights reserved.
Architectural Design Portfolio
Planning Form
Type of Portfolio
Electronic _________
Paper _____________
Getting Started
How do you want your portfolio to look? How will this portfolio showcase you and your
strengths in design? Sketch the layout for your slides or papers. Include pictures, samples,
titles, and descriptions for each page.
Introduction:
Dividers:
15
Copyright © Texas Education Agency, 2015. All rights reserved.
Content Pages:
Personal Information
Picture
Interests
Activities
Words to describe you
Learning styles
Personality traits
16
Copyright © Texas Education Agency, 2015. All rights reserved.
Goal/Career Objective
What do you plan to do after high school?
What is your career plan?
Accomplishments and Job History
Work experience
Awards
Certificates
17
Copyright © Texas Education Agency, 2015. All rights reserved.
Skills and Attributes
Skills
Samples of work
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
18
Copyright © Texas Education Agency, 2015. All rights reserved.
Education and Training
Schools attended
Internships
Classes that help with career goals
Transcripts
Evaluations and Recommendations
Intern Evaluations
Letters of Recommendation (who)
1.
2.
3.
19
Copyright © Texas Education Agency, 2015. All rights reserved.
Architectural Design Portfolio Rubric
Name: ________________________________________ Teacher: ________________________________________
Points
Criteria
4
Body of Work The portfolio is an
accurate and
comprehensive
representation of the
student's body of
work.
Creativity
The student's
portfolio design
reflects an
exceptional degree
of student creativity
in organization
and/or final product.
Grammar and Student’s
presentation had
Mechanics
four or more spelling
errors and/or
grammatical errors.
Portfolio
Planning
Student fully
participated in the
portfolio planning
process. All
elements/documents
are of exceptional
quality. Samples are
in the appropriate
place.
3
2
1
The portfolio is an
acceptable reflection
of the student's body
of work but needs
development.
The portfolio is a
poor reflection of
the student's body of
work in the program.
The student's
portfolio is
incomplete.
The student's
portfolio design
reflects an
acceptable degree of
creativity in
organization and/or
final product.
The student's
portfolio design lacks
creativity in
organization and/or
final product..
The student's
portfolio design
does not meet
expectations.
Presentation had
three misspellings
and/or grammatical
errors.
Presentation had no
more than two
misspellings and/or
grammatical errors.
Presentation had
no misspellings or
grammatical
errors.
Student participated
in the portfolio
planning process.
One or two of
the planning
elements/documents
were not created.
Most of the samples
are appropriate for
content.
Student minimally
participated in the
portfolio planning
process. Three or
more of the planning
elements/documents
were not created.
More than half of
the samples were
not appropriately
placed.
Student did not
participate in the
portfolio planning
process. Few files
were in the
appropriate place.
Total
Teacher Comments:
20
Copyright © Texas Education Agency, 2015. All rights reserved.