2. LITTLE TO NO PORTFOLIO CREATION

Since most centres adopt classroom teaching, there is no necessity for the creation of customized portfolios for students. Instead, most centres handle students’ portfolios through the use of standardised materials and generic feedback. Little is done in terms of keeping track of the progress made in each individual’s portfolio. In this 1-way relationship, the learning experience exists purely based on what the coach decides to provide for the student in terms of learning content. Solutions and strategies for improvement are also controlled by the coach without any form of intervention. Without any direct feedback in the exchange between parents and coaches to review the child’s learning, parents have very little opportunity to observe and be made aware of their child’s progress and growth.


2. LITTLE TO NO PORTFOLIO CREATION

Since most centres adopt classroom teaching, there is no necessity for the creation of customized portfolios for students. Instead, most centres handle students’ portfolios through the use of standardised materials and generic feedback. Little is done in terms of keeping track of the progress made in each individual’s portfolio. In this 1-way relationship, the learning experience exists purely based on what the coach decides to provide for the student in terms of learning content. Solutions and strategies for improvement are also controlled by the coach without any form of intervention. Without any direct feedback in the exchange between parents and coaches to review the child’s learning, parents have very little opportunity to observe and be made aware of their child’s progress and growth.