Working portfolio
I build things because a real lesson, explanation or workflow needs to work better.
This is the practical side of my teaching: classroom resources, mathematical explanations, science investigations, browser tools and software systems. I record what the work is for, what has actually been built, what evidence is available and what still needs attention.
Selected work
Start with the work itself.
Four projects show the range of the portfolio: a mathematical application, a classroom resource system, practical science design and a programming environment.
Four kinds of work
Teach. Explain. Build. Refine.
The same project may cross more than one area. These collections provide a useful starting point rather than forcing the work into one narrow category.
Method
The method is deliberately ordinary.
I notice a repeated problem, clarify what is actually difficult, make the smallest useful response, test it in realistic conditions and keep revising. The process is similar whether the result is a worksheet, proof, practical investigation or application.
Read the full build process- 01Notice
Identify the real friction rather than the loudest symptom.
- 02Understand
Clarify the Mathematics, Science, learner need or workflow.
- 03Make
Build the smallest response that can be used and checked.
- 04Test
Check accuracy, failure states, accessibility and real constraints.
- 05Record
Keep evidence, decisions, limits and recovery information.
- 06Refine
Preserve what worked and change one justified thing at a time.
Complete catalogue
Every case study, with its maturity visible.
Search the complete record, combine filters and sort without losing the distinction between work in use, working releases, prototypes and concepts.
Current development
Work that is still teaching me something.
These projects are active, incomplete or deliberately experimental. Their next steps are shown rather than hidden behind a finished-looking card.
Evidence and boundaries
A portfolio should show the limit as clearly as the result.
I do not want a prototype described as a finished product or a classroom resource described as research evidence. The labels below explain how I use maturity terms across the catalogue.
- In use
- Applied in classroom, professional or operational work. It can still be revised.
- Working release
- Usable and testable now, with documented behaviour and known limitations.
- Prototype
- Substantial behaviour exists, but reliability, evidence or scope remains incomplete.
- Concept
- An explored direction or early implementation that should not be treated as complete.
Connected writing
The reasoning behind the work.
The articles explain how I plan, teach, model, test and revise. They are written from practice rather than as product announcements.