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My portfolio will be presented as follows:

Section A: Introduction

- The Purpose Statement
- The Letter to Self
- The Statement of Initial Philosophy

Section B: Unit and Lesson Planning

- Sample Unit (Coasts)
- Sample of Instructional Objectives
- Sample of Lesson Plans
- Response to Readings on Instructional Scaffolding
- Task Analysis

Section C: Technology Integration

- Technology Integration conversation with Colleague
- Report on Technology Integration in the classroom

Section D: Growth in Assessment Competence

​- Understanding Concepts, Sample Task and Rubric
- Two Principal of Classroom Assessment/ Test Construction & Critique of End of Term Test

Section E: Transformations

- Curriculum Integration
- Agent of Change

Section F: Reflective Comprehensive Summary

- Reflective Comprehensive Summary

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This Unit seeks to highlight the coastal environment, processes and landforms. Coastal processes and human activities, among others, can greatly influence the characteristics of a particular coastline, including its shape and features formed. As such, it is critical for students to be aware of the significance of various factors influencing coastal areas, as well as the ways they are under threat. Based on the CXC CSEC syllabus, it was found that the syllabus lacked key concepts, critical in providing students with a comprehensive understanding of the topic. As such, this Unit plan was developed to address these shortcomings.

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Instructional objectives are statements that describe what students are expected to know or be able to do at the end of a lesson or unit. The objectives for the following lesson were developed in relation to the overall goals and aims of the Unit and cover all the three major domains of learning, namely, cognitive, affective and psychomotor. Instructional objectives provide me with a periodic ‘roadmap’ for the unit, enabling me to ensure my lessons are conducted in a structured and productive manner. The objectives are also meant to stimulate the different domains of learning so students will be able to have a more holistic understanding of the topic.

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Section B- Lesson Plan (Instructional Objectives)

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Instructional strategies are methods and techniques teachers can utilize to achieve various learning objectives. One strategy employed in the two lesson plans in this Section includes the use of Discovery-based learning and cooperative learning strategies such as Jig-Saw and Peer Teaching. The other strategy used, was  the use of Six Hats strategy (in class discussion) and the use of role-playing to help with problem solving. The implementation of these strategies not only included the content to be taught but also the classroom environment which was conducive to teaching it. One of the main aims of these instructional strategies is to encourage students to become independent learners and to promote teamwork.

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Instructional scaffolding involves the breaking up of the learning objectives of a lesson into manageable steps with the aim of allowing students to eventually be able to undertake a task or understand a concept independently. This section will look at the instructional scaffolding of the teaching of a lesson on storm hydrographs to a Form 6 class. This strategy will be used to help explain the characteristics and components of storm hydrograph diagrams so they will be able to analyse the different scenarios under which they can change. As a result, I can go through various topics step by step, with the ultimate goal being that the students will be able to understand the concepts on their own.

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Task analysis helps break down a specific, complex task or activity into smaller and more manageable parts. Task Analysis will be used to teach the concept of cross-sections to a Form 4 class. Cross sections involve a series of steps that need to be done in an orderly manner to complete a final product. To move onto the next step, students must be able to master the previous one. As such, task analysis helps teachers support students as they learn to carry out the various steps in completing a task. The ultimate goal is for students to eventually carry out the task independently.

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The following is an audio conversation between a member of staff attached to my Department (Ms. Danielle Williams) and me, about how I have used technology in my lesson. The discussion is based on the use of screen casting to teach the concept of cross section to a Form 4 class. It provides an overview of what is screen casting, how I planned and used it and the benefits and disadvantages of using it. The conversation was also meant to encourage my co-worker to use similar technological modes in her lessons to make them more interesting for her students.

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This entry illustrates the use of technological modes, namely screen-casting and the use of Padlet, in two different lesson plans. Screen casting was used to teach a lesson on Cross Sections to a Form 4 class while Padlet was incorporated in a lesson on Aid for a Form 6 class. Technology has a positive impact in the education process, helping me to better execute my instructional delivery and enabling me to better connect with my students. The use of technology allows students who prefer to learn visually to retain information better, helps students learn at their own pace and equips students with the proper skills to function in the 21st century.

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Understanding Concepts, Sample Task and Rubric

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Understanding Concepts, Sample Task and Rubric

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The topic selected is Migration. It will entail teaching the definition of migration, the types of migration, causes of it (push and pull factors) and its consequences. The topic is one that is being highlighted worldwide on a daily basis. Even our country of Trinidad and Tobago is being impacted due the civil unrest in neighboring Venezuela. As such, it is critical that my students have an adequate understanding of the topic as well as being able to develop a sense of caring and compassion for migrants.

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Understanding a Concept, Sample Task and Rubric

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Two Principal of Classroom Assessment/ Test Construction & Critique of End of Term Test

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Two Principal of Classroom Assessment/ Test Construction & Critique of End of Term Test

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Assessments are critical in providing information to assist in the decision making on planning for instruction and learning. Two principles of assessment, which will be discussed in this section, are validity and reliability. These are deemed to be extremely important as they pertain to the quality of information obtained from assessment instruments. As a teacher, I need to ensure that among other things, assessments are fair, ethical and accurate to better evaluate a student’s learning and progress. Assessments can help me reflect on my teaching methods and try different strategies in order to help students learn better through supportive feedback.

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The entry is meant to express how I have been able to improve on my teaching practice, having learnt more skills in the Dip Ed programme and especially in the course ‘Pedagogy as Process’. It also presents how I intend to use want I have learnt to further improve my instructional delivery and methods and enhance my personal pedagogical skills. This Dip Ed journey has really been a tiring but enlightening and rewarding one. I can say that I have been able to transform my pedagogical skills to the benefit of both my students and myself. I will forever be indebted to the programme.

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A lesson for a Form 2 class was planned to incorporate the integration of the Geography and Visual Arts curricula. The lesson was based on the parts of a volcano and involved the students having to create a model of a volcano during the lesson. Through the guidance of the Art teacher, the students learnt the different elements of Art they needed to consider when constructing models, while I, as the Geography teacher, illustrated the accuracy of the volcano’s structure. I really enjoyed the lesson as it allowed students to also engage in kinesthic learning and not primarily in the cognitive and affective domains.

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Group A

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Group B

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Group C

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Group D

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Group E

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This section outlines my motivation in becoming a change agent, for my students and fellow teachers. It also describes the ways I have influenced change in teaching and learning at my school. I believe teachers play a significant role in being active agents of change, considering that we impact the lives of our students, who are the future generation of society. Change begins with each individual and teachers, through education, can help students prepare for their future. However, for me to be an agent of change I also need to critically reflect on my instructional strategies and methods to ensure that I am effective in helping my students prepare.

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Table of Specifications for Form 3 End of Term Assessment