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The University of the West Indies, St. Augustine

School of Education

Diploma in Education, 2018-2019

EDSS 5710: Pedagogy as Process Portfolio

Title of Assignment: Portfolio

Student’s Name: Farah Hosein-Bose

UWI ID #: 816012320

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A. INTRODUCTORY ITEMS
-Purpose Statement
-Letter to Self
-My Initial Philosophy of               Education
B. UNIT & LESSON PLANNING
-Sample Unit of Instruction
-Sample of Instructional Objectives for a Lesson
-Two Lesson Plans
-Instructional Scaffolding
-Task Analysis
C. TECHNOLOGY INTEGRATION
-Discussion with Peer
-Lessons Making Use of Technology
D. GROWTH IN ASSESSMENT COMPETENCE
-Concept Explained and Concept Assessed Through Sample Task and Rubric
-Principles of Classroom Assessment
E. TRANSFORMATIONS
-Curriculum Integration
-Agent of Change
F. REFLECTIVE SUMMARY
-Reflective Summary
G. REFERENCES
-References

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Caption. This unit focuses on natural processes which operate within the earth’s systems as specified in the Caribbean Secondary Education Certificate (CSEC) Geography syllabus. This unit was developed to guide student’s knowledge and understanding of natural hazards and increase their capacity to analyse the potential effects and the strategies and methods used to reduce or avert those effects. Developing this unit enhanced my ability to link instructional strategies to objectives, centred around meeting the needs of a diverse group of learners. It will allow me to schedule work to build on concept previously taught, hence, effectively creating an understanding and link to new concepts within the unit of work, as I proceed with my teaching practice.

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Sample of Instructional Objectives for a Lesson

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Sample of Instructional Objectives for a Lesson

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Caption. The learning objectives for a lesson describe what students should be able to do upon completion of the lesson. The learning objectives for the lesson will accomplish those objectives outlined the unit plan. Teachers need to identify what students will be able to do when the lesson is completed and design a lesson on what should be taught and assessed. Therefore, learning objectives should be specific and measurable. Clearly stating the learning objectives for my lessons will assist me in create appropriate learning activities to assist students to achieve what is expected upon the completion of the lesson. Also, it is important to choose good assessment tools to effectively evaluate the student’s achievement.

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Sample of Instructional Objectives for a Lesson

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Caption. A lesson plan is a structured guide for teaching an individual lesson. It is one of the core elements of the education system. Lesson plans help teachers decide on and maintain the teaching strategies of a lesson.  For each lesson plan, the instructional strategies are directly related to the objectives of the lesson. The instructional strategies should also consider the types of activities students will need to engage in, to develop the skills and knowledge required to demonstrate effective learning as the lesson progresses. The following lessons use discussions and guided questioning to link student’s prior knowledge of concepts. This promotes student participation and collective learning and stimulates learning from a sociological and psychological perspective. Videos and images will be used as visual and auditory aids and case studies will be utilized as a reading aid to stimulate and appeal to the variety of learners within the classroom. Graphic organizers provide a graphic visual display to allow students to organize information from readings in a meaningful structure. The case study article to assist with improving literacy. The integration of Visual and Performing Arts (VAPA) activities, such as the creation of a jingle, allows for an active learning environment that encourages students to take existing knowledge and to put that knowledge into practice in a creative and original and entertaining form. Group work will encourage students to work collaboratively to solve a problem, thus stimulating critical thinking and helps students clarify ideas through discussion and debate.

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Caption. Instructional scaffolding refers to the support teachers provide their students through step-by-step directions and practices for learners, and then standing back while students become proficient in applying those skills. Their aptitude gradually builds from pre-knowledge to new knowledge and eventually to using that knowledge independently. My classes consist of diverse learners and this technique will provide the additional guidance some students may need to better understand new concepts.

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Caption. This task is to draw a cross section for a specific section identified on a topographic map. This is important as it allows humans to understand and interact with the physical environment by allowing us to visualise the shape of the land. It helps geoscientists to see hazards, draw conclusions and informs on whether this is a good site to build or how difficult it will be to hike to a peak. “Task analysis is the process of breaking a skill down into smaller, more manageable components” (Szidon & Franzone, 2009).  This is important in my teaching practice as it allows me to break up a task into several simple steps. With the variety of learners in my classroom, it is necessary to take the time to express the different parts of a task using clear detailed instructions until the students have mastered each step.

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Caption. The mode of technology used was WhatsApp, to facilitate mobile learning while my form 4s and 5s complete their SBAs for the CSEC examination. WhatsApp provides a channel that allows for more precise feedback and faster communication with my students as they proceed with each part of their SBA. The sharing of information through WhatsApp is not only instantaneous and convenient, but it allows for a depth and precision to the information being send, due to the different form it is able to facilitates. It provided another venue for learning and increased the level of communication between myself and my students and between the students themselves, through the creation of a group chat for the class. There are a few issues that can develop with this mode of technology, but they can be easily dealt with by setting rules to be followed and close interactions with parents.

This peer discussion entry is an audio file that can be accessed using the link:

https://padlet-uploads.storage.googleapis.com/367428099/47017dcb0ee5ae2cb26947237f67e6f4/Peer_Discussion.mp4

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Caption. This entry discusses the integration of two modes of technology that were utilized in my teaching during this academic year. They are videos and a weather mapping site. Videos provide the opportunity for students to have virtual field trips to places, to explore issues and geographical phenomena while developing the affective domain. The weather mapping site was used to create a lesson based on inductive learning, while allowing the students to be able to develop weather map reading skills. This will also familiarise students with technology they can access that provide near real-time data at a global level. I will continue the integration of technology in my teaching practice as I recognized the importance and advantage of its use in the classroom. I have found it to be effective in enhancing my Geography lessons and it is a preferred tool for 21st Century learners.

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Concept Explained and Concept Assessed Through Sample Task and Rubric

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Concept Explained and Concept Assessed Through Sample Task and Rubric

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Caption. This entry contains two parts. The first explains what students should understand about the concept of change when used to explore the instructional unit ‘Coastal Processes’ from the CSEC syllabus. The second part consists of a sample task to create a poster which will be assessed using a rubric created for the task. It is important that students appreciate and understand geographical concepts and that tasks can be effectively used for assessing students’ understanding of these concepts or an aspect of the concepts. Change is a part of every geographical phenomena. The sample task will give students an opportunity to understand and appreciate processes of change and their effects, as they develop a sense of awareness of this concept and the importance of understanding it. The rubric will guide the students by allowing them to evaluate their work as they proceed with the task.

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Concept Explained and Concept Assessed Through Sample Task and Rubric

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Caption. This entry contains two principles of classroom assessment – validity and reliability. Validity refers to the usefulness of the results based on the inferences we can be made from those results. Reliability is concerned with whether the test is consistent and dependable to collect data producing accurate results. If tests are constructed with more consideration, they will be sufficiently valid and reliable for the decisions the teacher must make based on the results produced. Each form level has three classes that are taught by different teachers and to ensure that the content of the syllabus is equally covered, standardize examinations are applied. Validity and reliability are meaningful principles of assessment that should be considered when attempting to evaluate the status or progress of students in the classroom and this is important to allow for equity and equality across the form levels.

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Caption. This entry gives details of how Visual Arts and Geography was integrated at a form 2 level through the creation of a model volcano to show the impacts a volcanic eruption can have on humans and the environment. Curriculum integration is organizing education in a way that connects different areas of study by extending across different disciplines to desegregate concepts. In Geography, the Arts can be a creative, innovative tool that connects and actions the concepts learnt, and it provides the opportunity for students to explore and better present concepts and ideas. The creation of a model required student to understand the geographical phenomena to create their Visual Art pieces. This experience made me realize that the integration of Visual Arts provided a kinaesthetic activity that was creative and fun and met the objects intended while also developing different aspects of the affective domain that was very appealing and effective for boys of this form level.

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Caption. This entry analyses my transformation in becoming an agent of change. It includes my experiences as a student, my school’s situation and my experiences in the Diploma in Education program that have influenced my teaching and professional development. It also describes my realization of ‘Inclusion’ within the classroom, the implementation of new teaching strategies and collaboration to effect change at my school. The Diploma in Education has created for me a paradigm shift that has made me realize that I am the facilitator of the holistic development of our nation’s future through my practices as an educator.

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Caption. This reflective summary shows the evolution of my pedagogical skills during the time spent in the Diploma in Education program. Pedagogy as a process exposed enlightened me to several aspects of education which have help me to grow and understanding of my role as an educator. These included unit and lesson planning, growth in assessment competence, inclusion of the affective domain, technology integration, transformations in incorporated curriculum integration and agent of change. This course has also caused me to re-evaluate my teaching philosophy through careful reflections on my pedagogical practices. It has also inspired me to strive towards further professional development.