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I enjoyed this course very much. It helped me to see that the problems that I experience in my corner of the country is the same issues dealt with by other teachers worldwide. I will try to infuse positivity into my vocation. The course has given me renewed vitality to try new things and be excited about teaching once more. By teaching in front of my peers and seeing very good teachers perform, I realize that I also am a very good teacher possessing many skills.

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In order to know where you're going you have to know where you came from.

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This is my portfolio of the Pedagogy as Process course 2018/19.
It includes my philosophy, lesson plans, unit plans and reflections of my journey through Dip Ed.

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Planning is very important in teaching.  Following is a volleyball Unit Plan and objectives of a Lesson Plan.  I learned about many teaching strategies.  Below are two examples of Lesson Plans using the Direct Instruction strategy and the Teaching Games for Understanding strategy.  Included also is an explanation and example of instructional scaffolding.  Finally is an example of Task Analysis.

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Planning is very important in teaching.  Following is a volleyball Unit Plan and objectives of a Lesson Plan.  I learned about many teaching strategies.  Below are two examples of Lesson Plans using the Direct Instruction strategy and the Teaching Games for Understanding strategy.  Included also is an explanation and example of instructional scaffolding.  Finally is an example of Task Analysis.

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Volleyball is an interesting team sport.  The Unit Plan gives a general idea about definition, misconceptions, history, rules and skills.  It gives detailed objectives, strategies, resources and assessments.  When this unit is taught students will learn how to play the game of volleyball.  They will develop an appreciation for recreation and learn the skills required to pass the N.C.S.E. practical PE exam. I learned how to think about different teaching strategies in planning.

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Objectives are statements that define the goals of the lesson.  They line up with curriculum goals and aims.  They are measurable and doable.  In Physical Education the psychomotor domain is significant, but the cognitive and affective domains are valuable as well. Especially the affective because students must work in small groups and teams and learn all the values that are necessary to do so. Physical Educators must take all 3 domains into consideration when planning.

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Instructional Objectives for Underarm Serve - Volleyball

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Instructional Objectives for Underarm Serve - Volleyball

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The first lesson plan is for the Forearm pass using the Direct Instruction strategy.

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The first lesson plan is for the Forearm pass using the Direct Instruction strategy.

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It is a teacher directed method and the most common method used in teaching.  From the beginning of the lesson in the Warm-up the direct instruction is seen when the teacher tells the students  exactly what to do in sequence.  In the set induction the teacher asks questions and students answer.  Then the teacher demonstrates the forearm pass in parts and then whole.

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In the second lesson the Teaching Games for Understanding strategy is used.

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In the second lesson the Teaching Games for Understanding strategy is used.

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Instead of using tedious drills in the traditional approach TGfU allows children to actually play the game.  Modified games are used to learn the different skills.  Also game sense, tactics and use of space is taught.  This strategy could be seen from the beginning of the lesson by using a balloon game as the warm up.  TGfU is a lot of fun and motivates the students  to participate. During the skill development and skill application more games are played by manipulating the environment. Questions are asked to get the students to think.

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Scaffolding is used to help students learn a skill by propping them up in the initial stages like a baby learning to walk.  It is done in progressive stages, gradually shedding outside assistance to more independence.
The underarm serve in volleyball is a more technical skill that requires co-ordination. Some students do not get right on the first attempt. So the teacher demonstrates step by step. Then the student practice the movements without the ball. Then with the ball but not to any particular target. Gradually they practice to various targets becoming increasingly difficult. Teaching skills in Physical Education is done in progression, so scaffolding is used to make the students increasingly confident and competent by giving them chances for success.

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Students do not learn our subject in isolation, but they are constantly bombarded by a lot of information from different subjects simultaneously. We can help them to make sense of things by collaborating with other subject areas with similar topics. The Form 2 Physical Education syllabus has a Folk Dance topic which coincides with the subject of Dance. Team teaching was done to perform the Belair Dance. I have learned that Dance and PE has similar characteristics like Movement Education, warm-up and cool-down.

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The game of cricket is described.  Some general objectives about batting and bowling are listed.  the nine lesson topics are explained.  Formative and summative assessment strategies are also mentioned.

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The video below is a discussion with a teacher from my department about using Video in our teaching.
I explain how I used video in my hockey, dribbling lesson.  Then we continue to talk about other uses and benefits of using video in teaching.

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The task at hand is the underhand serve in Badminton. The serve is used to start a rally. If one cannot serve properly it could be the difference in winning or losing the game. In Physical Education skills are broken up into three parts: the preparation, execution and follow-through. This is how skills are taught.

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Store photos and docs online. Access them from any PC, Mac or phone. Create and work together on Word, Excel or PowerPoint documents.

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Store photos and docs online. Access them from any PC, Mac or phone. Create and work together on Word, Excel or PowerPoint documents.

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The first article describes my use of Microsoft PowerPoint presentations in my teaching.  The presentations are colorful, clear, legible and very effective. Challenges and benefits of this technology is also discussed.
The second article describes my use of WebQuest in teaching.  Potential for further use is also discussed.

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Growth in Assessment Competence.                          Cricket

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Growth in Assessment Competence.                          Cricket

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Teaching Practice in Holy Faith Convent Couva

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Tests must be reliable and valid. They are reliable if they get the same results when taken at different times. Some ways of ensuring reliability are by letting all the students take the test in the same conditions and the same teacher corrects them. The tests are valid if they measure what they are supposed to measure. The test should relate to the objectives that were taught. Table of specifications should be made to ensure validity. A common problem with tests is that they measure too many 'knowledge' type questions.

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I have been teaching for nineteen years now. I taught at every level in Primary Schools. For the last eleven years I have been a Physical Education Teacher in a Secondary School. I attended Corinth Teachers'College for two years full time. I went to Naparima Girls' High School where I was successful at O'Levels and A'Levels examinations. I am also a Badminton coach Level I.

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The Diploma in Education course has made me reflect on why I am teaching and how I am teaching. It has equipped me with a lot of information and strategies in becoming a more effective teacher. Because I have all this knowledge now I cannot return to school and continue as before. There must be continuous improvement and life-long learning in my career. I must also share this new information with colleagues and students. I am trying to have more student-centered activities in my lessons also.

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Do You see the sea in the background?

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Look at this awesome video of building a model of the Digestive System

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Look at this awesome video of building a model of the Digestive System