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Two lesson plans
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The Strategies used were, Modelling and Analysis of students work. Analysis of Students work allowed for immediate in-class feedback. This allows the students to know their progress and give insight to the teacher about students’ understanding. Teacher will then determine if an aspect of the lesson or task should be re-done or even encourage students to assist their peers. Modelling provides an opportunity for students to observe and imitate the steps in the procedure. Eventually the students should be able to accomplish task on their own. The chosen lessons consist of task which would be effectively taught through modelling.

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“Scaffolding is an approach to course and assignment design that involves breaking the learning objectives into manageable steps and providing instructional support throughout the learning process” (Skene, A & Fedko, S, 2014). Eventually students will be able to accomplish and understand the task without teacher's direct input. The students whom this approach was used were form two. Students' map reading and practical skills are very basic. Use and function of a map's components are not truly understood and their functions are not appreciated.

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The task is measuring distance on a map, lesson five within the unit plan. The practical skill of measuring distance on a map is importance to help develop the concept of space and place. Precision is also important to ensure accuracy. Students will also develop an understanding and appreciation for technology integration such as Global Positioning System and Geographic Information System in Geography. Task Analysis is vital to my practices because of practical skills needed.

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Peer Discussion
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Technology can improve and assist in students’ learning ability. The technology mode chosen was, video recording using Screencast- O- Matic. This mode was selected to teach the topic of Four Figure grid reference to my form one students, developing the concept of space and place. This is important concept in geography because, studying spatial environment and how humans are interconnected is better understood when the concepts of place and space is grasped. The Mode allowed me to play the instruction repeated, appealing to the visual and auditory learner, and assist each student or pair.

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Lessons making use of technology
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The lessons highlighted includes the integration of technology in constructing weather station models and video simulations to explain limestone features and their formation. The effective use of technology increased students’ performance and engagement. It also allowed the lessons to be student centered, encouraging stimulus-seeking students.

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To show my growth in assessment competence the topic of hazards and disasters was selected. The form three level was targeted because they have prior knowledge on what are hurricanes, earthquakes, tsunamis and other hazards. The aim is to help students understand the interconnection with hazards and humans in addition to space and place. The task is to assess the students understanding the various roles in disaster preparedness and how one affects the other. The rubric was designed to guide the students to develop an effective disaster preparedness plan and comprehend the key geography concepts.

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4) (ii) Growth in Assessment Competence 

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4) (ii) Growth in Assessment Competence 

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Josef Albers said, “Good teaching is more about giving of right questions than giving of right answers.” That highlights my aim to continue to improve in the setting or constructing of assessments. The Two principles discussed in this section is validity and reliability of assessments. Teacher would not use examination to threaten a student or not challenge their thinking ability, balance is required.  In order to determine if learning is taking place teachers will use the appropriate formative and summative assessments for the relevant level of students.

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Curriculum Integration
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I implement a performance assessment with a form three geography class under the topic of natural hazards and disasters. The assessment required a performance through a short skit the long term and short term effects of a natural disaster of their choice. To gain insight into marking and developing a rubric for performing arts, I inquired details from the art and drama teacher. Form three students tend to become easily distracted and portray a low level of engagement. The inclusion of performance into this aspect of the curriculum resulted in an increased level of student engagement

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Agent of Change
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Growth is on – going once I continue to be a reflective practitioner as this Diploma in Education programme taught me. My pedagogy is dynamic. My teaching style is no longer marked by the common transmissional mode but student centered. Implementation of various teaching strategies to include all students improves learning. Collaborating with other colleagues, even external to one’s department promotes curriculum integration and strengthens professional bonds.

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My teaching journey and pedagogy has changed. It improved and is continuously expanding. My future projections are endless.
View https://www.youtube.com/watch?v=Un5SEJ8MyPc