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INTRODUCTION
This section comprises three items:
PURPOSE STATEMENT
LETTER TO SELF

PHILOSOPHY OF TEACHING

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UNIT PLAN
CAPTION
This Unit focuses on developing an understanding of the interrelationships intrinsic within Ecosystems. Students will appreciate the importance of ecosystems while generating interest in tropical rain forests.  They will grasp the concept of location, time and change. Students will be enlightened on anthropogenic factors while exploring means of preservation and sustainable development. Students are empowered to become more involved in their learning. It requires students to not only develop proficiency in critical thinking, problem solving and analysis but demonstrate working knowledge of the Caribbean as well. Students are expected to foster awareness and concern for the natural environment.

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Debra_Mohammed EDSS5710 PORTFOLIO Section B 1 Unit Plan.docx.pdf

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INSTRUCTIONAL OBJECTIVES

CAPTION

Learning objectives are the vehicle through which educators arrive at their goals. This provides a sequential flow of the desired outcome. The main purpose of employing instructional objectives is to offer guidance to teachers and students. Instructional objectives provide order and facilitate the smooth flow of lessons. By adhering to objectives, students remain engaged. This maximises the teaching time available and ensures that learning takes place. In the absence of learning objectives, teaching can be chaotic and students are deprived of attaining academic excellence. Therefore, learning objectives play a significant role in the delivery of the content.

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Debra_Mohammed EDSS5710 PORTFOLIO Section B 2 INSTRUCTIONAL OBJECTIVES.pdf

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LESSON PLANS
CAPTION
In lesson planning, the most appropriate instructional strategy should be selected to maximise learning. Both lessons employed Realia such as plants, leaves and axe. This engaged students and provided visual stimuli. Students learnt better when they could make a physical connection to words. Case Studies provided specific information and a vehicle for Read Aloud. Graphic organiser, Frayer Model and Structured note taking were used to improve literacy and deviate from lengthy notes. Brainstorming and Effective Questioning were used to probe videos and elicit relevant information in both lessons. Direct Instruction reinforced the use of all by providing structure and concentrating focus.

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Debra_Mohammed EDSS5710 PORTFOLIO Section B 3 Lesson  Plans.pdf

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TRANSFORMATIONS
CURRICULUM INTEGRATION

CAPTION

Curriculum integration is highlighted in this section. This involves a multi – discipline approach of instruction. Concepts are explored in various subject areas to provide students with comprehensive understanding. Three Departments Geography, English Language / Literature and Visual Arts collaborated in implementing curriculum integration for Form Five Group One because students pursue a combination of these subjects. The main reason was to maximise teaching time and produce enhanced learning outcomes. There was high congruence in themes inherent in each subject. Topics were meticulously selected for each term. This endeavour has emphasized that we need to teach students rather than a subject.

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INSTRUCTIONAL SCAFFOLDING

CAPTION                                                                                  This piece examines the role of instructional scaffolding in acquiring competencies in skill development. Scaffolding is the process whereby knowledge is disseminated on a phased basis. In instructing a concept, the teacher provides support to the students until they demonstrate the capacity to execute the task independently. This strategy will be used among Form Five Geography students in developing sketches from aerial photographs or maps. These students need assistance in practical skills, a need recognised from examination results. This exercise has great significance in creating student centered classrooms where students build confidence in their capabilities.

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Debra_Mohammed EDSS5710 PORTFOLIO Section B 4 SCAFFOLDING.docx.pdf

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TASK ANALYSIS

CAPTION

This piece depicts the steps in performing the task of drawing a sketch from a topographical map. It comes from lesson five of the Unit Plan which requires students to produce a sketch to show distribution of vegetation. Students need to develop competencies in this skill for the purpose of examination and field studies. They need to be able to identify geographical characteristics of the landscape. Task Analysis is an important practice to adopt because it focuses on assisting students to enhance skills. When things are learnt gradually, the impact is greater on lifelong learning.

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Debra_Mohammed EDSS5710 PORTFOLIO Section B 5 Task Anaysis.pdf

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TRANSFORMATIONS
AGENT OF CHANGE
CAPTION

This section looks at what motivates me to effect change in the education system. Poverty is a real problem afflicting students and hampers their educational goals. I am dedicated to encouraging students to pursue their education. At this institution, education is disrupted by defective infrastructure. Students must be afforded the opportunity to receive vital instruction. I have learnt strategies and theories. But care and understanding are defining characteristics a teacher must possess to meet educational goals and secure a child’s future. Education is not only for students but teachers need to improve their practice and profession as well.

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Debra_Mohammed EDSS5710 PORTFOLIO Section E TRANSFORMATIONS Agent of Change.docx

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REFLECTIVE SUMMARY

CAPTION

This final piece reflects on what I have acquired from the Pedagogy as

process course. I am now equipped with competencies to maximise

teaching and learning. There has been improvement in my practice and with perseverance, I will continue to fulfill the educational goals of my students.

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Debra_Mohammed EDSS5710 PORTFOLIO Section F Reflective Comprehensive Summary.docx

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GROWTH IN ASSESSMENT COMPETENCE

This section comprises various pieces in response to questions on Assessment.

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Debra_Mohammed EDSS5710 PORTFOLIO Section D Growth in Assessment Competence.docx

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TECHNOLOGY INTEGRATION

This section contains two items:
1. Discussion with Peer
2. Use of Technology Integration in various Lessons.

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Debra_Mohammed EDSS5710 PORTFOLIO Section C 2 TECHNOLOGY INTEGRATION.docx