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ISC3701 PORTFOLIO 202 2
ASSIGNMENT: PORTFOLIO 2022
NOZIPHO VUKELA
STUDENT NUMBER:
DATE: 28 0CTOBER 2022
I NOZIPHO NONHLANHLA VUKELA
Student number: 606 09354 Module code: ISC 3701 hereby declare the following: I understand Unisa’s policy on plagiarism. This examination is my own original work (i.e. produced by myself). I have duly acknowledged all the other people’s work (whether in electronic or print format) through the proper reference techniques, as stipulated in this module. I have not copied the work of others and handed it in as my own, nor have I made my work available to any fellow students to submit as their own. Signature:NN VUKELA Date: 22 OCTOBER 202 2
TABLE OF CONTENTS
- Cover page…………………………………………………………………………………………………………….….Page
- Table of contents…………………………………………………………………………………………...……………Page
- An autobiographical sketch …………………………………………….……………………………….……………Page
- description statement about teaching beliefs, practice and learning process………………………………Page
- My reflection based on assignment 02 and assignment 03……………………………………………………..Page
- How to offer a greater variety of teaching methods .....................................................................................Page
- Aspects of African-based teaching can you integrate into your own teaching philosophy?....................Page
- How will this be of benefit to you, the learners and your school?................................................................Page
- themselves as a way to reflect on their lesson design……………………………………………………………Page 7 - Write a set of questions you would suggest teachers ask
- Two Peer Review Reports from your fellow students or teachers..………………………………..…..............Page
- A summary statement (250 words) at the end of your ePortfolio …………………………………………........Page
- Evidence collected…………………………………………………………………………………………………........Page 1 3 to
- Contents of a lesson plan required for an effective and meaningful teaching and learning ………………Page
- Lesson plan………………………………………………………………………………………………………………...Page 16 to
- The importance to specify the methodology/pedagogy in lesson plan…………………………………………Page
- Problems that occur during teaching and learning…………………………………………………………………Page
- Coclusion…………………………………………………………………………………………………………………..Page
- An environment conducive to learning, knowledge that will help them be successful in achieving their lives' goals, materials, opportunities, and feedback that will help them learn, and
- Help in becoming and remaining motivated to be successful both in their studies and in applying their knowledge to solve problems in their lives. I also believe that my students have duties to me, to their fellow students, and to themselves. I believe that these duties support me in fulfilling my duties to students. My philosophy of education is that all children are unique and must have a stimulating educational environment where they can grow physically, mentally, emotionally, and socially. It is my desire to create this type of atmosphere where students can meet their full potential. I will provide a safe environment where students are invited to share their ideas and take risks. I believe that all children are unique and have something special that they can bring to their own education. I will assist my students to express themselves and accept themselves for who they are, as well embrace the differences of others. I believe that all children are unique and have something special that they can bring to their own education. I will assist my students to express themselves and accept themselves for who they are, as well embrace the differences of others. Every classroom has its own unique community; my role as the teacher will be to assist each child in developing their own potential and learning styles. I will present a curriculum that will incorporate each different learning style, as well as make the content relevant to the students’ lives. I will incorporate hands-on learning, cooperative learning, projects, themes, and individual work that engage and activate students learning. I aim to bring an open mind, a positive attitude, and high expectations to the classroom each day. I believe that I owe it to my students, as well as the community, to bring consistency, diligence, and warmth to my job in the hope that I can ultimately inspire and encourage such traits in the children as well.
My reflection based on assignment 02 and assignment 03. B. MARKED ASSIGNMENTS (02) Introduction to Using Computers in Education I have been refreshed on much computer terminology. I also have come to understand that in order to keep up with the computer world I must have this computer literacy or understanding of computers and their uses. Throughout my college experience and buying a car and other high priced items, have been using information literacy. I know how to find and use information. For example, it is much easier and more efficient to search at home before heading out from dealership to dealership unsure of what you are looking for in a car. With information literacy, you can search right at home with the internet to locate potential features you might want in a car and then go to a dealership with a more focused approach. I believe as an educator, integration literacy is essential for the children and can save a teacher time, energy, and make them able to incorporate more real authentic learning. When a teacher can find appropriate technology to go along or match objectives being taught, then they are using their integration literacy. I have done some integration, mainly in the language arts and social studies areas. For example, I had found an online student unit on a book we read together as a class. After every 3 chapters there was an assignment for the students. The students used a mobile lab of laptops and were paired up with partners. They worked on the assignment together after each of the chapter selections. The assignments ranged from writing assignments to using the Kid’s Almanac on the Internet. This allowed the students to learn not only how to browse the Internet, but to become familiar with the many sources of information they can also find. They also learned of the many fun student activities that go along with what we are learning in class. They learned to bookmark favorite websites, and got to practice their writing skills in word processing, and tested out how to insert data to make graphs. I found that by integrating technology, the students became more motivated about their schoolwork and were able to connect what they were learning with their own personal lives. As I learn more about integrating technology into the classroom I have learned that I must continuously reflect on how I can use my new knowledge in three ways: For my own professional development, using technology as a productivity tool in my classroom and extensively integrating technology in my teaching, lessons, studentbased projects, and student assessments to improve student learning. Engaging in this is called curriculumspecific or discipline-specific learning. I look forward to finding more about curriculum
section will depend on the project and your preferences. Some teachers also allow the class to grade a section of the assignment. If you choose to go this route, it can be helpful to pass out a scoring guide to the class. This way, each student knows how to grade the “ teacher” Activity 1.7 No. 02: What aspects of African-based teaching can you integrate into your own teaching philosophy? How will this be of benefit to you, the learners and your school? One of the reasons African philosophy of education is gaining prominence in scholarly texts today is because it has been criticised for existing mostly in the oral tradition, while most philosophical works are said to have been documented in texts. Instead of refuting the criticism that the oral tradition dominates African philosophy of education, inasmuch as Socrates’ ideas were documented in the dialogues of Plato (both Greek philosophers of ancient times), I rather will refer to literature on African philosophy of education to explain the concept. Thereafter, I consider how this concept will influence educational relations amongst people. My own interest in the texts of African philosophy of education is guided by my initiation, in the early 1980s, into an Anglo- Saxon analytic philosophy of education, which focused overwhelmingly on the quest for meaning and understanding in and about the texts that informed educational change in post-apartheid South Africa. Any African effort to construct a philosophy for contemporary living by combining the insights of traditional philosophy with those originating from elsewhere is an effort in the Africanisation of philosophical studies. Hence, whereas my interest in this course is guided by an attempt at Africanising philosophy of education, the course also offers opportunities for those interested in enacting justice in and through their educational experiences. As a university scholar for almost two decades, after a long stint in the teaching profession at a high school, I have engaged with texts with the aim to bring justice to the pedagogical teaching and learning encounters of myself and students. Activity 2.7: Log on to myUnisa to watch Flipped classroom 1 and Flipped classroom 2 under Additional Resources, and write a reflection on what you have watched. Flipped classroom is a pedagogical approach in which direct instruction moves from the group learning space to the individual learning space, and the resulting group space is transformed into a dynamic, interactive learning environment where the educator guides students as they apply concepts and engage creatively in the subject matter=Flipped classroom teaching has been used by
many educators to promote active learning in higher education. This andragogy is thought to increase student engagement by making them more accountable for their learning and increase time on task in the classroom. While there are several systematic reviews that point to improved student results, it remains unclear if flipped classrooms have positive learning effects in physiology education. Flipped classroom design in and ragogy or pedagogy is intended to capitalize on the emergence of new technology that makes delivery of content via internet resources not just possible, but also economical. In the flipped classroom model, passive teaching activities are delivered online (or through another medium), which the student accesses in his/her own time homework, whereas active student centered learning activities are completed in the classroom. In traditional learning, lower level of learning such as remembering and understanding is happening in class, while students are usually left to work on activities that involve higher level of learning outside of classroom. However, in the flipped classroom model, learning is flipped. As you can see from the pyramid, students can finish the lower level of cognitive work before class. And when they come to class, they can engage in higher cognitive levels of learning with peers and teacher present. Activity 4.4 Write a set of questions you would suggest teachers ask themselves as a way to reflect on their lesson design a) After they have prepared the lesson (before they teach it) ➢ How often do you adjust your future plans based on formative results? ➢ How often is a textbook the source of the plan? What % of the plan is directly from a textbook? ➢ How free are you to plan your own course/units/lessons? ➢ How often is district curriculum and/or course map referenced in your own planning? ➢ How detailed are your plans? ➢ What’s the role of templates and checklists in your planning? ➢ How do you think, ideally, you should plan for optimal preparation and good results? ➢ How much of the planning process, ideally, should be mandated or at least recommended? b) While they are teaching the lesson
“I’ll finish it tomorrow” and chances are you will NOT finish it tomorrow. Deadlines are a way to discipline yourself to actually sit down and finish what you set out to do. Self-discipline is a skill that must be trained and it won’t magically appear the longer you say “I’ll be motivated tomorrow.” I’m learning that you need to set a specific timeline for yourself to complete and make sure to STICK TO IT. You’ll get things done and your work will no longer become an option but a requirement. My teacher once told us that no one has a perfect portfolio and that stuck with me. He explained that you’ll never be completely satisfied with your portfolio and that’s something I had to learn. Since you’ll constantly be updating your site the more you gain new experiences, it’s okay if yours isn’t perfect from the start. Do your best to showcase your thought process for future employers to see and don’t be too discouraged if it’s not exactly how you want it. You’ll have plenty of opportunities to continually make changes as you go. Student Second Peer Review: I realized that building a portfolio is similar to reiterating a wireframe. Since I stare at my site from hours on end, it’s important to get feedback on what you’re creating. I think your portfolio should be made to be extremely intuitive and interesting enough that even individuals who are not in the field would be okay with reading it through. I learned to ask people around me to critique my work to see if they find what I wrote to be engaging and compelling. Besides, the last thing I would want is for my readers to be dozing off by the end of the page. Overall, building a portfolio is loads of work. Staring at my blank html page, I remember thinking “How on earth will I be able to finish this?” I’m learning to take it day by day and to celebrate small milestones along the way. Building your site is an investment. It takes time, endurance, and patience to complete but take heart, you’ll reach the end sooner or later. Okay, back to working on my site. Hope this helped! I feel like design is always such a scary thing to showcase to people. It makes you feel extremely vulnerable since you WILL get feedback for whatever you create. There will always be critique and that is something you, as a designer, have to be ready for.
A summary statement (250 words) at the end of your ePortfolio/ Portfolio describing how you feel about your portfolio During a long time, I thought my portfolio must represent me. Ok well done, that’s the first mistake.I got stuck trying to figure out the person I was and how to represent myself as its best. I tried to do the same work of empathy, understanding, analysis I was doing for my clients but obviously I was not a classical client& Is our work define who we are? For instance, is the fact that someone works as an environmentalist caring about the planet makes him a better person? Are we what we do? I feel glad that I have been able to make of one of my passions my work but I am too complex to be resumedby that. I do so many other things out of my job. I definitely assume that I am not my portfolio. The other point which has been difficult when I started making it is that: there are already so many good designers on the market, how can I make the difference? It was just easy as making the difference by not trying to make the difference. Yeah, it makes me feel cheesy to write this but it is obvious to me now that this is the best way. We are all different and this is what is interesting. I watched so many other designer’s portfolios and see how much it looks nice and try to follow the same trends and each time it simply failed. Following the trends is not always appropriate Evidence collected: Evidence collected: Traditional classroom vs flipped classroom
Interesting facts or research findings The research is based on a reciprocal relationship between the worldview of post-positivism, the strategies of enquiry and the research methods (Taylor and Medina, 2013). Post-positivists believe that observation is fallible and individuals construct their worldview based on the possibility of an objective reality (Sukamolson, [s.a.]). This is fitting, as the Flipped Classroom is informed positively by a constructivist approach pivotal in designing appropriate methodologies (Anderson and Krathwohl, 2001, cited in Huitt, 2011). Accordingly, the research includes generation of suitable questions, data collection and analysis, deductive inference and validation. The exploratory nature of post-positivism explains why this is an appropriate worldview; it embraces the principles of determination, reductionism, empirical observation, measurement, and theory verification (Cresswell, 2009). The questionnaire provides a vehicle for determining if this teaching strategy encourages greater student engagement with subject content. As Flipped Classroom outcomes can be subjective in measurement, this empirical research employs a quasi- scientific/mathematical approach, thereby exploring causal relationships, applying analysis and lending credibility (Cohen and Manion, 1980). Thus, this statistical approach adds reliability and a solid base for the presentation of findings by graphical and statistical analysis (Denscombe, 2010), rather than relying on speculative anecdotal evidence. In the Flipped Classroom, respondents shape levels of involvement in the educative process (McLaughlin, Roth, Glatt, Davidson, Esserman and Mumper, 2014), creating meaning around personal experiences, thereby building their own reality (Charmaz, 2006, cited in Lauckner, Paterson and Krupa, 2012). This dictates the high evels of agreement in the three sub- categories, encompassing the supportive, communal approach (4 agree and 4 strongly agree), social preference (8 strongly agree), and varied learning experiences (6 strongly agree), favoured by students (Howe and Strauss, 2003). This is congruent with the view that students’ voices must be heard in SA curriculum reform (Shay, 2016). They must be a part of the debate about the design and delivery of material, for the curriculum is for their benefit, in service to them (Evans, 2016).
D. DESIGNING, PRESENTING AND REFLECTING ON INSTRUCTION
LESSON PLAN SAMPLE
NAME OF THE SCHOOL
SUBJCT
SUMMARY OF ACTIVITIES
HOMEWORK
1.1 Study the sample of the lesson plan above. Is this lesson plan complete? Mention the five contents of a lesson plan required for an effective and meaningful teaching and learning experience in the classroom that are missing in the above lesson plan.
- Lesson outcomes/Objectives
- Lesson content
- Lesson introduction
- Teaching and Learning Phase
- Lesson closure
- Assessment of learning
- Lesson evaluation 1.2 Why are the five contents you mentioned in 1.1 important in your lesson plan?
Evaluating your lessons is a way of ensuring that you are doing all you can to help your students achieve their potential. By regularly evaluating your teaching you are more likely to provide your students with a continually improving learning experience. Evaluating lesson plans helps teachers improve their practice, develop strong reflective habits, and meet the needs of the learners in front of them. 1.3 Design a lesson plan using the basic lesson plan format on page 27 of your prescribed book. It should be based on one of the major subjects that you will teach once you have completed your degree. Your lesson plan should be a comprehensive guide with concise steps. It should be so clear that any other person would be able to teach from it if you were absent. Lesson plan Theme: I am special: my face and body Grade: 1 Age: 5 years School: Curro Academy Focus area: language (communication verbal) Objectives:
- To establish and acknowledge learners’ prior knowledge of a topic, and to build on what is already known about that topic. To model the graphic organisation of knowledge by using the strategy of mind-mapping.
- To give learners the opportunity to use new language authentically, and to apply their knowledge of a topic and creativity to create a meaningful story. To build learners’ sequencing skills. To give learners the opportunity to work collaboratively and co-operatively in a small group.
- To consolidate learners’ knowledge of new vocabulary. To learn through play. Duration: 150 minutes Day 1 (^) Activity 1 (30 minutes) : Theme Discussion Monday: MY NAME AND BIRTHDAY
- I am ME. I am special. There is no one else like me. Resources Chalkboard Theme posters on my Body.
- Ask each child to say his / her name and to tell you about themselves while taping their voices. Play back to them. Say the name of the children one by one. Clap to the rhythm of the names.
- e.g Si-ya-bo-nga (4 claps)
- Ma-ry (2 claps) I will ask the children to bring photos of themselves as babies.
- I have a special birthday of my own. I will discuss that the day the learner was born is a special day and to make that learner feel special we wear a crown on our head on our birthday at school and our classmates sing a special song.
- The educator demonstrate with one learner. I will ask the children to bring photos of themselves as babies Theme table resources. Theme equipment Magazines Photos Observation sheet checklist
Day 2 Activity 2 (30 minutes) MY FAC E I am ME. I am special. There is no one else like me.
- I will explain that every person’s face is special. Even though all faces have eyes, ears etc each child’s face looks different from another child’s
- I will ask learners which part of the face they know. S ay the parts of the face such as mouth, chin ears, eyes, nose, and forehead. As the teacher says one part she says: I have ONE mouth Resources Magazines Charts and flashcards Photos Happy Birthday to you ,Happy Birthday to you Happy Birthday dear John Happy Birthday to you
I have TWO eyes etc.
- As the teacher says each part learners should point to their own faces.
- The class is divided into pairs and learners look at their friend’s face and show the parts on the friend’s face
- Discus faces and ask questions such as:
- What is in your mouth? (Tongue, teeth)
- Why do we have a mouth? (To eat, drink, talk)
- What are the TWO holes in your nose called? (nostrils)
- What do you use your ONE nose for? (Smell and breathe)
- What do you use your TWO eyes for? (To see)
- What do we call people who cannot see? (Blind people)
- How many ears do you have? (TWO )
- What do you use your ears for? (To hear) - What do we call people who cannot hear? (deaf)
