A Portfolio Reflection of Three Teaching Strategies and There Usage Essay Example for Free

A Portfolio Reflection of Three Teaching Strategies and There Usage testifyThis writer has been teaching for the past twelve years the introduction came at the University of the West Indies, Cave Hill Campus after graduating with a BSc. in Sociology and Politics where I first started indoctrinateing in Introduction to Caribbean Politics and Sociology in the undergraduate programme.After three year of working in administration full-time and tutoring part-time, I unyielding that desk work was not for me as I felt as though I would go out of mind (literally, as the job held no quarrels for me and in that respect was no prospects of promotion to anything else but more(prenominal) paper pushing. To that end I applied to a number of universities in the United Kingdom and was successful. bit studying in the United Kingdom for my Masters of Science in Criminology and Criminal Justice, I taught English as a Foreign Language to French and Italian students that summer in 1999.On ret urn from the United Kingdom n September 1999, I started teaching in the Division of General/ go on Education where I taught Caribbean Politics Society, Ethics and Citizenship (Cores) and Introduction to Sociology (Elective) to the general college student population and resume tutoring in the Department of Government, Sociology and Social Work in the dexterity of Social Sciences, Cave Hill Campus. In April 2000 I started teaching in the Division of Commerce in the Department of Government and political Studies and have since ferment the Head of the Department with responsibility for the Politics programme.During the summer of that year I lectured Introduction to Sociology in the Summer School Programme. I was asked to design a itinerary for the Regional Police Training Centre to replace a previous run this was called The Sociology of Crime and I was asked to teach the same. My interest in teaching alike led me to create a number of courses at the college and one such course, Th e Sociology of Crime (Corrections Aspect) was postdateed by the Training Division for an accelerated training course 2 for Prison Officers at Her Majestys Prisons this I was also co-opted to teach as well.To date I remain the Head of Department, Government and governmental Studies and I am a part-time lecturer/tutor in FOUN 1301 Law, Governance, Economy and Caribbean Society at the Cave Hill Campus, a part-time lecturer in Drugs and Society (Summer School Programme), a part-time Tutor at the Regional Police Training Centre and Her Majestys Prisons Dodds.The portfolio has been defined as a systematic and organised collection of evidence used by the teacher and student to monitor growth of the students knowledge, skills, and attitudes in a specific publication area (Blake et al. 1995). Others (DeBruin-Parecki, et al. , 1997) have provided a more contemporary view which envisions the portfolio as a purposeful, collaborative, self-reflective collection of student work generated dur ing the process of instruction. This paper is think to help the writer to systematically gauge her progress toward the teaching profession by developing a portfolio. More importantly, it is intended to help early(a) teacher sufferdidates think reflectively on their decisions and experiences.Institutions of higher learning across the nation are responding to political, economic, social and technological pressures to be more responsive to students needs and more concerned about how well students are prepared to assume future societal roles. Faculty are already feeling the pressure to lecture less, to crystallise learning environments more interactive, to integrate technology into the learning experience, and to use collaborative learning strategies when appropriate. The emphasis of learning to learn in curriculum reform has signaled to teachers to adopt student-centred strategies of teaching and variant modes of assessment.The basis for the foregoing can be found in the Ministry of Education White Paper on Education Reform (1995). During the police detectives years of teaching she has observed some unfavourable social skills being displayed by students in the coterieroom. Simple courtesies such as sharing or 3 saying good-morning appear to be disappearing from the habits of some students. This is symptomatic of the serious underlying problems in our society that need to be addressed urgently. The order with which some reference is made to the conduct of our youth, whether it is by teachers, parents, the media or society as a whole is disconcerting.If not curbed, these children take negative behaviours into their adult lives and this can be detrimental to the society as a whole. Cooperative/collaborative learning, portfolio assessment and problem solving/critical thinking, as an alternative assessment, are progressively being used in higher education facilities around the world and here at the Barbados Community College, specifically in the Department of Government and Political Studies. Before embarking on this course of study, much of the knowledge this writer operated with and under was done based on what was never wanted as a student, the centenarian way of mere pallaring.Notably, the change from listening to teachers teach and answering examination questions to taking the initiative to learn and demonstrating competence with self-selected evidence is a great challenge to the students. This paper first discusses the various constraints and difficulties of using, cooperative/collaborative learning, portfolio and problem solving/critical thinking as assessment and instructional strategies. The paper concludes with a raillery of the implications for successful use of these three strategies as a useful form of teaching and assessment can be measured at the same time.include in this paper will be examples of artefacts of each teaching strategy along with a rationale and description of teaching strategy. It can be maintain that ma ny students find the transition into Higher Education quite difficult, particularly if they have not studied for some length of time also approaching from the high school environment the same is obtained as many of these students have been spoon fed and find it hard to adopt the new mode of teaching. It is against this background knowledge that the writer layout this paper reflecting on various teaching strategies, namely Cooperative/ Collaborating Learning, Portfolios, and Problem Solving/Critical Thinking.Teaching strategies can be defined consequently as ways in which instructional material and activities are acquainted and conducted in an effort to meet the needs of every student. Notably, teaching strategies will vary from tutor to tutor and is usually based upon which method/strategy (ies) a particular tutor is most at ease in using and its feelingiveness.On the other hand a teaching method is a way of presenting instructional materials or conducting instructional activit ies. The use of this portfolio is designed as an educational tool to present knowledge gain through thorough reading and based on the information presented by the various groups in the course.This teaching strategy can be used to improve the attitudes and performance of Tutors and Teachers within the classroom. It consists of reflections, artefacts and projections on each teaching strategy i. e. ooperative/collaborative learning, portfolios, and problem solving/critical thinking. Notably, establishing clear, practical classroom rules at the start of the school year can help you keep students on track to learning while promoting good behaviour and responsibility. Strategies focused on increase student participation and learning were developed and implemented in three statics sections of varying sizes over the last two years. Overall student perception of these strategies and their match on learning in three sections of different size is very favorable.In addition, analysis of studen t ratings grouped by cumulative GPA indicates different strategies are perceived as helpful by different groups of students. However, implementing a combination of strategies seems to help all groups. Many of these strategies work across all class sizes and do not require significant investment in technology or hardware. However, more work needs to be done to determine the effect of these strategies on actual student learning or performance. 5 A word of caution is appropriate.This paper describes different strategies but it is important to note that strategies by themselves may not improve student learning. How strategies are implemented by the instructor and the instructors attitude plays a significant role in student learning. An appropriate quote comes from Louis Schmier Education without caring, without a soul, without a spirit, without purpose beyond subject matter is as viable as a individual with a brain but without heart. Pedagogy, technology, and techniques are no substitu te for love and caring.A Reflective Paper on the use of Cooperative/ cooperative Learning as a Teaching Strategy Cooperation is working together to accomplish shared goals. Within cooperative activities individuals seek outcomes that are serious to themselves and beneficial to all other group members. Cooperative learning is the instructional use of small groups so that students work together to maximise their own and each others learning. The estimation is simple. Class members are organised into small groups after receiving instruction from the teacher.