EXAMPLE ON HOW TO ANSWER UNISA ASSESSMENT 4 OF 2024: Module ISC3701 – PORTFOLIO
A Teaching Statement
My teaching philosophy is deeply influenced by Abraham Maslow’s humanist approach, particularly his hierarchy of needs. I believe that before meaningful learning can take place, learners’ basic needs such as safety, comfort, and a sense of belonging must be met. In my classroom, I aim to create an environment where learners feel happy, secure, and welcomed, ensuring that these foundational needs are addressed. Only in such an environment can students fully engage with learning and move toward self-actualization.
As a teacher, my role extends beyond delivering content; it involves building a warm and inclusive atmosphere that inspires, motivates, and encourages students to embrace both learning and personal growth. I strive to recognize each learner’s unique strengths and challenges, working collaboratively with a team of professionals to provide tailored learning experiences that address specific needs, especially for those facing barriers to learning.
I firmly believe that education is not a one-size-fits-all endeavour. Every learner is unique and brings something special to their own education. It is my responsibility to help them recognize their individuality and value the diversity within the classroom, irrespective of background or culture. By fostering this mindset, I hope to create a
supportive community where acceptance and mutual respect thrive. My teaching practices focus on facilitating learning outcomes for each learner by adopting differentiated instruction and continuous assessment strategies. I use a variety of teaching methods to engage all learners and support their development, ensuring that learning is an active, student cantered process. Ultimately, my goal is to empower students to take ownership of their learning, become confident in their abilities, and embrace lifelong learning. As a future teacher, my focus will always be on creating a holistic learning experience that nurtures both academic and personal growth.
1.1 Write your reflections on the 2024 marked assignments, discussions, and interactions between you as the student & the module lecturer. Describe your overall experience of online learning and the ISC3701 module. There must be evidence of reflection and growth in the Portfolio. These reflections also mean looking at your entire practice as a teacher. This is very important if you are to develop holistically.
As I reflect on my journey through the ISC3701(Instructional Studies in Context) module, I can confidently say that it has been a transformative experience. Engaging with the content, assignments, and discussions has significantly deepened my understanding of the key pedagogical principles, particularly Pedagogical Content Knowledge (PCK). The interaction with the lecturer via online platforms and fellow students provided a platform for meaningful exchanges, allowing me to consider diverse perspectives that enhanced my learning experience.
Throughout the marked assignments, I found myself challenged to apply theoretical knowledge to practical classroom situations. The feedback from these marked assignments was invaluable, as it highlighted areas of strength and growth while pushing me to think critically about my teaching practices. For example, in one of the
assignments focusing on constructivist principles, I was able to reflect on the importance of creating authentic learning experiences. The lecturer’s insights helped me refine my approach to designing student-cantered learning activities that encourage active participation and inquiry-based instruction.
The online learning environment also presented its own set of challenges and opportunities. The accessibility of online resources allowed me to engage with the material at my own pace. The ISC3701 module, in particular, facilitated a well structured online learning experience, offering various resources, which includes virtual support that enhanced my understanding of the subject matter. This online interaction also developed my digital literacy skills, which are essential for integrating technology into the modern classroom.
This module has contributed to my holistic development as an educator. It has equipped me with the skills and confidence to apply educational theories, adapt teaching strategies, and continuously reflect on my practice. As I move forward, I am committed to growing both professionally and personally, ensuring that I meet the diverse needs of my future students.
1.2 Write a set of five questions you would suggest teachers can ask themselves to reflect on their designed or planned lesson. Your answer should contain or include the following views:
After they have prepared the lesson (before they teach it)
Does my lesson align with the learning objectives?
How does my lesson cater to the diverse needs of my students?
Have I anticipated potential student misconceptions or challenges?
How will I actively engage students and foster participation during the lesson?
What methods will I use to assess student understanding during and after the lesson?
While they are teaching the lesson (during their presentation)
Are my students actively engaged and participating in the lesson?
Are students understanding the content, or do I need to clarify or re-explain any concepts?
Am I providing opportunities for all students to contribute, and am I addressing individual needs?
How effectively am I managing the classroom environment and student behaviour?
Am I pacing the lesson appropriately, allowing enough time for discussion, practice, and reflection?
After they have taught the lesson
Did my students achieve the learning objectives of the lesson?
What aspects of the lesson were most successful in promoting student understanding and engagement?
Were there any areas where students struggled or where the lesson could be improved?
How well did I manage the timing and pacing of the lesson?
What feedback did I receive from students, either verbally or through their body language, that can help me improve future lessons?
2.1 After you have designed your lesson; you might even have presented it as part of your practical’s/teaching practice. What do you think about the lesson you have designed and presented? Were you satisfied with the feedback from the assessor/supervisor?
After designing and presenting my lesson, I found it to be a valuable learning experience. The lesson plan was carefully crafted to meet the learning objectives, ensuring that it catered to the diverse needs of the learners.
I focused on incorporating interactive and engaging activities, and I felt confident about the content delivery and structure. However, upon reflection, there were areas that could be improved, particularly in pacing and providing more opportunities for learner’s reflection during the lesson.
The feedback from my assessor/supervisor was insightful and constructive. They acknowledged the strengths of my lesson, such as my ability to create a supportive and interactive learning environment. At the same time, they pointed out some areas for growth, including the need for more differentiated instruction and flexibility in
managing time.
I was satisfied with the feedback, as it highlighted both my strengths and areas where I can improve. This experience reinforced the importance of continuous reflection and adaptation in my teaching practices.
2.2 Now, imagine you were to present that planned lesson in an online learning environment. Describe how you would support your learners during their online learning experience to ensure their satisfaction and success. For this exercise,
Identify and describe the specific module/subject and student profile.
Grade 9 Mathematics module focusing on Algebraic Expressions
Student Profile:
Age Group: 14–16 years
Learning Environment: Mixed urban and rural areas with diverse access to technology, from laptops and high-speed internet to mobile devices with limited connectivity.
Learning Abilities: A range of abilities, including learners who are strong in mathematics and others who may find it challenging. Some learners may have barriers to learning, such as dyscalculia or low confidence in mathematics.
Experience with Online Learning: Some learner may be familiar with digital learning tools, while others may need additional guidance to use them effectively.
Strategies to Support Learners in an Online Mathematics Lesson:
1. Interactive Video Lessons with Step-by-Step Explanations
I would create short, engaging video lessons that break down algebraic concepts step by-step, including simplifying expressions, solving equations, and factoring. To cater to learners with varied learning speeds, I would provide playback controls so they can pause and revisit difficult concepts.
2. Live Virtual Problem-Solving Sessions
Weekly live sessions would be held where learner can ask questions and solve algebraic problems in real-time. I would use an interactive whiteboard to show how to approach each problem and allow students to work through some examples during the session. Breakout rooms would be used for collaborative work, where students
can work on problems in pairs or groups.
3. Asynchronous Practice Exercises
I would upload worksheets with algebraic problems of varying difficulty levels that students can work on at their own pace. I would provide video solutions and answer keys so that students can check their work. This would be accompanied by discussion forums where students can ask for help if they get stuck.
4. Maths Apps
To make learning more engaging, I would use math apps like Khan Academy or Mathletics, which offer interactive algebra exercises. I would create friendly competitions or challenges to keep students motivated and reward progress through virtual badges or certificates.
5. Personalized Feedback and Extra Support
For students struggling with certain algebraic concepts, I would offer personalized feedback on assignments and set up additional virtual tutoring sessions. I would also provide enrichment activities for advanced students to deepen their understanding.
6. Quizzes and Assessments
Weekly quizzes would be used to assess understanding of algebraic expressions. These quizzes would be conducted on the online platform and provide instant feedback so that students can identify areas where they need improvement. For longer assignments, I would provide detailed feedback and suggest areas for practice.
Ensuring Learner Satisfaction and Success:
Clarity and Structure: All instructions for assignments, quizzes, and live sessions would be clearly communicated with due dates and expectations.
Accessible Resources: I would ensure that videos, notes, and worksheets are downloadable so students with limited internet can access them offline. I would also ensure the content is available on both mobile devices and computers.
Engagement and Motivation: Regular check-ins and encouraging students to set learning goals for themselves would help keep them motivated. Celebrating small victories, such as completing a challenging problem or improving quiz scores, would boost their confidence.
Differentiated Learning: I would cater to diverse learning abilities by providing additional resources for struggling students and offering more complex problems for advanced learners.
Reflect on the use of educational technology and identify the different teaching theories (at least two) that would inform your decisions in selecting the educational technology to support your students.
When reflecting on the use of educational technology, it becomes clear that technology can enhance the learning experience by providing diverse, interactive, and personalized learning opportunities. Two key theories that inform my decision in selecting educational technology are Constructivism and Cognitivism.
Constructivism
Constructivist theory, particularly from the work of Jean Piaget and Lev Vygotsky, emphasizes active learning where students construct knowledge through experience and interaction. According to this theory, learning is most effective when students are engaged in meaningful tasks that allow them to explore, experiment, and build their
understanding.
How it informs technology selection:
In a constructivist classroom, educational technology is used to facilitate inquiry-based learning, collaboration, and hands-on experiences. For example:
Interactive Simulations and Virtual Labs: Tools like PhET simulations or virtual labs enable students to experiment with concepts in mathematics or science. These allow students to explore real-world scenarios, test hypotheses, and learn from their mistakes.
Collaborative Platforms: Applications such as Google Classroom or Microsoft Teams provide spaces where students can work together on projects, share ideas, and provide peer feedback. This aligns with Vygotsky’s social constructivism, which highlights the importance of collaboration in learning.
By using technology that supports exploration and peer interaction, students take ownership of their learning, which deepens their understanding of the content.
Cognitivism
Cognitivist theory focuses on how learners process information, organize it, and retrieve it for application. According to theorists such as Jerome Bruner and Robert Gagné, learning involves mental processes such as memory, perception, and problem-solving, which can be enhanced with the right use of educational tools.
How it informs technology selection:
Cognitivism highlights the importance of structuring content in ways that facilitate cognitive processing. Therefore, educational technology that supports information organization, scaffolding, and memory retention is ideal. Examples include:
Multimedia Tools: Tools like Khan Academy or Edpuzzle combine visual, auditory, and interactive elements to present content in manageable chunks, which aids in understanding and memory retention.
Mind Mapping and Organizational Tools: Platforms like MindMeister or Lucidchart allow students to organize information visually, creating connections between concepts and making it easier for them to process and retain information.
Adaptive Learning Technologies: Software such as ALEKS or Smart Sparrow uses algorithms to personalize learning experiences, providing tailored content based on individual progress. This aligns with Gagné’s theory of learning hierarchies, where each new concept builds upon previously mastered material.
By integrating constructivist and cognitivist principles into my selection of educational technology, I ensure that the tools I choose foster active participation, collaboration, deep cognitive processing, and personalized learning. This balanced approach supports students’ engagement and academic growth, while making learning more interactive and meaningful.
Explain how the teaching or educational theories will assist you in supporting your students in online learning.
Teaching and educational theories provide a strong foundation for supporting learners in online learning environments. By applying these theories, educators can design online experiences that are engaging, interactive, and tailored to meet students’ diverse needs. Two primary theories that assist in this context are Constructivism and
Cognitivism.
1. Constructivism
Constructivist theory emphasizes that learners build their understanding through active engagement with content and social interaction. In an online learning environment, this theory can be leveraged to encourage students to take ownership of their learning, interact with peers, and solve problems through meaningful tasks.
How Constructivism Supports Online Learning:
Collaborative Tools: Tools like Google Docs, Microsoft Teams, or Zoom breakout rooms allow students to work on group projects, share ideas, and solve problems together, fostering a sense of community and cooperation, even in a virtual setting.
Inquiry-Based Learning: Online platforms such as Moodle, Canvas, or Google Classroom enable students to engage in research-based or project-based activities where they explore real-world issues, critically think about solutions, and present their findings.
Discussion Forums and Peer Feedback: In forums and discussion boards, students can engage in reflective dialogue with their classmates. They ask questions, share insights, and learn from each other’s perspectives, promoting a deeper understanding of the subject. Constructivism ensures that students are not passively consuming content but are actively engaged in their learning, making online lessons more interactive, social, and relevant to real-life contexts.
2. Cognitivism
Cognitivism focuses on how students process, organize, and retrieve information. In an online learning environment, this theory helps educators design lessons that enhance comprehension and retention, using tools and strategies that align with how the brain processes information.
How Cognitivism Supports Online Learning:
Multimedia Presentations: Interactive video lessons, presentations, and animations (e.g., Khan Academy, Edpuzzle) help break down complex information into smaller, more digestible chunks, which supports students’ cognitive load and aids retention.
Scaffolded Learning: Cognitivism advocates for gradually increasing the complexity of content. Online learning systems can offer progressive modules or adaptive learning systems that build on previously mastered skills (e.g., ALEKS or Coursera).
Assessment and Feedback: Automated quizzes, self-assessment tools, and real-time feedback in online platforms help students evaluate their understanding and identify areas for improvement. Timely feedback is crucial in helping students adjust their learning strategies and stay motivated.
By applying Cognitivism to online learning, educators can create structured, well organized content that supports memory retention, skill development, and self-paced learning.
3. Behaviourism
Behaviourism emphasizes learning as a response to stimuli, often reinforced through
rewards and practice. In online learning, this can be applied through:
Gamified Learning: Badges, points, and leader boards (as seen in platforms like Kahoot or Quizzes) encourage student engagement by providing instant rewards and reinforcing positive behaviours.
Quizzes and Immediate Feedback: Online platforms often allow for instant feedback on quizzes and assignments, reinforcing learning through positive reinforcement, while allowing students to correct mistakes quickly.
Applying Constructivist, Cognitivist, and Behaviourist theories in online learning, educators can ensure a dynamic and supportive learning environment. Constructivism facilitates collaboration and active engagement, Cognitivism ensures content is well organized and digestible, while Behaviourism promotes motivation and persistence.
Together, these theories ensure that students receive the right balance of support and autonomy in an online space, maximizing their learning outcomes.
STUDENT SUPPORT
Support Received from the Lecturer and Other Students: Throughout the 2024 academic year, the lecturer provided valuable guidance through regular announcements, feedback on assignments and access to additional resources. The lecturer also made themselves available for consultations during office hours and organized discussion forums for peer-to-peer interaction. Fellow students were also supportive, especially in collaborative group work and sharing of learning materials, which helped clarify complex concepts.
Challenges Experienced During the Academic Year: The main challenge I faced was adapting to the online learning environment as a first year student. Limited internet access at times hindered participation in live sessions, and keeping up with deadlines was difficult due to the high volume of assignments. The lack of face-to-face interaction made it challenging to engage in meaningful discussions with peers and the lecturer, which sometimes affected the clarity of the content.
Suggestions for Improving Student Support: To enhance student support, the lecturer could incorporate more interactive elements into the online lessons, such as live Q&A sessions or virtual office hours where students can ask questions in real time. Offering pre-recorded video lessons for those who struggle with live attendance
due to connectivity issues could also be beneficial. In addition, more structured group work could help facilitate peer-to-peer learning and provide more opportunities for collaboration.
Addressing Specific Struggles: One area where I struggled was in understanding how to integrate various teaching theories into practical lesson plans. The lecturer’s detailed explanations and the examples provided during the module greatly improved my grasp of how to apply theoretical knowledge to real-life teaching scenarios. I also
gained a clearer understanding of how to use educational technology to enhance student learning, which was another area of initial difficulty.
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