‘If we teach today’s students as we taught yesterday’s, we rob them of tomorrow’ ~ John Dewey
Click Teaching Experience and Teaching Innovations
As indicated in my teaching philosophy…….
I believe in student centered learning and that my students are equal partners in the learning process. This means that they must come prepared to learn while I create an environment that promotes student engagement in and out of the classroom. Learner autonomy is encouraged across the levels of study through diverse teaching methods and materials in order to prepare my students for the professional working environment.
DESIGN AND DELIVERY
The learning outcomes and assessment criteria for my subjects and how they fit into the program is made explicit at the beginning of each year through the study guides. The critical cross field outcomes, subject outcomes and assessment strategy are addressed in the study guides. These guides and the learning schedule also provide all necessary information about each subject and help students set targets for independent learning and effective time management.
Blended learning and teaching strategies, including elearning has been adopted in all the subjects I teach since 2005. During the contact sessions, important concepts around the learning areas are explained and individual or group tasks are assigned. Activity sheets, lesson plans, traditional and online discussion forums are designed to encourage active learning. Independent learning is also promoted, through traditional and elearning activities; and includes assignments, case studies, portfolios, group projects, oral presentations, reflective practice, posters presentations, etc. The variety caters for the different learning styles of students. In my classrooms, the constructivist teaching strategy is introduced at the lower levels and become more entrenched at level 4 (BTech). The level of complexity in the outcomes and assigned tasks also increase at each level of study, encouraging students to become independent critical thinkers. The teaching and learning strategy also encourages reflective practice and fosters lifelong learning through application of professional knowledge. (see Teaching Innovations)
STUDENT SUPPORT
Caring is a critical element in my classrooms and student learning is supported via the elearning platform, through the use of Internet, multimedia and electronic resources, self-assessments, relevant weblinks, media library resources, structured online activities, group discussion forums, reflective practice and journalling (see Blackboard).
Radiographic Pathology II - the learning content is didactic, is “have to know” content and can be considered dull and boring. The primary tool used in the online classroom was the assessment tool. The online quizzes were designed to support learning and encourage self-assessment (see Teaching Innovations). Students could monitor their learning and repeat the assessments without burdening the lecturer. Enhanced podcasts (see Lecturer podcasts) for certain outcomes in the subject were created (see Teaching Innovations and Student Evaluations), to also support student learning and was considered useful, owing to the mobility and re-usability. These were received positively. Active, independent learning was promoted through student generated videos (see Student Generated Videos).
Radiographic Practice IV – the student group and learning content varies according to discipline. The major outcomes are advances in radiography, with respect to equipment, scientific and operating principles, procedures and techniques, considerations in patient care and radiation safety. At this level, students must also demonstrate higher cognitive skills, link theory to actual practice and communicate academic, professional and occupational ideas in a variety of ways. They must also be able to interrogate multiple sources of information in their areas of specialization and evaluate knowledge processes. The online classroom is an ideal space to promote these learning outcomes (see Teaching Innovations). The tool that was optimized for this subject was the discussion forum for individual, collaborative, and reflective activities and assessments. Other tools that benefitted the students included learning modules, weblinks and safe assign. As part time students, they responded positively to the teaching delivery.
ASSESSMENT AND FEEDBACK
All my subjects adopt the ongoing assessment model and embraces both formative and summative assessment; formative takes place continuously during the process of learning and teaching and provides feedback to learners on their progress; and the summative assessments are recorded and used to make judgments about student achievement.
Students must demonstrate understanding and competency of the specified outcomes for each subject through structured activities and assessments. A variety of assessment styles are used and include written assessments for theory and viewing practicals; and assignments, case studies, portfolios, group projects, oral presentations, reflective practice, posters presentations. I also try innovative assessments strategies and in 2011 asked to students to generate videos. This was received positively. (see Innovations and Student Evaluations)
Marking rubrics provide transparency in the assessment and also ensure fairness and validity. Feedback on assessments is critical to the learning process and written and oral feedback is provided for all assessments. Students are also provided opportunities to improve their learning through formative assessment and feedback. Other support structures are included to improve writing skills and deter plagiarism. (see Teaching Innovations)
Since the assessments are ongoing, they are used as a diagnostic tool to 'flag' students who have difficulties earlier in the year.
COMMUNICATION
Communication is vital for success. I believe in transparency and try to keep the channels of communicating open by being approachable, accommodating, empathetic and caring (see Student Evaluations). The online tools that support communication are the announcement tool and the calendar. I believe in an open door policy and students are accommodated whenever necessary and possible. I also have scheduled student consultations on my timetables. Students also have access to me via email and other instant messaging systems – sms, bbm, facebook, etc. Students seem to prefer these social mediums of communication. The announcement tool was very effective to improve communication with part time students. The level 4 students, who were mostly off campus, felt very connected through the online classroom and e-communication.
Click Teaching Experience and Teaching Innovations
I believe in student centered learning and that my students are equal partners in the learning process. This means that they must come prepared to learn while I create an environment that promotes student engagement in and out of the classroom. Learner autonomy is encouraged across the levels of study through diverse teaching methods and materials in order to prepare my students for the professional working environment.
DESIGN AND DELIVERY
The learning outcomes and assessment criteria for my subjects and how they fit into the program is made explicit at the beginning of each year through the study guides. The critical cross field outcomes, subject outcomes and assessment strategy are addressed in the study guides. These guides and the learning schedule also provide all necessary information about each subject and help students set targets for independent learning and effective time management.
Blended learning and teaching strategies, including elearning has been adopted in all the subjects I teach since 2005. During the contact sessions, important concepts around the learning areas are explained and individual or group tasks are assigned. Activity sheets, lesson plans, traditional and online discussion forums are designed to encourage active learning. Independent learning is also promoted, through traditional and elearning activities; and includes assignments, case studies, portfolios, group projects, oral presentations, reflective practice, posters presentations, etc. The variety caters for the different learning styles of students. In my classrooms, the constructivist teaching strategy is introduced at the lower levels and become more entrenched at level 4 (BTech). The level of complexity in the outcomes and assigned tasks also increase at each level of study, encouraging students to become independent critical thinkers. The teaching and learning strategy also encourages reflective practice and fosters lifelong learning through application of professional knowledge. (see Teaching Innovations)
STUDENT SUPPORT
Caring is a critical element in my classrooms and student learning is supported via the elearning platform, through the use of Internet, multimedia and electronic resources, self-assessments, relevant weblinks, media library resources, structured online activities, group discussion forums, reflective practice and journalling (see Blackboard).
Radiographic Pathology II - the learning content is didactic, is “have to know” content and can be considered dull and boring. The primary tool used in the online classroom was the assessment tool. The online quizzes were designed to support learning and encourage self-assessment (see Teaching Innovations). Students could monitor their learning and repeat the assessments without burdening the lecturer. Enhanced podcasts (see Lecturer podcasts) for certain outcomes in the subject were created (see Teaching Innovations and Student Evaluations), to also support student learning and was considered useful, owing to the mobility and re-usability. These were received positively. Active, independent learning was promoted through student generated videos (see Student Generated Videos).
Radiographic Practice IV – the student group and learning content varies according to discipline. The major outcomes are advances in radiography, with respect to equipment, scientific and operating principles, procedures and techniques, considerations in patient care and radiation safety. At this level, students must also demonstrate higher cognitive skills, link theory to actual practice and communicate academic, professional and occupational ideas in a variety of ways. They must also be able to interrogate multiple sources of information in their areas of specialization and evaluate knowledge processes. The online classroom is an ideal space to promote these learning outcomes (see Teaching Innovations). The tool that was optimized for this subject was the discussion forum for individual, collaborative, and reflective activities and assessments. Other tools that benefitted the students included learning modules, weblinks and safe assign. As part time students, they responded positively to the teaching delivery.
ASSESSMENT AND FEEDBACK
All my subjects adopt the ongoing assessment model and embraces both formative and summative assessment; formative takes place continuously during the process of learning and teaching and provides feedback to learners on their progress; and the summative assessments are recorded and used to make judgments about student achievement.
Students must demonstrate understanding and competency of the specified outcomes for each subject through structured activities and assessments. A variety of assessment styles are used and include written assessments for theory and viewing practicals; and assignments, case studies, portfolios, group projects, oral presentations, reflective practice, posters presentations. I also try innovative assessments strategies and in 2011 asked to students to generate videos. This was received positively. (see Innovations and Student Evaluations)
Marking rubrics provide transparency in the assessment and also ensure fairness and validity. Feedback on assessments is critical to the learning process and written and oral feedback is provided for all assessments. Students are also provided opportunities to improve their learning through formative assessment and feedback. Other support structures are included to improve writing skills and deter plagiarism. (see Teaching Innovations)
Since the assessments are ongoing, they are used as a diagnostic tool to 'flag' students who have difficulties earlier in the year.
COMMUNICATION
Communication is vital for success. I believe in transparency and try to keep the channels of communicating open by being approachable, accommodating, empathetic and caring (see Student Evaluations). The online tools that support communication are the announcement tool and the calendar. I believe in an open door policy and students are accommodated whenever necessary and possible. I also have scheduled student consultations on my timetables. Students also have access to me via email and other instant messaging systems – sms, bbm, facebook, etc. Students seem to prefer these social mediums of communication. The announcement tool was very effective to improve communication with part time students. The level 4 students, who were mostly off campus, felt very connected through the online classroom and e-communication.
Click Teaching Experience and Teaching Innovations