PORTFOLIO FOR ISC3701
UNISA, LIMPOPO
DATE: 17/09/2024
NIKITA MEYER
UNIQUE NUMBER: 543545
HONESTY DECLARATION FOR THE DEPARTMENT OF EARLY CHILDHOOD
EDUCATION
Module Code: _ISC3701_ Assessment Date: _17/09/2024_
1. I know that plagiarism means taking and using the ideas, writings, works or
inventions of another as if they were one’s own. I know that plagiarism not
only includes verbatim copying, but also the extensive use of another
person’s ideas without proper acknowledgement (which includes the proper
use of quotation marks) or any attempt to cheat the plagiarism checking
system. I know that plagiarism covers the use of material found in textual
sources and from the Internet.
2. I acknowledge and understand that plagiarism is wrong.
3. I understand that my assignment/exam answers must be accurately
referenced.
4. This assignment/exam file/portfolio is my own work. I acknowledge that
copying someone else’s work, or part of it, is wrong, and that submitting
identical work to others constitutes a form of plagiarism.
5. I have not allowed, nor will I in the future allow, anyone to copy my work with
the intention of passing it off as their own work.
6. I understand that I can be awarded 0% if I have plagiarised.
7. I understand that my assessment/exam file/portfolio may be submitted
automatically to Turnitin.
8. I confirm that I have read and understood the following UNISA policies:
8.1 Policy for Copyright and Plagiarism
8.2 Policy on Academic Integrity
8.3 Student Disciplinary Code
Name…NIKITA MEYER………… Student No: ...12917036..............
Signed …………………………………………. Date …18/08/2024……….
Table of Contents
BIOGRAPHY: ......................................................................................................... 3
TEACHING STATEMENT: ..................................................................................... 3
SECTION A: ........................................................................................................... 4
SECTION B: ........................................................................................................... 7
SECTION C: ........................................................................................................... 9
BIOGRAPHY:
I’m Nikita Meyer, a third-year student at Unisa, currently based in Limpopo. I’ve been
actively involved in the foundation phase at a local school, where I’ve transitioned
from an assistant to managing a classroom and overseeing the scholar patrol. My
hands-on experience has taught me more than textbooks, particularly about time
management and balancing work with studies. I’m passionate about mathematics
and science and have completed courses in first aid and TEFL. My goal is to be a
memorable teacher, known for my kindness and impact on students, even amid
challenges like increasing discipline issues.
TEACHING STATEMENT:
My teaching philosophy centers on making education student-focused, where
individual needs and interests guide the learning process. I categorize my job as
guiding students in their exploration and discovery, rather than simply giving them
information. I use various interactive techniques, such as quizzes, word puzzles,
worksheets, and PowerPoint presentations, to keep students interested and aid in
their comprehension of the material.
I evaluate a student’s learning progress using quizzes, reviews, exams, and major
projects for both formative and summative assessment. I also motivate students to
discuss, write, and talk about their knowledge to strengthen their comprehension. I
adapt my teaching by offering diverse resources and activities to suit different
learning styles.
I follow constructivist principles, believing that students learn best when they build on
what they already know through active participation and practical activities. By using
tools like summarizing and various interactive resources, I encourage critical thinking
and hands-on learning rather than just lecturing.
My main goals are to help students develop their thinking skills, enjoy learning, and
master the subject. I create an engaging classroom environment with a mix of
teaching methods and regular feedback. Although I follow a set lesson plan, I tailor
my teaching style according to the needs and feedback of my students.
I am dedicated to improving as an educator through receiving input from students
and peers about room for improvement, as well as engaging in professional growth
opportunities. I address challenges like classroom management and diverse student
needs through ongoing learning and self-reflection to continually improve my
teaching.
ISC3701
PORTFOLIO
SECTION A:
1.1.
Reflections on ISC3701 and Online Learning
Experience with Online Learning and ISC3701 Module
Online learning has been a beneficial resource for me, offering the flexibility required
to manage a full-time job and other duties. The ISC3701 module has been
interesting, concentrating on the vital elements of comprehending students'
requirements and connecting lesson plans with their present and future learning
objectives.
Professional and Personal Growth
Assignment Insights:
•
PCK Understanding: The feedback I received on my PCK assignment
enhanced my grasp on seamlessly combining content and pedagogy. This
has caused me to enhance my lesson planning by taking into account
students' existing knowledge and determining the best ways to expand on it,
enhancing participation and educational results.
•
Constructivism and Technology: Learning about constructivist principles
and technology integration has impacted my teaching approach, inspiring me
to incorporate a greater number of interactive and student-centered activities.
For example, I currently utilize technology to design individualized learning
opportunities and assist a variety of learning preferences.
Personal Reflections:
•
Time Management: Online learning's flexibility has enabled me to efficiently
manage my time. I value how this layout accommodates my hectic timetable,
aiding in maintaining a harmonious work-study balance.
•
Feedback Implementation: The emphasis on referencing and detail in
feedback has enhanced my academic writing skills. I now ensure that my
work is well-supported with evidence, improving the quality and credibility of
my submissions.
Practical Application and Future Planning:
•
Teaching Practice: The module has directly influenced my teaching
practices. I apply constructivist strategies to facilitate deeper student
engagement and use technology to enhance the learning experience. For
example, I incorporate group work and problem-solving activities that reflect
the principles learned in ISC3701.
•
Ongoing Development: The module's insights inspire me to keep reflecting
on and improving my teaching strategies. I intend to delve deeper into
techniques for incorporating technology and meeting the needs of various
students to improve my effectiveness as a teacher.
In general, ISC3701 has greatly helped me improve both professionally and
personally, enhancing my teaching skills and ability to effectively handle
online education.
1.2.
Before Teaching the Lesson (Planning Stage)
1. Is the lesson plan aligned with the learning objectives and curriculum
standards?
o
Reflect on whether the lesson goals are clear and if the activities and
materials support these objectives.
2. Have I considered the diverse needs and learning styles of my
students?
o
Ensure that the lesson includes strategies and resources that cater to
various abilities and preferences.
3. Are the materials and resources prepared and appropriate for the
lesson?
o
Verify that all necessary resources (e.g., worksheets, multimedia) are
ready and suitable for the lesson content.
During Teaching the Lesson (Presentation Stage)
4. Are students engaged and participating in the activities?
o
Observe if students are actively involved, asking questions, and
showing interest in the lesson.
5. Is the lesson pace appropriate for students’ understanding and needs?
o
Assess whether the lesson is moving too quickly or slowly, and adjust
your teaching methods based on student reactions and feedback.
After Teaching the Lesson (Reflection Stage)
6. Did students achieve the learning objectives, and how do I know?
o
Evaluate student performance through assessments or informal
observations to determine if the objectives were met.
7. What went well in the lesson, and what could be improved for next time?
o
Reflect on the strengths and weaknesses of the lesson, considering
student feedback and your observations.
8. How effectively did I manage classroom dynamics and address any
issues that arose?
o
Consider how well classroom behavior and participation were handled
and think about strategies for improvement.
9. Was the feedback I provided to students timely and helpful?
o
Review if the feedback given to students during and after the lesson
supported their learning and understanding.
10. How well did the lesson plan adapt to any unexpected changes or
challenges?
o
Reflect on your flexibility and problem-solving during the lesson,
including how you addressed any unforeseen issues.
SECTION B:
2.1. Following the creation and delivery of the lesson on the five senses for the
Grade R class, I have obtained an important understanding of its success and areas
needing enhancement. The class utilized various materials: sour gummy worms and
candies for tasting, cotton balls and sand for feeling, binoculars, and colors for
seeing, vinegar and coffee for smelling, and musical instruments and animal noises
for listening. These materials were designed to involve students in interactive,
sensory activities, which were positively received.
However, my mentor’s feedback indicated that I had overplanned the lesson. The
amount of activities caused the children to become overly excited and possibly
overwhelmed. Although the resources were intended to make the lesson interactive
and memorable, there was too much content to handle in a single session.
My mentor’s feedback emphasized the need for better pacing and focus. Moving
forward, I will simplify my lesson plans to ensure activities are more manageable and
fit within the available time. This will help maintain student engagement without
overstimulation.
Overall, while the lesson was engaging and the resources were appropriate, I
learned that effective lesson planning requires balancing content and ensuring each
activity is covered within the necessary time. The constructive feedback will help me
refine my lesson planning and delivery, allowing me to create more focused and
balanced lessons in the future.
2.2. Module/Subject and Student Profile:
Module/Subject: The planned lesson focuses on the five senses for Grade R
students, introducing concepts through sensory experiences such as taste, touch,
sight, smell, and hearing.
Student Profile:
•
Age Group: 5-6 years old (Grade R).
•
Learning Needs: Young children who benefit from interactive, hands-on
learning experiences. They may require more visual and auditory stimuli to
stay engaged.
•
Technological Familiarity: Limited, as this is an early learning stage. They
may need simplified interfaces and guided activities.
•
Support Requirements: High levels of support, including clear instructions
and frequent feedback, to help them navigate and understand the online
learning environment.
Use of Educational Technology and Teaching Theories:
Educational Technology:
1. Interactive Multimedia Tools: Use of videos, animated content, and virtual
sensory activities to illustrate the five senses. Tools like Google Slides with
embedded multimedia or educational apps that offer interactive sensory
experiences can be beneficial.
2. Virtual Whiteboards: Platforms like Jamboard or Miro where students can
interact with sensory-related images and diagrams. This can help in
visualizing and categorizing information about the senses.
Teaching Theories:
1. Constructivist Theory (Jean Piaget):
o
Application: Constructivism highlights how learners develop their
comprehension by engaging in activities and communication. Through
the utilization of interactive multimedia and virtual whiteboards,
students are able to interact with the material in a tactile way, enabling
them to independently delve into and comprehend the ideas related to
the five senses.
o
Supporting Students: This theory advocates for utilizing educational
technology to offer interactive experiences allowing students to engage
in actively building their comprehension of sensory information.
2. Social Learning Theory (Albert Bandura):
o
Application: Social learning theory emphasizes learning by observing,
copying, and engaging with peers. Utilizing resources such as video
discussions, virtual group tasks, and peer reviews can enhance
cooperative learning and enable students to benefit from each other's
insights and engagements.
o
Supporting Students: This theory promotes the establishment of a
digital space for students to exchange their discoveries and
experiences with classmates, promoting a feeling of community and
cooperative learning.
How Teaching Theories Will Assist in Online Learning:
1. Constructivist Theory: By using interactive multimedia tools, students can
engage in active learning. Virtual sensory activities will help them build a
concrete understanding of the five senses through exploration and interaction.
This hands-on approach in an online environment mirrors real-life sensory
experiences and enhances retention.
2. Social Learning Theory: Students can learn from their peers, observe their
methods, and engage in shared learning experiences through virtual group
activities and discussions. This method helps with understanding and also
fosters a helpful learning environment, even when learning online.
To sum up, utilizing these theories and educational technologies can assist in
developing an engaging, interactive, and supportive online learning
environment for Grade R students. This method guarantees that the lesson
about the five senses is easily understood, fun, and successful for young
students.
SECTION C:
1. Briefly describe the support you received from the lecturer and other
students:
Throughout the 2024 academic year, the support I received from the lecturer was
instrumental in my development. The lecturer provided detailed feedback on my
assignments, which highlighted areas for improvement and encouraged me to refine
my approach. Specific guidance on referencing and elaboration in my work helped
enhance the quality of my submissions. Fellow students also contributed by
participating in online discussions, sharing insights, and offering peer feedback. This
collaborative environment fostered a supportive learning community, making the
learning experience more enriching and comprehensive.
2. What challenges did you experience during the 2024 academic year for this
module?
During the 2024 academic year, I faced several challenges with this module.
Balancing my full-time job and other responsibilities with the demands of the module
proved difficult. Limited time for participating in online discussions and accessing
course materials was a significant issue, as my working hours and other
commitments often left me with minimal time for engagement. Additionally, the need
to integrate feedback and make revisions based on lecturer comments added to the
workload, making time management a persistent challenge.
3. What do you think the lecturer should do to improve student support for this
module?
To improve student support for this module, I suggest the lecturer consider the
following:
•
Increased Flexibility: Offering more asynchronous discussion options or
recorded sessions could accommodate students with busy schedules.
•
Enhanced Communication: Utilizing platforms like WhatsApp groups for
module discussions could make communication more accessible and timely,
especially for those who have difficulty checking emails or online portals
regularly.
•
Additional Resources: Providing more targeted resources or examples for
assignment preparation could help clarify expectations and support better
outcomes.
4. Which specific aspects that you were struggling with as a student teacher
have been addressed by the lecturer during this academic year?
The lecturer addressed several specific aspects of my struggles:
•
Assignment Feedback: Detailed feedback on my assignments helped me
improve my referencing skills and provided guidance on elaborating my
responses, addressing my initial difficulty with creating comprehensive
content.
•
Lesson Planning: Insights into effective lesson planning and content
management were particularly valuable, as they helped me refine my
approach and balance the volume of material covered in a lesson.
•
Supportive Guidance: The feedback and advice offered helped me manage
the challenges of integrating theory with practical application, ultimately
supporting my growth as a student teacher and improving my lesson delivery.