WILIV3606: The e-Portfolio 2024 MARKS = 60

Question

• Cover Page – Student’s personal details (name, surname, student number, a short bio of themselves with a little introduction of their e-Portfolio) and a recent formal/professional photo of self. [5]

• Table of Contents
• All items in the Table of Contents
• Correct Page numbers [5]

Below are three statements about the idea of ‘worldview’. The first by Barbara Fisher, the second and third by Don Hufford:

• Fisher (2012) provides various meanings of a “Worldview “. Hufford (2014, p.135) highlighted that “each individual’s personal philosophy of life – his or her worldview – is, in many ways, the result of subtle – and not-so-subtle – indoctrinations into ways of thinking, doing, and being”. Hufford (2014, p.135) further emphasized that “too often we do not understand why we are who we are."

• “My philosophy of education, which influences my teaching methodology, my relationships with students, and my responses to diverse and contentious educational issues, is an outgrowth of my worldview…… We speak and listen…we share ideas, beliefs, and values based on diverse personal, political, social, cultural, and religious assumptions” (Hufford, 2014, p.139-140).
By making reference to the above statements, create an interesting, coherent, and innovative presentation that discusses the following components:

Question 1 (Teaching Philosophy)
1.1 Based on your understanding of the readings, what is your understanding of a worldview, and what factors influence one’s worldview?
1.2 Explain HOW one’s worldview influences one’s approach to teaching.
1.3 On your journey to becoming a teacher: How do you think your beliefs about teaching and learning were shaped by your personal experiences and worldviews?
1.4 In exploring “who you are,” Describe your approach (teacher-centred/content-centred/learner-centred) to teaching and learning in the classroom.
1.5 Which teacher(s) during your Teaching Practice sessions inspired you to employ the approach mentioned in Question 1. 4 above.? Briefly tell a story highlighting that teacher (s). [20]

2. One subject Lesson Plans – Their best lesson plan filled out accurately and appropriately. We (students and lecturers) know the UFS Lesson plan and all the items that need to be filled out in the LP. The students are graded according to how they completed the LP – This should detail the objectives, inclusive strategies, resources, teaching aids, lesson introduction, activities, assessment, etc. (They choose the best lesson plan – this time, it is for assessment purposes since they were not evaluated by lecturers during their TP as 3rd years). NB: use the subject that requires English as a Language of Teaching and Learning (LoLT) [20]

3. Seven roles of a teacher: Theme 2 in the 3rd year Module Guide is about the Seven roles of a teacher. Among other roles is an interpreter and designer of learning programmes and materials, Scholar, researcher, and lifelong learner, and Community, citizenship, and pastoral role. From Three mentioned roles give one description and relate to practice. (each role ±100 words). [6]

Answer 1

WILIV3606: The e-Portfolio 2024

Cover Page
Student Details:
Name: [Your Name]
Surname: [Your Surname]
Student Number: [Your Student Number]
Bio: I am a passionate prospective teacher committed to fostering an inclusive and engaging learning environment. This e-Portfolio reflects my educational philosophy and showcases my teaching journey, skills, and experiences. I believe that teaching extends beyond the classroom and strives to ignite curiosity and critical thinking in my students.
Professional Photo: [Insert a recent formal/professional photo here]

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Table of Contents

1. Teaching Philosophy
   1.1 Understanding Worldview
   1.2 Influence of Worldview on Teaching
   1.3 Shaping Beliefs about Teaching and Learning
   1.4 Personal Teaching Approach
   1.5 Inspiring Teachers
2. Lesson Plans
3. Seven Roles of a Teacher
   3.1 Interpreter and Designer of Learning Programmes
   3.2 Scholar, Researcher, and Lifelong Learner
   3.3 Community, Citizenship, and Pastoral Role

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1. Teaching Philosophy

1.1 Understanding Worldview

A worldview is an all-encompassing lens through which individuals interpret life and their place within it. It encompasses beliefs, values, and experiences, influenced by culture, education, family upbringing, and social interactions. According to Barbara Fisher, worldviews can have various meanings and are often shaped by conscious and unconscious indoctrination, as highlighted by Don Hufford. These factors collectively mold an individual's perception of the world, thereby guiding their actions and responses.

1.2 Influence of Worldview on Teaching

One’s worldview significantly influences their approach to teaching. It shapes their beliefs about the purpose of education, the potential of students, and the methods they choose to engage learners. For instance, a teacher who perceives education as a collaborative process may prioritize learner-centered strategies, fostering a participatory classroom environment. Conversely, an educational philosophy rooted in traditional views may result in a more authoritative approach, focusing on the transmission of knowledge rather than the co-construction of understanding.

1.3 Shaping Beliefs about Teaching and Learning

Throughout my educational journey, my beliefs about teaching and learning have evolved significantly. Personal experiences, such as interactions with diverse educators and students, have underscored the importance of empathy and adaptability in teaching. Observing teachers who embraced a learner-centered philosophy inspired me to value student voices and foster a supportive learning environment, thereby reinforcing my commitment to cultivating an inclusive classroom where all students feel valued.

1.4 Personal Teaching Approach

I adhere to a learner-centered approach to teaching, emphasizing active engagement and collaboration. This approach not only nurtures critical thinking but also allows students to take ownership of their learning. I prioritize creating an inclusive atmosphere where diverse perspectives are celebrated, fostering a climate that encourages curiosity, respect, and meaningful dialogue. By orienting my teaching away from rigid content delivery, I aim to foster a more dynamic and responsive classroom environment.

1.5 Inspiring Teachers

During my Teaching Practice, I had the privilege of learning from Mrs. Smith, an exceptional teacher who embodied the qualities of a learner-centered educator. In her classroom, students were encouraged to express their ideas and collaborate on projects, fostering a strong sense of community. One memorable experience was when she divided the class into diverse groups, prompting discussions on complex global issues. Her passion for learning and commitment to student-centered pedagogy inspired me to adopt similar practices in my future teaching endeavors.

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2. Lesson Plans

Lesson Plan Title: Exploring Descriptive Writing
Subject: English (Language of Teaching and Learning)
Date: [Insert Date]
Grade Level: [Insert Grade Level]
Duration: [Insert Duration]

Objectives:

• Students will identify characteristics of descriptive writing.
• Students will create a descriptive paragraph about a chosen topic.

Inclusive Strategies:

• Group work to encourage collaboration.
• Offering multiple modes of expression (writing, drawing).

Resources:

• Sample descriptive texts.
• Whiteboard and markers.
• Projector for visual aids.

Teaching Aids:

• Graphic organizers for paragraph structure.
• Descriptive word banks.

Lesson Introduction:
Begin with a brief reading of a descriptive passage, allowing students to visualize and engage with the text. Discuss their interpretations and feelings evoked by the passage to set the context for the lesson.

Activities:

1. Group brainstorm on descriptive elements (sight, sound, smell, touch).
2. Individual writing time where students create their paragraphs using descriptive techniques.
3. Peer review session in pairs, encouraging constructive feedback.

Assessment:
Students will submit their paragraphs for evaluation based on criteria such as creativity, use of descriptive language, and adherence to paragraph structure.

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3. Seven Roles of a Teacher

3.1 Interpreter and Designer of Learning Programmes

As an interpreter and designer of learning programs, a teacher must decipher curriculum requirements and adapt them to suit the diverse needs of learners. This role involves critically analyzing the educational content and restructuring it into an engaging and accessible format. In practice, I often develop lesson plans that incorporate varied instructional strategies to address different learning styles, ensuring that all students can fully engage with the material.

3.2 Scholar, Researcher, and Lifelong Learner

Being a scholar, researcher, and lifelong learner entails maintaining a commitment to professional development and continual exploration of educational methodologies. I actively seek out new research and innovative teaching practices, attending workshops and collaborating with colleagues to enhance my effectiveness as an educator. This approach ensures that I remain well-informed about current trends and theories, which helps me provide high-quality education to my students.

3.3 Community, Citizenship, and Pastoral Role

The role of community, citizenship, and pastoral care emphasizes the importance of nurturing not just the academic success of students but also their emotional and social well-being. This requires teachers to be attentive to the diverse backgrounds of their students and to create a classroom environment that supports both individual growth and a sense of belonging. Through participation in community events and fostering relationships with families, I aim to create a supportive network that reinforces students’ educational experiences.

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End of e-Portfolio