Portfolio development workshop series 2013 workshop iii 11062013


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This is the second workshop in the series of portfolio development workshops at the University of the Western Cape (UWC). This workshop focuses on constructing a teaching philosophy statement.

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Portfolio development workshop series 2013 workshop iii 11062013

  1. 1. Faculty of the Natural Sciences Portfolio Development Series Workshop III 2013 11 June 2013 Rita Kizito
  2. 2. 1st 5th 9th 2nd 3rd 7th 4th 6th 8th Image from: http://graphicriver.net/item/double-helix-dna-strand/65979 Your students- who are they and what are their learning needs? What is your teaching philosophy? What informs it ? Curriculum design and development Assessment - how do you know that your planned learning goals for students are being met? Contribution and participation in institutional T&L activities Scholarship - what scholarly works have informed your teaching? Professionalization - teaching & learning workshops presented or attended. Infusion of technologies Evaluation of teaching & learning The Architecture of Proficient Teaching UWC REQUIREMENTS FOR COMPILING A TEACHING PORTFOLIO
  3. 3. So far we have explored…  The UWC requirements  How to construct a teaching philosophy.
  4. 4. On completion of today’s workshop, you should be able to: • Develop a strategy for selecting evidence that will go into your teaching portfolio or answer the question: “What kinds of supporting documents should I include in my portfolio?”
  5. 5. The portfolio: a dynamic document • The document will evolve over the course of your career. • Many ways of presentation e.g.  Select one methodology or approach .  Showcase the most significant contributions thorough the years.  Emphasize most recent work.  Emphasize development -start with a challenge – outline steps taken to overcome challenge – give evidence of successfully overcoming the challenge.  Any others ?
  6. 6. Activity I  Share about one supporting document you have brought to the workshop. a)What aspect of teaching /learning does the document showcase ? b)Is there a demonstration of some form of impact on student learning?
  7. 7. Carnegie Mellon model
  8. 8. Unpacking the model 1. Your own teaching. Are you engaged in on-going reflection about your teaching? 2. Your students. What are some of the techniques you use to inspire, motivate, and create an environment where learning can occur? 3. Your colleagues, department and institution. Is your teaching informed by your departmental curricular goals and by the institution’s teaching & learning mission? 4. Your discipline or teaching in general. Which sources of scholarship are informing your teaching ? Are they disciplinary or are you using specific pedagogies?
  9. 9. Activity II  Work in pairs to use the model to organise the kinds of documents you are going to include in your portfolio. [you can use colour codes for marking items]  Your own teaching (none)  Students ( red)  Colleagues/department/institution (yellow)  Discipline or teaching in general (green)
  10. 10. Homework  Continue preparing your portfolio.  Remember the main elements: An index/ table of contents Your teaching philosophy statement Supportive evidence.
  11. 11. Works Cited Guidelines for Teaching Portfolios, Eberly Center for teaching excellence Source: http://www.cmu.edu/teaching/resourc es/DocumentingYourTeaching/Teachi ngPortfolios/TeachingPortfolios.pdf
  12. 12. Ikamva site Workshop material and course will be available on Ikamva on 1 July 2013. https://ikamva.uwc.ac.za/portal/site/a7521b 2a-63b4-4a66-8e54-4efc4b999749