This document discusses the author's expertise in teaching. It provides background on the author's experience and education in teaching, from informal teaching as a child to obtaining a degree in educational technology. It discusses key concepts the author learned around instructional principles, curriculum development, and educational media. The author believes meta-cognition and understanding expert vs novice principles will help improve their expertise. The document also provides an example of how the author has approached problem-solving as an expert, by identifying, analyzing, and solving a problem that came up during a student assignment.

1. The kind of expertise I exhibit is the Teaching expertise. The term teaching has been in existence since
the very creation of man and it has so many different forms and types in every facet of live. Teaching has
been a concept and norm that has eating deep into the marrow of every culture, colour, race and society.
Although, societies of different cultural background have their own form or style of teaching and in one
way or the other it has help them in the development or under-development of their educational system.
Some society believe in Informal Teaching (Rot-Teaching) while one the one hand others believe in
Formal Teaching (Structure Teaching). Informal Teaching are favored in most countries in the West,
East, and Some past of the Sub-Sahara region in Africa. With this succinct introduction to teaching, this
term can now be defined as a process of impacting knowledge formally or informally to a person or group.
It can also mean a way of bringing about knowledge/information which is known or unknown to a
person or group for the purpose of clarity and making the person or group understand better the known
information/knowledge and open their mind to the unknown knowledge in order to widen their horizon.
First and foremost, this expertise has been an area I have cherished ever since my childhood and have been
studying to have full-fledged knowledge in this area of expertise in order to be an authority. I went through
an informal training in this area of expertise after I graduated from the secondary school. I started by
teaching kids in kindergarten and then moved to teaching kids in primary school level which is known
today in my country to be basic level. Hence, from the little experience gathered from teaching this group,
it made me have a very minute insight to what teaching was but still I had a novice understanding
about this expertise. More so, the experience I gathered made me fall more for this profession and I did
this for couple of years more, before gaining admission into an higher institution of learning to study
Educational Technology. Educational Technology as a course opened my eye to so many things about
Teaching which are as follows:
I. The fundamental principle & practice of Instruction
II. Subject Methodology
III. Microteaching
IV. Curriculum planning and development
V. Introduction to Educational Technology
VI. Programme Instruction
VII. Instructional Media e.t.c.
These subjects gave me an insight to conceptualization, conditionalization and organization of book
content and knowledge to be taught and how effective teaching could be in every facet of live.
Furthermore, I believe I can make some vigorous improvement in my area of expertise after reading so
many articles and journals that can help in the development and improvement of my expertise. Among
those things that would help me in improving on my expertise and understanding the following concepts
1. The PRINCIPLE OF EXPERTISE as devised by the author in the book “how experts differ
from novices”. This principles according to the author are six(6) in number and they are as
follows:
i. Learning to understand meaningful patterns of information/knowledge
ii. Helping to develop understading on a subject matter
iii. Learning where, when and why to use information/knownledge
iv. Pomoting fluent access to knowledge
v. Helping develop personal relevant pedagogicalcontent different from the pedagogical content
of the effective teacher
vi. Helping to develop “Adaptive Expertise” .
2. META-COGNITIVISM, which basically means “THINKING” in great detail.

2. Meta-cognition have five activities which are as follows:
i. How people learn
ii. Awareness on ones own learning process
iii. Regulating ones learning e.g Self-Regulating Learning, Self Monitoring and Self Assessment
of the learning strategies employed by one.
iv. Consciously managing motivation and attitude towards learning.
v. Ajusting laerning strategy when appropriate e.t.c.
I believe the above mention concepts would help in the improvement and re-inventing of my expertise.
Hence, acting as an expert in a problem-solving situation is a very huge and rigorous task. The first and
foremost thing I would do is to accept that there is problem, secondly identify the problem itself, and
thirdly design a kind of plans to solve the problem, fourthly looking into the plans for its merits and
demerits, fifthly, the solution proper and lastly, how well the solution worked for its targeted goal. This
was the approach I took in a scenario which occur during my undergraduate studies when a lecturer
gave us an assignment in a course called Television Production in Education which is to be added into
our portfolios the theme of this assignment was “Mother tongue going into extinction; how can it be
revived”. My group actually chose this theme for the Talk Show but during the course of production, we
encountered problems. The problem I encountered was in the first two phases the pre-production
phase and the production phase, where by when the talk show was on I did not include the footage of
the audience in the talk show clips/footage. I identified our problem and had to device an alternative by
taking footage of the audience after the talk show, and embed it into the main the footage during
editing. Nevertheless, before editing the footage of the audiences with the main footage I had to make
sure that the merit of the devised plans/alternatives is overwhelmingly huge that its demerits. Of
course, there are no solutions without demerit but in this case, the demerit was minute. Finally, there
came the post-production whereby I had to submit it to the lecture in charge of the course for
evaluation purpose.
Furthermore, I was involved in so many groups for assignment likewise group discussions during my
undergraduate studies. Thus, we took to the collaborative and solo approach during group work and we
follow a model for instructions. Before group discussions starts, we would have had a firsthand
knowledge about the term or concept we want to discuss on i.e. individuals would have studied the
term or concept and note some keywords. Secondary, we engage in the discussion proper whereby
ideas shared within the group and keywords/points are noted. Finally, I use the definition and solution
derived from the ideas of the group for its designed purpose.