Assignments+Term+1

[|baselineportfoliotasks2.doc]
 * = Assignments- Term 1 =
 * __Baseline Portfolio at a Glance__

__Assignments and Expectations__** A. Consider the links as one point of entry into reflecting on who you are as a learner. The objective is not to complete the on line surveys and come up with a rating number, but to reflect on what the implications of your personality and learning styles have on your teaching and learning. Think through the implications of your teaching style, the choices you make about course content, teaching strategies, forms of assessment, and the ways that students' diverse needs, interests and purposes are addressed. The answers you have given are only meaningful to you so no need to submit them. Look them over for main themes. You can also learn a lot about your status as a self-directed learner. First, items that you have ranked from 6 to 10 identify strengths that will help you become more self-directed. Items that you rated lower—from 1 to 5—are the aspects that most need work. Look the low-rated items over. See if any patterns emerge. What do they tell you?
 * 1. Who am I as a learner**

[]://www.selfdirectedlearning.com/Activity2.htm// //[] [] [] [] []

 This article may be helpful: []
 * B. Re-write the capacities in your own words.** **Capacities**
 * 2. What is self directed learning?**Read Maurice Gibbons article "Walkabout". [|walkabout]Write a response including your definition of self-directed learning.


 * 3. What is reflective practice?** Read: [[image:https://ssl.wikicdn.com/i/mime/32/application/pdf.png height="32" link="https://surreyfp.wikispaces.com/file/view/defining+reflection-Rogers.pdf"]] [|defining reflection-Rogers.pdf]

Brookfield, chapter 1 and 2.A summary of Brooksfield's notions about reflective practice is below from the Center for Support of Teaching and Learning [][|Reflective Practice]

Reflective Practice Reflective practice is an interesting and important concept in the literature on teaching and learning in higher education. Reflective practice involves thinking about and learning from your own practice and from the practices of others so as to gain new perspectives on the dilemmas and contradictions inherent in your educational situation, improve judgment, and increase the probability of taking informed action when situations are complex, unique and uncertain. With ongoing reflection, your practice can develop into a systematic inquiry that begins alone with reflection on your own teaching and learning experiences but becomes collective when informed by your interactions with colleagues, students, and theoretical literature. **Unexamined Assumptions** Teaching practices often reflect an unquestioned acceptance of values, norms, and practices defined by others about what is "in the best interests" of students and teachers, and a lack of awareness of alternative practices. Both uncritically assimilated practices and new alternatives need critical examination from several perspectives so that the learning and teaching strategies you use are consistent with your values, beliefs, and assumptions about learning. Critical Reflection Perspectives

Source: Adapted from Brookfield, 1995. **Autobiography** Reflective practice begins with critical reflection in which you question and examine your own passionately held ideas and assumptions about your teaching. In addition, examining your own positive and negative learning experiences can help you understand why you gravitate toward certain ways of doing things and avoid others. It helps you to develop and communicate the rationale that underlies the teaching and learning strategies you use. Your rationale is an organizing vision that provides direction, purpose, and meaning, prioritizing what is really important in your work, and informing the actions you take - a set of critically examined core beliefs, values, and assumptions about why you do what you do in the way that you do it. **Colleagues** For reflective practice to become a collective practice it is important to make your thinking public and therefore open to dialogue with other faculty. In this way, you can check your readings of problems, responses, assumptions, and justifications against readings offered by colleagues who work in situations like yours. Colleagues who observe, engage in critical conversation, and describe their versions of situations that they face can help you notice aspects of your practice of which you may be unaware, and suggest surprising new readings of situations you all share. **Students** It is important to find out how students see what is happening as they grapple with the process as much as the content of learning, and to elicit the diverse meanings students read into teachers' words and actions. The meanings you intend to be clear and supportive may be opaque or confusing to students. It is important to make constant systematic attempts to find out how students are experiencing the classes you teach and to share this information with your students. [see Classroom Assessment] **Theoretical** **Literature** Theoretical literature can illuminate general aspects of what you may think are idiosyncratic events and processes, provide multiple interpretations of familiar situations, help you to name and understand your experience by approaching it from different perspectives, and provide resources for alternative practices that may be unfamiliar. <span class="title3" style="font-size: 11pt; left: 20px; text-transform: capitalize; color: rgb(255, 153, 51); font-family: Arial; position: relative;">**References** <span class="bodytext2" style="font-size: 11pt; left: 20px; font-family: 'Times New Roman'; position: relative;">Brookfield, Stephen D. (1995) Becoming a critically reflective teacher. San Francisco: Jossey-Bass Schon, Donald A. (1990) The reflective practitioner. San Francisco: Jossey-Bass. <span class="title3" style="font-size: 11pt; left: 20px; text-transform: capitalize; color: rgb(255, 153, 51); font-family: Arial; position: relative;">**Additional Resources:** <span class="title4" style="font-size: 11pt; left: 30px; color: rgb(0, 51, 153); font-family: 'Times New Roman'; position: relative;">**Building Pedagogical Intelligence** <span class="bodytext3" style="font-size: 11pt; left: 30px; font-family: 'Times New Roman'; position: relative;">By Pat Hutchings Carnegie Perspectives, A different way to think about teaching and learning. From the Carnegie Foundation for the Advancement of Teaching [] <span class="title4" style="font-size: 11pt; left: 30px; color: rgb(0, 51, 153); font-family: 'Times New Roman'; position: relative;">**Mindfulness in Teaching** <span class="bodytext3" style="font-size: 11pt; left: 30px; font-family: 'Times New Roman'; position: relative;">James Rhem, Executive Editor The National Teaching & Learning Forum (NTLF) Volume 12 Number 2 [] <span class="title3" style="font-size: 11pt; left: 20px; text-transform: capitalize; color: rgb(255, 153, 51); font-family: Arial; position: relative;">**More Information** Keep a journal. You will reflect back on these beginning reflections and at other points during the year. How has your thinking changed? What new questions do you have? What have you learned? What actions worked/ didn't? What will ou do differently?


 * 4. Who am I as a Teacher?** <span style="color: rgb(0, 0, 0); font-family: arial;">* ....all of life comes to us in narrative forms...it’s a story we tell....Its all invented, so we might as well invent a story or a framework of meaning that enhances our quality of life. Zander. The Art of Possibility, pp. 9-12. Below are some suggested readings to guide you to write your reflection on who you are as a teacher and what are you uncovering are the assumptions and beliefs/theories/principles that guide your practice.

Amanda Berry's book "Tensions in Teaching about Teaching" offers her insights about the tensions in researching her practice asa Biology teacher educator. It offers ideas for considering and gaining insights into our self study of our teaching practices. Chapter one is available at the link below. It offers guidelines and **questions to ask yourself about your guiding principles or assumptions about teaching. You might use this as a framework for investigating who you are as a teacher and critically investigating your practice.** []

<span style="color: rgb(102, 102, 102); font-family: Verdana;">**Read** **[]** **"Who is the self that teaches?"** is the question at the heart of Parker Palmer's book, The Courage to Teach. These are excepts from the book: "How does the quality of my selfhood form--or deform--the way I relate to my students, my subject, my colleagues, my world? How can educational institutions sustain and deepen the selfhood from which good teaching comes?" <span style="color: rgb(0, 0, 64); font-family: Times;"> “Recovering the heart to teach requires us to reclaim our relationship with the teacher within. This teacher is one whom we knew when we were children but lost touch with as we grew into adulthood, a teacher who continually invites me to honor my true self not my ego or expectations or image or role, but the self I am when all the externals are stripped away.

“…The teacher within is not the voice of conscience but of identity and integrity. It speaks not of what ought to be, but of what is real for us, of what is true. It says things like, "This is what fits you and this is what doesn't." This is who you are and this is who you are not." "This is what gives you life and this is what kills your spirit or makes you wish you were dead." The teacher within stands guard at the gate of selfhood, warding off whatever insults our integrity and welcoming whatever affirms it. The voice of the inward teacher reminds me of my potentials and limits as I negotiate the force field of my life.”

Here is a secret hidden in plain sight: good teaching cannot be reduced to technique; good teaching comes from the identity and integrity of the teacher. In every class I teach, my ability to connect with my students, and to connect them with the subject, depends less on the methods I use than on the degree to which I know and trust my selfhood -- and am willing to make it available and vulnerable in the service of learning." (145) //

==**B. Teacher Autobiography: Create an autobiographical narrative. It can take any form: Poetry, multimedia, video, song, but it needs to: tell a story, about who you are as a teacher and how that story adds to who you are as a teacher/ learner. These will be shared in class (max 5 mins each for presenting). There are more ideas here:**== [|narrative_strategies.pdf]. What does the method you chose to share your story tell you ? It is important to note that in telling a story, we can never tell all the truths, as there are always more points of view which we left out. Imagine all the possible stories that you are a part of. The collection is endless, and what we choose to tell stories about defines us. With the many possible stories about teaching, why did you choose this one? How might this story change over the duration of this course? What are the points of viewing that you chose to tell in your story? What are the other versions of this story, the voices that are silenced? What do you notice about the manner in which you told the story? What is the tone you chose? The tension is that the truth is always open to change. It is in the words that we know the world and are composing our lives.

**ePortfolio - Due end of term (1st week in April, Aug, Dec each term)**
The portfolio is a representation of your learning, thinking and growth throughout the Teaching and Learning in an Information Technology Environment Program. In this first course you will be expected to use the technology available to you to put together an electronic portfolio that is an electronic collection of artifacts **which demonstrate and/or document the learning that you consider to be significant to your growth in the Program Capacities [|baseline.pdf]**. The connection of each artifact to the learning or insight it represents should be clearly indicated. [|module8 Reflective Journal.pdf] At the end of this course, your "ePortfolio" is considered as your [|TLITE ePortfolios.ppt]<span style="font: normal normal normal 13px/normal Verdana; letter-spacing: 0px;"> in the program. With each subsequent course in the program you will be asked to add "artifacts" which symbolize or represent the significant learning or thinking relevant to that course and your own work in your teaching practice//. A reflective journal (or portions of it) are considered to be an essential component of the ePorfolio throughout the program. Several times throughout the program you will be asked to share significant additions to your on going <span style="font: normal normal normal 13px/normal Verdana; letter-spacing: 0px;">Working Portfolio [|module9Working Portfolio.pdf]. As well, your ePortfolio will be the crux of what you draw from in the final course, Reflections on Teaching and Learning, when you plan and present an overview of your growth throughout the entire program in a "final demo". You should expect to **submit relevant portions of your portfolio, plus a self assessment [|module3 Portfolio Assessment.pdf] ** **of your portfolio to your mentor at the end of each course.** Your mentor is expected to provide you with written feedback on your portfolio.

Shows connections among beliefs/theory and evidence, implications and plans for the future learning. Define/formulate a learning statement. What is important about what you have done? Includes evidence to support that learning statement. Connects evidence to learning statements Connects capacities to your learning statements How has your practice altered, expanded, changed? It is expected that you will contribute to the class by participating in each class, contributing to the class wiki or online community as needed, sharing and discussing your work and the work of your colleagues.
 * Criteria for Portfolio will be developed in class but might include:**
 * Class Participation**

Self evaluation and peer/mentor evaluation contribute to the assessment process. Students will be expected to demonstrate growth in learning through their portfolios and reflections. Criteria for ePortfolio work will be developed within the learning community and used as a guide in mentor group discussions concerning assessment. _ All members of the University community share the responsibility for the academic standards and reputation of SFU. Academic honesty is a condition of continued membership in the university community. Please review the Policy at <span style="font: normal normal normal 11px/normal Verdana;">[|__www.sfu.ca/policies/teaching/t10-02.htm__] || Contributions to https://surreyfp.wikispaces.com are licensed under a [|Creative Commons Attribution Share-Alike 3.0 License]. Portions not contributed by visitors are Copyright 2009 Tangient LLC.
 * Evaluation/Assessment**
 * Academic Honesty and Student Conduct**