A dedicated and positive individual with divergent thinking skills and great aspirations.
An excellent team player who is always willing to share knowledge. Also an individual with a passion for literature (books or novels) and a high interest level in poetry and drama. My interest and passion for poetry allow me to engage in poetry writing. Some of it can be found at: http://www.poemhunter.com/jemima-rivas/ |
Introduction
My name is Jemima Rivas, I am currently final year student at The University of the West Indies doing a BA in English Language and Literatures in English with Education. It is my goal and aspiration to become a teacher at the secondary school level.
ABOUT SITE
Before now learning has been confined to the Classroom,this website,"Twenty first Century Learning" is an effort to make Learning available in all spaces.
PURPOSE The purpose of this e-portfolio is to present an actual online working space to demonstrate my expertise and skills in EDTK 3202 Use of Media and Production of Educational materials, therefore showcasing my expertise and skills. "The overarching purpose of portfolios is to create a sense of personal ownership over one's accomplishments, because ownership engenders feelings of pride, responsibility, and dedication." – Paris & Ayres (1994). |
My Teaching Strategy
Consequently,the main philosophical approach under grinding this educational site, 21st Century Learning, is Progressivism. This approach focuses on the child as the main focus in the active experimentation for learning it is under the educational base of pragmatism.
“Progressivism,” is one of the most famous teaching philosophies, it is presently supported by the Ministry of Education as the preeminent theoretical philosophy for imparting knowledge in the school systems. According to Paedagogica Historica (2005), “In the shorthand of educational jargon, this adds up to, ‘child-centered instruction, discovery learning and learning how to learn. Diana Mumford (1993) indicates, “Integrating various subjects in the curriculum can contribute to a greater awareness of the interrelationship of school programs and make learning more relevant.” As a future teacher this theory was chosen to govern my teaching encounters in my upcoming teaching career. Major progressivism educators like Dewey believed that students are educated for democratic living and that people learn best when the relevance of a school topic to life and society are clearly illustrated. Therefore by using this theory Curriculum experts intended to channel knowledge in a way that it would be most beneficial to students. Teaching instruction was contextualise in such a way as to meet students’ needs.
Consequently the implementation of progressivism in the classroom would require active student engagement. The teacher would become more of a guide while learning would be child directed or child centered. Therefore topics chosen should capture the student’s interests.
Due to this student interest levels would massively increase encouraging active engagement and participation.
Additionally, one should also consider students developmental stages, learning styles and diversities when planning lessons. Paiget believed that students are at different developmental stages at different age groups, “schemes evolve at four stages”. These stages are the Sensori motor, Preoperational, concrete operational and formal operational. One must consider as a progressive teacher to pitch lessons at the age groups of the child. For example in dealing with the form one formal operational stage students, teachers should study the child’s level and ability, structuring lessons to the level of students and not exhausting these students with lessons that are too challenging or too simplistic. To sifter this the Ministry of Education as outlined myriad goals and objectives at each level. A pragmatic or progressive teacher would use these goals as a set standard of accomplishments for the respective age groups.
“Progressivism,” is one of the most famous teaching philosophies, it is presently supported by the Ministry of Education as the preeminent theoretical philosophy for imparting knowledge in the school systems. According to Paedagogica Historica (2005), “In the shorthand of educational jargon, this adds up to, ‘child-centered instruction, discovery learning and learning how to learn. Diana Mumford (1993) indicates, “Integrating various subjects in the curriculum can contribute to a greater awareness of the interrelationship of school programs and make learning more relevant.” As a future teacher this theory was chosen to govern my teaching encounters in my upcoming teaching career. Major progressivism educators like Dewey believed that students are educated for democratic living and that people learn best when the relevance of a school topic to life and society are clearly illustrated. Therefore by using this theory Curriculum experts intended to channel knowledge in a way that it would be most beneficial to students. Teaching instruction was contextualise in such a way as to meet students’ needs.
Consequently the implementation of progressivism in the classroom would require active student engagement. The teacher would become more of a guide while learning would be child directed or child centered. Therefore topics chosen should capture the student’s interests.
Due to this student interest levels would massively increase encouraging active engagement and participation.
Additionally, one should also consider students developmental stages, learning styles and diversities when planning lessons. Paiget believed that students are at different developmental stages at different age groups, “schemes evolve at four stages”. These stages are the Sensori motor, Preoperational, concrete operational and formal operational. One must consider as a progressive teacher to pitch lessons at the age groups of the child. For example in dealing with the form one formal operational stage students, teachers should study the child’s level and ability, structuring lessons to the level of students and not exhausting these students with lessons that are too challenging or too simplistic. To sifter this the Ministry of Education as outlined myriad goals and objectives at each level. A pragmatic or progressive teacher would use these goals as a set standard of accomplishments for the respective age groups.