Teaching Portfolio-Luisa Coreas

8/12/2019 Teaching Portfolio-Luisa Coreas

1/12

TEACHING PORTFOLIO

LUISA COREAS

MARCH 4RD 2014

Knowing students needs makesus

good teachers, but teaching

students what they need to know

makes us successful teachers

LUISA COREAS


2/12

TEACHING PORTFOLIO

Luisa Coreas Page 1

INTRODUCTION

By creating a teaching portfolio, you are providing to your colleagues or any otherreader the evidence of your work; the things that you have done, how have you done it,what you are doing, how you are doing it, where do you want to get and what are thesteps that you are going to follow in order to get there. Besides that, a teaching portfolioprovides us a self-assessment where we can identify not only the things that we aredoing right, but also all those things that we are doing wrong. The teaching portfolioserves as a reflection of all the work that we have done in our teaching process and it

also shows us if we have improved and how we have done it, and by the use of thatdate we are going realize of all of the things we have gone through before becomingwho we are now. The teaching knowledge that we have is a long period of experiencesgained during our process as teachers, due that we have to go through lots ofdifficulties and maybe disappointments that will create much better teachers.


3/12

TEACHING PORTFOLIO

Luisa Coreas Page 2

WHAT IS A TEACHING PORTFOLIO?

A teaching portfolio is a collection of documents that together provide a record of

the ideas and objectives that inform your teaching the courses you teach or are prepared to teach the methods you use your effectiveness as a teacher how you assess and improve your teaching (Louis, 2013)

In simpler words, teaching portfolios show evidence about the teachers performanceand development in teaching; portfolios allow us to be reflective on what we are doingand what things we need to change or modify.

SELF-EVALUATION AND REFLECTION

Self-evaluation is one of the most overlooked forms of explicit evaluation. Ideally and

logically, this should precede all other forms of the evaluation of teaching effectiveness.

For professional educators, the goal is always the same: monitor and adjust instructionto increase the learning of all students. Conscientious faculty members subject theirteaching strategies, instructional techniques and style to their own critical evaluation onan almost constant basis. This evaluation often does not have a formal structure buteven a simple checklist can help to focus ideas.

Self-evaluation can assist you to:

Improve the educational experiences you provide for your students. Identify the professional education you need to further develop your capacity to

teach well. (Pettifor, 2012)

It is very important to do a self-evaluation, make a pause, check what we have doneand see what we need to improve. Personally, I have been thinking a lot on what I havedone recently (in the teaching area) and I realized that I am capable to teach but I haveto change my methodology because I am not teaching effectively; I am not feeling it.


4/12

TEACHING PORTFOLIO

Luisa Coreas Page 3

Maybe if I change a little bit my mind I can change my methodology, add anotherstrategies and so that get another result.

Self-reflection:

In a profession as challenging as teaching, honest self-reflection is the key. That meansthat we must regularly examine what has worked and what has not in the classroom,despite how painful it can sometimes be to look in the mirror.

Then take your answers and turn them into positive, resolute statements that give youconcrete goals on which to focus immediately. Be honest, work hard, and watch yourteaching transform for the better. (About.com, 2014)

There are many aspects that I need to reflect on

What are the three things that make a successful teacher?

There are many qualities that come together in successful teachers, but here are threethat I think youll find over and over again:

Passion: Great teachers are truly passionate about what they do. It isnt just a job,but their lifes work.

Empathy: Incredibly important because on the other end of any lesson is a person,full of potential and complexity and humanity. We must always see the humanityin what we do and in who were doing it for.

Grit: Teaching is hard work. There has to be tenacity in the day to day routine anda willingness to see past the routine and into the unique moments waiting to berealized. (Wessling, 2013)

WHY DO I NEED A TEACHING PORTFOLIO?A Teaching Portfolio is a useful tool that can help you

develop, clarify, and reflect on your teaching philosophy, methods, andapproaches

present teaching credentials for hiring and promotion in an academic position document professional development in teaching identify areas for improvement prepare for the interview process (Louis, 2013)


5/12

TEACHING PORTFOLIO

Luisa Coreas Page 4

HOW SHOULD I STRUCTURE MY TEACHING PORTFOLIO?

Because a portfolio describes and documents the abilities of a unique individual,no two teaching portfolios look alike. A portfolio can include a number of differenttypes of documents. Those which you may choose to include will depend on yourpurpose for creating a portfolio; the type of teaching you have done; your academicdiscipline; and your portfolios intended audience.In spite of the variation that exists across portfolios, the following materials are oftenincluded:

Statement of teaching philosophy. Description of teaching experience (responsibilities). Course planning artifacts: sample course syllabi, lesson plans, assignments, exams Evidence of teaching effectiveness: summary of student feedback, department

evaluations. Teaching awards and recognition. Professional development efforts.

A table of contents is an important tool in organizing the various sections of yourportfolio.

Some of the above sections, such as the statement on teaching philosophy, are strictlynarrative (reflective). Others consist of a set of materials that are supplemented by a

narrative or rationale that explains what they are. The following questions should beanswered in the narrative component:

Why did you include (item) in the portfolio? How did you use (item) in the classroom? How do you know that (item) was effective e.g., what did your students learn as a

result of incorporating (item) in your teaching? How has your teaching changed as a result? What have you learned about yourself as a teacher?

To be effective, a teaching portfolio must be more than a mere compilation of teachingdocuments that are interspersed with random pages of reflection. (UCAT, 2012)


6/12

TEACHING PORTFOLIO

Luisa Coreas Page 5

TEACHING RESPONSIBILITIES

Teaching responsibilities are the description of a relatively simple document tostart writing first. These are a list of all the duties that we have to include in ourcurriculum vitae, and it will provide all the necessary information about you to thepeople who is going to be reading it.

My teaching responsibilities might look like this:

Luisa CoreasEnglish Bachelors DegreeUniversidad Capitn General Gerardo BarriosSchool of Arts and Human Sciences

While I was doing my social service at Instituto Nacional De El Transito, Iremember that I was in charge of more than 40 students, all from the ages around 16-17years old, they did not want to learn English, because they saw it just like one moresubject to pass and well, that kind of disappointed me because their level of Englishwas really poor, so I had no more option than to use the Grammar Translation Method,which, eventually I turned it into the Audiolingual Method, because they were gettingmore vocabulary week after week.


7/12

TEACHING PORTFOLIO

Luisa Coreas Page 6

STATEMENT OF TEACHING PHILOSOPHY

How do I formulate my teaching philosophy statement?

A teaching philosophy statement is a brief and focused narrative expressing yourbeliefs, attitudes and values regarding teaching and learning. There is no right or wrongway to write a philosophy statement and it may vary according to your preferred style.The main components of teaching philosophy statement are:

A brief overview of your teaching responsibilities A description of how you think learning happens How you think you can get involved in this process What main goals you have for your students in particular modules or learning

programmes What actions you take to implement those goals.

Your philosophy statement should critically reflect on how you put your beliefs aboutteaching and learning into practice, using evidence such as a syllabus, assignments orother relevant documents from your teaching practice. While statements vary byindividuals or discipline, it is meant to reflect your strengths as well as areas fordevelopment. Therefore, certain guidelines apply:

1. Be briefKeep it short and use a straightforward narrative (first-person) style. Avoidtechnical language and use broadly-applicable language and concepts, since noteveryone reading the document is an expert in your field.

2. ReflectMake the statement reflective and personal. For example: what skills and valuesdo you bring to the instructional aspect of your job? What is your goal withrespect to student learning? What qualities would you like to be remembered byas a teacher?

3. Be concreteYou should be as specific as possible, and provide evidence from your teachingexperiences. If you want to use your teaching portfolio as summative assessmentyou should have factual evidence of achievement in line with objectives,assessment methods stated in your performance contract or relevant policycriteria.

4. Do some researchNo matter how good a teacher you are, you have to engage with the scholarlycontribution of others including literature of teaching and learning of a general


8/12

TEACHING PORTFOLIO

Luisa Coreas Page 7

nature and particularly that in your discipline. This is the first step to developyour scholarly approach to teaching. Just as you are familiar with current trendsand issues in your own discipline, it is important to be informed on the trendsand challenges in teaching in your discipline.

5. Be creativeStand out by making your statement unique to you. Use an interestingorganizing style, an original perspective on teaching, or an engaging and creativewriting style.

6. Know your audienceIt is important to identify your portfolios purpose and your audience. If it is toserve as a professional assessment for promotion, make sure to check for anyrequirements as far as format and structure are concerned. (University, 2013)

My Own Teaching Philosophy

As a High School student, I kind of lost faith in teachers because I felt likenone of them could fill my own expectations, they were all lazy teachers, alwaysputting us together in groups so we could discuss a certain topic and thendeveloped it to the rest of the class, I remember that I said to myself once that, if Iwas going to become just like those teachers, I just was not going to be a teacherat all. And then I answered to my own self question, well, I want to teach, I wantto give to my students a meaningful learning, something that they are going touse, something that they will remember for the rest of their lives, so then it wasthat I decided to become a teacher; and I just do not want to be just a teacher Iwant to become their friend, someone who they can come to if they are introuble, someone who they will respect, and also, someone who will gain theylove and admiration. I want to be different, I know I can make the change, and Iknow I will make it; I will teach them English but not only that, I will teach themto know how to fall in love with the English Language, that is why I want to usethe Communicative Language teaching, as my approach, because I know thatwith the use of the different principles that this specific method has, my studentsare going to be learning more.


9/12

TEACHING PORTFOLIO

Luisa Coreas Page 8

Teaching Methodology, Strategies, Objectives

Grammar Translation Method, Desuggestopidia and Communicative Language

Teaching.

Grammar Translation Method:

Application of methods used in Latin and Greek to teaching of modernlanguages. Rules of grammar, not the language itself, are all important. Verbdeclensions are set out tables, vocabulary lists to be learned, leading to translation frommother tongue into target language and vice-versa. Little or any kind of attention topronunciation.

Principles:

Grammar rules are presented and studies explicitly. Grammar is taught deductivelyand then practiced through translation exercises.

The primary skills to be developed are reading and writing. Hardly any attention is paid to speaking and listening skills. Teacher correction is the only way to make students produce the right forms of the

foreign language. The goal of foreign language learning is the ability to understand the texts written in

the foreign language. Mastering the grammar of the foreign language is essential in order for students to

understand the written target language. Vocabulary is learnt from bilingual word lists. The mother tongue is used as the medium of instruction. A paramount use of translation exercises is given.

Desuggestopidia:

The approach was based on the power of suggestion in learning; the notion beingthat positive suggestion would make the learner more receptive and, in turn, stimulatelearning. Lozanov holds that a relaxed but focused state is the optimum state for

learning. In order to create this relaxed state in the learner and to promote positivesuggestion, suggestopedia makes use of music, a comfortable and relaxingenvironment, and a relationship between the teacher and the student that is akin to theparent-child relationship. Music, in particular, is central to the approach. Unlike othermethods and approaches, there is no apparent theory of language in suggestopedia andno obvious order in which items of language are presented. (Bowen, 2000-2013)

Principles:


10/12

TEACHING PORTFOLIO

Luisa Coreas Page 9

The first principle is that people are able to learn at rates many times greaterthan what we commonly assume to be the limits of human performance.

The second principle is that learning is global; it involves the entire person. The third principle is that people learn either consciously or unconsciously or

both, either rationally or irrationally or both. The last principle is the one that many people do not always agree with.

Communicative Language Teaching:

Communicative language teaching makes use of real-life situations thatnecessitate communication. The teacher sets up a situation that students are likely toencounter in real life. Unlike the audio-lingual method of language teaching, whichrelies on repetition and drills, the communicative approach can leave students insuspense as to the outcome of a class exercise, which will vary according to theirreactions and responses. The real-life simulations change from day to day. Students'motivation to learn comes from their desire to communicate in meaningful ways aboutmeaningful topics. (Linguistics, 2014)


11/12

TEACHING PORTFOLIO

Luisa Coreas Page 10

References

About.com. (5th de Nov de 2014). Elementary Education. Recuperado el 28th de Feb de 2014, de

Elementary Education:

http://k6educators.about.com/od/professionaldevelopment/a/self_reflection.htm

Angier, N. Friedman HS, Booth-Kewley S. (13 de january de 2014).About.com Educational Psicology.

Obtenido de http://psychology.about.com/od/personalitydevelopment/tp/facs-about-

personality.htm

Bowen, T. (2000-2013). One Stop English. Recuperado el 01 de marzo de 2014, de

http://www.onestopenglish.com/support/methodology/teaching-approaches/teaching-

approaches-what-is-suggestopedia/146499.article

Champion, M. E. (2005-20013). Nelson Mandela Metropolitan University for Tomorrow. Recuperado el

28 de febrero de 2014, de http://tdu.nmmu.ac.za/Teaching-Portfolio-Development

Davies, C. (2001-20014).A+ Resumes for Teachers. Recuperado el 01 de marzo de 2014, de

http://resumes-for-teachers.com/philosophy-help/teachers-portfolio.aspx

Dr. Joseph Marolla, D rZachary Goodell . (unknown de unknown de unknown). Developing a teaching

portfolio.Recuperado el 28 de febrero de 2014, de

http://www.vcu.edu/cte/resources/nfrg/DevelopingaTeachingPortfolio.pdf

Freeman (1991), S. (. (2000). Techniques and Principles in Language Teaching. En D. L. Freeman,

Techniques and Principles in Language Teaching(pg. 2). Oxford: Database Oxford University

Press.

Linguistics, C. f. (2014). CAL center for Applied Linguistics. Recuperado el 01 de marzo de 2014, de

http://www.cal.org/resources/digest/gallow01.html

Louis, W. U. (26th de July de 2013). The Teacher Center. Recuperado el 28th de February de 2014, de

The Teacher Center:

http://teachingcenter.wustl.edu/About/ProgramsforGraduateStudentsandPostdocs/resources/P

ages/Creating-a-Teaching-Portfolio.aspx#.UxQCQPl5P7o

Pettifor, L. (Tue 10th de Jul de 2012). Learning and Development Centre. Recuperado el 28th de

February de 2014, de Learning and Development Centre:

http://www2.warwick.ac.uk/services/ldc/resource/evaluation/tools/self/

Sauveur, F. Franke. (unknown de unknown de unknown).Alternative Methods. Obtenido de

http://www2.vobs.at/ludescher/Alternative%20methods/direct_method.htm


12/12

TEACHING PORTFOLIO

Luisa Coreas Page 11

UCAT. (27th de July de 2012). University Center for the Advancement of Teaching. Recuperado el 02nd

de March de 2014, de University Center for the Advancement of Teaching:

http://ucat.osu.edu/read/teaching-portfolio

University, N. M. (24th de jan de 2013). Teaching Development. Recuperado el 3rd de March de 2014, de

Teaching Development: http://tdu.nmmu.ac.za/Teaching-Portfolio-Development

Wessling, S. B. (21st de Nov de 2013). Teaching channel. Recuperado el 01st de March de 2014, de

Teaching channel: https://www.teachingchannel.org/blog/2013/11/21/self-reflection-comes-in-

threes/

Teaching Portfolio-Luisa Coreas

Documents

Transcript of Teaching Portfolio-Luisa Coreas