REFLECTIVE COMPREHENSIVE SUMMARY
The Pedagogy as Process (PAP) course is aimed at
allowing the teacher to merge theory and practice, also known as praxis. This online portfolio is a requirement of the
course and consists of unit and lesson plans, reports, descriptions, personal reflections
and digital media files. Pedagogy is related
to the science of teaching, and after attending the Diploma in Education
(DipEd) programme, I believe that praxis is essential for teachers who aspire
to become successful practitioners. This
course has developed me both personally and professionally, and there is much learning
that I have gained from it.
PAP emphasizes preparation, planning, collaboration, technology
integration and self-reflection. I have
learnt about the construction of proper unit and lesson plans, and alignment of
content with curriculum objectives. I
was fascinated by the concept of the learning hierarchy, which yields a holistic
view of unit content from a bottom to top approach. Thus, connections between interdependent topics
can be easily viewed by the practitioner, transmitting to enhanced curriculum
delivery throughout each unit. This is
also related to the idea of scaffolding, whereby the teacher can see which basic
concepts should be introduced, before delving into abstract material. PAP encourages the teacher to be
student-centered, and to structure lessons using methods and strategies that
can capture the students’ attention and improve learning. That is, emphasis is not necessarily on how
much content is covered by the teacher, but rather on how much content is retained
by the student.
Part of my learning experience involved curriculum
integration with other disciplines. This
was quite eye-opening, as I previously assumed that multidisciplinary approaches
were not necessary for student development.
However, after collaborating with a Geography teacher regarding a coordinate
geometry lesson, it was immediately apparent that students’ interest may
increase, since the lesson showed a practical application of mathematics. In retrospect, there have been numerable
occasions in my career where students have questioned me regarding the need for
mathematics in real life. Due to curriculum
integration, students can naturally see that mathematics is a relatable and
relevant subject.
Due to this course, I have also learnt to create
assessments which are fairer, valid and more reliable. Using Tables of Specification, I am better equipped
in aligning class tests with curriculum objectives. Of course, this suggests that much preparation
must be expended for setting a quality exam, but the benefits of creating a valid
test justifies such efforts.
PAP also emphasized the use of technology in the
classroom, and this was tenable since technology was used for online teaching throughout
the pandemic. As a teacher, I had
developed various technological skills for online delivery, prior to attending
the DipEd programme. The DipEd has polished
some of my strategies, as I am now able to align technical savvy with
traditional teaching elements.
My initial philosophy as a teacher was comparable to a
tour guide. The ethos of this metaphor
lies in guiding students through their mathematical journey. I still embrace this metaphor, but I also have
realized that much of my previous praxis was teacher rather than student-centered. That is, my stance on teaching primarily lay
in syllabus completion; covering content using direct teaching methods and then
assessing summatively. The PAP course
has taught me to re-evaluate my teaching strategies, and allow students to participate
in their own learning. Thus, I am now mindful
of being a guide in the classroom, while simultaneously creating innovative lesson
plans for delivery. I now see that pedagogy
is not solely about delivering content, but in developing students holistically. Through much reflection, I have seen that I
am an agent of change. Today’s students
will be tomorrow’s educators, and it is my duty as a teacher to facilitate the
best quality of teaching possible. For
secondary school students, navigating through the obstacles of academic life
can be quite daunting. Through the DipEd
programme, I now visualize myself as a game changer, and will strive to get polish
my students, so that they can be game changers in the future.