1 | P a g e

Explore.

Discover.

Surpass.

An e-portfolio by Cornelia Olivier

2 | P a g e

Table of contents 1. Meet me

2. My take on teaching

4. My take on 21st century teaching

5. My inspirations

6. My publications

6.1 Shaping tech for the classroom – a review

6.2 Meeting individual student needs using constructivist approaches

6.3 Social factors

7. Youtubing can be good for you

8. Having fun with the Year 5’s

9. Reflection

3 | P a g e

Meet me

4 | P a g e

I was born and raised in South Africa. After a short stint as a staff reporter for the country’s biggest daily newspaper, I fell in love with adventure and more

particularly scuba diving. I eventually found my way to the Cayman Islands via Sodwana Bay, Mozambique and Sao Tome and Principe all the while teaching scuba diving. I spent two years on Cayman Brac and a year on Little Cayman

before settling in Grand Cayman to raise a family with husband TJ. We have two boisterous boys and life for them is good. There are only two basic requirements:

Learn hard and have fun. Their insatiable interest in the world around them

inspired me to take on my Post-Graduate Diploma in Education so that I can forever be part of the excitement of being a child - of exploring, discovering and

achieving.

5 | P a g e

Curriculum Vitae

“For a teacher, the foundation must be the imparting of skills and knowledge – the reading, writing,

counting and content subjects – but it should also be more. Teaching should include a relationship

with students so that we can also instruct them on how to become part of the global community.

Learning is therefore not only found in books, but out in the real world. A teacher’s purpose then is to

connect the two for their students.”

(Excerpt from my personal philosophy on teaching.)

Skills

I have highly developed communication skills – spoken, written and presentational.

I am dedicated and self-motivated, and am persistent in finding solutions to challenges.

My formal education combined with my range of work experience enables me to be adaptable,

innovative and creative in any given situation.

Qualifications

I am currently doing my Postgraduate Diploma in Education at the University College of the Cayman Islands, to be completed in June this year. I have a bachelor’s degree in Business Communications cum laude:

• Three years study in communications, including writing and typing skills, desk top publishing, public relations, marketing, political and intercultural communication

• One year of study with a major in journalism. This included an internship in publishing the university yearbook with specific responsibility for researching articles, writing, editing, page layout and final production.

I also: • Hold a professional certificate in strategic communication management from the US-

based ITHACA College in partnership with the International Association of Business Communicators (IABC).

• Completed a Pan American Health Organization (PAHO) course in stress management in disasters as well as risk communication for disasters and disease outbreak.

• Am certified as a trainer/facilitator for continuing education in the workplace. • Am a certified PADI Open Water Scuba Instructor.

Other achievements

A 2008 recipient of the Governor’s Five Star Award for Customer Service Excellence (FACE).

6 | P a g e

Teaching Experience

January – March 2011: St. Ignatius Catholic School.

• Supervising teacher: Ms. Maria Kennedy • Class: St. Bernadette Year 5

Other Work Experience

2004 - Present: Communication consultant for Cayman Islands Government Information Services Responsibilities:

• Developing communication strategies for government agencies, ministries and departments;

• Arranging press conferences, presentations, exhibitions and other events; • Ensuring cost-effective and timely delivery of communication strategies; • Developing and executing public information, education and awareness campaigns for

government agencies; • Advising government officials on press relations and sensitive public information

issues; • Facilitating smooth and productive media relations; • Writing press releases, speeches, text for brochures and other publications to enhance

communication strategies; • Information gathering; • Photography; • Assisting in the development of graphic, web, audio and video material; and • Developing and executing crisis communication plans with particular focus on airport

emergencies and hurricane crisis communication. • Some of my major clients included the Constitutional Review Secretariat, the Cayman

Islands’ Freedom of Information Unit and the National Hurricane Committee/Hazard Management Cayman Islands.

2003 - 2004: Administrative director for Little Cayman Beach Resort, Cayman Islands Responsibilities:

• Media relations • Human resource management • Basic accounting on a daily basis

2000-2002: Dive instructor for Reef Divers II, Cayman Islands 1999-2003: Freelance writer for Beeld, South African daily newspaper, specializing in adventure sports and travel. 1996-1998: Staff reporter for Beeld, South African daily newspaper. Responsibilities:

• Sourcing and researching articles to give an objective view of the issue at hand;

7 | P a g e

• Responding to daily news events, including attending press conferences or going to the scene of a story;

• Liaising with and build rapport with news sources; and • Producing accurate news articles within a given deadline.

1994-1995: News editor for student newspaper, Die Wapad, at the University of Potchefstroom, South Africa. Responsibilities:

• Leading news team in sourcing and researching articles; • Editing contributions; and • Assisting with page layout.

Personal details

Contact details: 20# Palm Spring, South Church Street Grand Cayman, Cayman Islands Tel: (345) 244-2766; Cell: (345) 925-8272; Email: cornelia.olivier@gov.ky Date of birth: 1973-10-08 Nationality: South African

References

TEACHING:

Ms. Maria Kennedy, St. Ignatius Catholic School; Maria.kennedy@st-ignatius.com; 949-9250

Dr. Louise Malcolm, UCCI, lmalcom@ucci.edu.ky; 623-8221

Dr. Mark Minott, UCCI, mminott@ucci.edu.ky 623-8221

St. Bernadette, Year 5 class, St. Ignatius Catholic School

OTHER:

GIS Graphic Unit Manager: Charles Gilman, Charles.gilman@gov.ky; 244-1753

8 | P a g e

My take on teaching

9 | P a g e

Teaching is a profession packed with more variables than any other of which I can think.

Teaching is like a complicated math equation that requires focusing on many elements in order

to reach the sum total. Here I think of the students, their backgrounds, their parents, social and

cultural norms, learning abilities and capabilities. There is also the curriculum, the school

system and the wider community to which a teacher must answer.

Raised by two teachers, I took all this for granted for they made it seem so easy. However, as I

prepare to embark on the journey of teaching myself, I realize that I must stop and reflect on

what it is I am going to put into – and hope to get out of – my own teaching.

Of course, I don’t expect this personal statement to remain fixed; far from it. As I gain

experience, I hope to add to it, to take out that which proves to be unrealistic and to shift my

focus as needed to continually improve on the act of teaching. To start with however, I am

drawing on many of the great philosophies of life, as well as others’ experience as I attempt to

fashion a sort of starting block for myself. I hope that start will allow me to hit the ground

running when I enter the classroom for the first time. I purposely choose this eclectic approach

as I believe it matches the multi-faceted nature of the activity it is meant to direct.

Defining teaching and learning

“Education's purpose is

to replace an empty

mind with an open

one.”

Malcolm Forbes

10 | P a g e

The definition of teaching as imparting knowledge and learning as gaining knowledge, suggests

the need for a strong partnership between student and teacher. Of course the fundamentals of

learning are literacy and numeracy, but if we further explore the definitions of both teaching

and learning, we find that they also have to do with acquiring experience, becoming more

informed, sensitive and cultured. Thus, as a teacher, the foundation must be the imparting of

skills and knowledge – the reading, writing, counting and content subjects – but, as the

reconstructionists hold, it should also be more. Teaching should include a relationship with

students so that we can also instruct them on how to become part of the global community.

Learning is therefore not only found in books, but out in the real world. A teacher’s purpose

then is to connect the two for their students.

Teaching methods

"The art of teaching is

the art of assisting

discovery."

Mark van Doren

I once heard that we spend the first few years of a child’s life encouraging them to walk and

talk. Yet once they enter school, we tell them to sit still and be quiet. We do not have to reflect

long on this piece of wisdom to realize its fundamental truth. It is probably for this reason that I

instantly felt drawn to the constructivist teaching methods of discovery learning, cooperative

learning, active learning, problem solving and the development of critical thinking skills. These

child-centered teaching strategies allow students to express their individuality – so often lost in

the strictly traditional classroom setting. This does not mean that I advocate an unstructured

11 | P a g e

classroom as I do find value in the pragmatist view that children need structure in education.

They should be exposed to the more formal processes of learning, since they do need to

acquire certain essential concepts and skills. This also ties in with the realists’ view that

students need to understand the world around them in order to find answers to challenges

(Ozmon & Carver, 2008). For me, the answer lies in striking a balance between the mastering of

knowledge and the nurturing of children’s natural creativity and abilities.

The role of the teacher

"One looks back with

appreciation to the

brilliant teachers, but

with gratitude to those

who touched our

human feelings. The

curriculum is so much

necessary raw

material, but warmth is

the vital element for

the growing plant and

for the soul of the

child."

Carl Jung

While teachers primarily serve to impart the basic skills of reading and writing, as well as

specific knowledge such as history, geography, science and more, I reiterate that limiting

ourselves to these duties would be remiss. Since students bring with them to class all of their

fears, problems and hardships, teaching is not so much a profession as it is a calling wherein the

teaching of literacy and numeracy are often the ‘easier’ tasks. As Rothstein (2008, p. 11) so

succinctly puts it: “Educators have a special and unique insight into the damage that

deprivation does to children’s learning potential. If educators who face this unfortunate state of

affairs daily don’t speak up about it, who will?”

12 | P a g e

While I am not promoting a political role for teachers, I do however find myself agreeing

wholeheartedly with Rothstein, thereby also throwing my weight with the constructivist

philosophers who believe that the teacher should also work for social change (Ozmon & Craver,

2008). As a teacher I will have a role to play in continually campaigning for better social and

parenting programmes and social and emotional support for students so that they can first and

foremost focus on the task of studying. As someone recently told me: “No matter how good the

teaching, if a child comes to school hungry or scared, that child will not learn.” Moreover, by

caring for students outside of their academic life, a teacher sends a powerful and positive

message. In caring for them, we lead by example so that they one day can also care for others.

Finally, by focusing on and caring for the whole student, we can empower them to find their

niche in society so they can realize their full potential.

Another point I feel impelled to make regarding the role of teachers comes from a website I

found while researching an assignment on rational choice theory. The site belongs to the

Seattle-based nonprofit organization CHOICES which began because of the horrendous drop-

out rate in US high schools. According to them, one of the most persistent problems faced by

teachers today is how to motivate under-achieving students to learn. Their question: “How do

you get teens ‘into’ school the same way they are ‘into’ sports or music?” (Keeping Teens in

School, n.d.) Reading the philosophy behind the CHOICES’ solutions made me re-examine the

precepts of rational choice theory and I came to the conclusion that as we teach spelling and

good grammar, we should also teach good decision making. And so apart from being educators,

teachers must also strive to be motivators, mentors and role models. Not an easy task, but

certainly one that is both exciting and challenging.

13 | P a g e

The role of the student

"Good teaching is

more a giving of

right questions

than a giving of

right answers."

Josef Albers

If children could charge grown-ups with something, it would probably be the accusation that we

constantly underestimate them. It is not they who restrict the definition of teaching and

learning to the classroom. They know that they learn from everything they do. They are

naturally curious; they want to explore and discover. Students should therefore be allowed to

engage in the learning process. It can be as simple as giving up formal instructional time to

allow an impromptu discussion – and Plato will have your back on this: Idealists have always

charged that schools neglect “the important consideration of mind” (Ozmon & Carver, 2008,

p.28).

In a world of growing crises and turmoil on the one hand and the capacity for innovation and

adaptation on the other, I particularly subscribe to the idealistic view that students should be

allowed to discuss issues, should learn how to draw on current research and be encouraged to

explore both sides of an issue to arrive at the ‘truth’ together (Ozmon & Carver, 2008).

Teaching children to think, rather than just process facts, will empower them to make choices

14 | P a g e

and will allow them to use the knowledge they gain in the classroom and apply it to and in the

real world. I firmly believe that Plato’s dialectical approach and Bronson Alcott’s conversational

method of teaching can both help to achieve this goal. Our children grow up in a world of

collaboration, constant innovation and fluid job markets, not to mention opportunities.

Although the reconstructionists will support idealists in raising thinkers, they actually go one

step further with Ivan Illich coining the term ‘deschooling’(Ozmon & Carver, 2008). It might

seem risky, but students can learn a vast amount outside the classroom. Moreover, they need

to take charge of their learning as well as their lives as they will increasingly need to become

self-motivated, life-long learners if they are to succeed. Indeed, I cannot fault Woods (1993) for

noting: “We should spend more time listening to children than talking to and at them, and

should seek to elevate their creative skills to more of a central place.” As a teacher I will

therefore strive to find ways of introducing these concepts into my lesson plans in support of

the prescribed curriculum.

The role of the parent

Your children need

your presence more

than your presents.

Jesse Jackson

15 | P a g e

A veteran teacher once told me that successful teaching is triangular, with one corner each

going to the teacher, the student and the parent. If this triangle is broken or weakened in one

corner, it can make academic success that much harder to achieve. Many researchers have

established the link between parental involvement and a child’s academic success. The 2005

Metropolitan Life/Louis Harris Survey of the American Teacher found that 20 percent of new

teachers and one-fourth of principals in the US identify their relationship – or lack thereof –

with parents as a cause of significant job-related stress (Pryor, 1995). But parents can

demonstrate involvement at home by reading with their children, helping with homework and

participating in and supporting school events.

This kind of involvement is important because when parents show their children that academics

are sufficiently important to merit time, they promote a healthy and consistent learning

environment by establishing mutual goals between parents and educators and by developing

activities that bridge home and school. However, teachers should never take such involvement

for granted; always keep in mind that parents do have their own challenges. I will therefore

attempt to support the parents of my students in their journey with their children and I will

endeavour to establish a strong rapport with them through diligent, sincere and positive

communication.

Assessment

“Every ceiling, when reached,

becomes a floor, upon which

one walks as a matter of

course and prescriptive

right.”

Aldous Huxley

16 | P a g e

In researching an essay on student motivation, I came across an article by Kim Tracy, a fifth

grade teacher from North Carolina. What she said resonated and stayed with me: “Celebrations

of learning are needed in our schools and in our classrooms…Even our end of grade testing that

is mandated by the state is a Celebration of Learning. Students and teachers have worked for

180 days and it is time to celebrate their accomplishments. The celebration is the test.” (Tracy,

2000). Apparently, her students get ‘pumped’ about assessment, because it gives them a

chance to show the world what they have learned. And so in the end, it comes down to the eye

of the beholder, the attitude, the approach. And while as a teacher, I will not necessarily have a

say in the type of grading or assessment system I use, I will have control over how I make my

students feel about it.

It is far too early for me to have an opinion on which kinds of assessment work best – formal or

informal, formative or summative – but I do believe that evaluations should be differentiated

and varied and I do believe that students deserve to show off their knowledge in some way.

Even those students who struggle, for if they too can see some forward movement, it might just

be the inspiration that makes them want to put in more effort.

When planning evaluations, it is thus wise to heed the existentialists who believe that teachers

should go beyond normal restrictions of time and circumstance to allow students to “merge

their own perceived possibilities with those of the organized curriculum” (Ozmon & Carver,

2008, p.243). On their part, the reconstructionists gave us the concept of multiple intelligences,

further supporting the idea that evaluation should be structured to ensure that all students feel

like achievers. As is underscored by more than one contemporary philosophy of education, the

art of building student persistence lies in offering a task that is sufficiently challenging but not

overwhelming, and creatively giving credit for accomplishing it.

17 | P a g e

Goals and expectations

“The task of the

excellent teacher is to

stimulate "apparently

ordinary" people to

unusual effort. The

tough problem is not in

identifying winners: it

is in making winners

out of ordinary

people.”

Patricia Cross

Some might view the following goals as pretentious and overly romantic. To such critics, my comeback is

equally clichéd – reach for the moon, because if you miss, you will still land among the stars. As such, in

all I do, I will keep the following five goals in mind:

• I want to teach my students to be thinkers.

• I want to teach my students to be kind, to respect each other and the world around them and to

take care of people.

• I want my students to feel at home in my classroom, because I believe happy students will

translate into learning students.

• I want to teach my students to love learning.

• I want to show my students the relevance of the knowledge they acquire, so they can use it long

after they leave my classroom.

These goals apart, I will set high expectations for my students. As Raffini (1993) points out: “The beliefs

teachers themselves have about teaching and learning and the nature of the expectations they hold for

18 | P a g e

students exerts a powerful influence.” However, at the same time I want to give them freedom, space,

latitude and flexibility so that I am not only teaching, but also learning from them. In Woods’ words:

The teacher is a facilitator, catalytic agent, midwife, novice as well as guru, for the teacher also is always

learning. Teaching should therefore be relevant to pupils' concerns, anchored in their personal

experiences, cognisant of the knowledge they already have, and responsive to the unique vision that

characterizes childhood. It should capitalize on children's natural curiosity and ineffectiveness, not seek

to shut them down. (p.447)

It is not only Woods who believes learning should be enjoyed as it is a fundamental part of any child’s

development. Realists such as John Locke put a premium on learning through play (Ozmon & Carver,

2008). Why then limit this positive action to the pre-school years? Humans never tire of games and one

way of activating the innate energy, curiosity, creativity and competitiveness of students is to

incorporate play into lessons. I want to put the enjoyment back into learning so students will want to

unlock the world around them through thought and wisdom.

Finally, I believe it is important to expect confidence in all students. Each should have a chance to be

better at something than the next. So always strive for interesting, differentiated lessons that will inspire

the struggling student while also challenging those who excel.

Conclusion

No personal teaching philosophy will ever be final. All philosophies evolve, even the great ones and as I

pen my own, I commit to continue exploring both old and new ideas.

REFERENCES Keeping Teens in School. Choices Education Group. www.choices.org Ozmon, H.A. & Craver, S.M. (2008). Philosophical Foundations of Education. Eight

Edition. Merril Prentice Hall. Upper Saddle River. New Jersey. Pryor, C. (1995). Youth, parent and teacher views of parent involvement in schools.

Education, 115(2), p. 410-419. Raffini, J. (1993). Winners without losers: Structures and strategies for increasing student

motivation to learn. Allyn and Bacon. Boston. Rothstein, R. (2008). Whose problem is poverty? Educational Leadership. April 2008.

Vol. 65, No. 7, p. 8 – 13. Tracy, K. (2000). Intrinsic motivation. Teachers.Net Gazette. August 2000. Vol. 1, No. 6.

Retrieved from www.teachers.net/gazette/AUG00/tracy.html Woods, Peter. (1993). Managing marginality: Teacher development through grounded

life history. British Educational Research Journal; Oct93, Vol. 19 Issue 5. p.447-465. Quotes downloaded http://www.teacher-appreciation.info/Quotations_on_teaching/

19 | P a g e

My take on

21st century teaching

20 | P a g e

I think it's fair to say that personal

computers have become the most

empowering tool

we've ever created. They're tools of

communication; they're tools of

creativity,

and they can be shaped by their

user.

Bill Gates (Philanthropist, Microsoft

chairman)

What to teach and how to teach it are two subjects that have filled – and continue to fill - volumes of

research journals and books while also spurring passionate conversations. And rightfully so for content

and instructional strategies are what teaching and learning are essentially made of. Included in these

ever-present and continuing debates are of course the use and teaching of technology in the classroom.

Gauging from what has been written on the subject as well as personal conversations, new and

experienced teachers alike find themselves wrestling with a full scope of questions: How much is

technology is enough? What about the challenge of providing all students with equal access? Should

handwriting and visits to the library take a seat in favour of raising tech-savvy children? These are not

new concerns. Judging from the chapters written by Smith & Broom (2003) and also Chipman (2003) for

almost three decades now, none of these questions have been answered definitively. On the contrary,

educators, administrators and even parents continue to grapple with the same challenges in an effort to

capitalize on the full range of opportunities posed by technology use in the classroom.

What is a teacher then to do? While researching a

paper on social reconstructionism, I came upon an

eye-opening documentary from the Pearson

Foundation (yes, on YouTube!) Learning to change,

changing to learn. In interviewing the who’s who of

information technology in the classroom, the

producers of this short documentary makes the

following points: Technology is not a choice anymore;

Children are living in a different space where Twitter,

Facebook and texting rule; The careers they are

preparing for do not call for the traditional “right

answer vending machine approach”, and students

need a new 21st century skill set which includes the ability to synthesise, collaborate and problem-solve.

As Steve Heppell (who Microsoft named in 2006 as Europe's leading online education expert) says in

Pearson piece: It is a brave new world where the only solution is embracing all the new possibilities

offered by technology. In a similar documentary Greg Whitby (also on YouTube!), Executive Director of

Schools of the Catholic Diocese of Parramatta in New South Wales, Australia, even calls for a new

21 | P a g e

pedagogical DNA. It is not just a matter of educational philosophy either. That technology can and

should work in the classroom apparently also have physiological backing: “Modern technologies are very

powerful because they rely on one of the most powerful genetic biases we do have — the preference

for visually presented information. The human brain has a tremendous bias for visually presented

information. Television, movies, videos, and most computer programs are very visually oriented and

therefore attract and maintain the attention of young children.” Kneas & Perry (2011, p.1). I cannot fault

these views. On the contrary, they inspire me to find ways of allowing my students to tap into this

wonderful world that allows them to reflect, research and connect with amazing resources such as The

British Museum or playing educational games such as National Geographic’s Great Migrations or Build it

Green! Back to the Beach.

There are without a doubt

enough benefits associated with

technology use in the classroom

that every teacher (who has

access that is) should at least try

it. These include increased

motivation and self-esteem,

peer collaboration,

development of higher-order

thinking and improved technical

skills. (Effects of technology on

classrooms and students, n.d.) However, my enthusiastic thumbs-up for technology in the classroom

come with a few caveats: First, it should never replace what I like to call our manual skills. Texting and

email is not a substitute for conversations. Online research should not rob our students from

experiencing the wonderful, quiet spaces offered by libraries. No matter how good, engaging or cutting-

edge technology can be, neither teachers nor students should ever come to rely on it to make their day.

Second, when teaching technology, it should be about far more than only acquiring a range of technical

skills and futuristic literacies. Instead we need to teach our children how and when to make the best of

technology.

22 | P a g e

The most exciting

breakthroughs of the 21st

century will not occur because

of technology but because of an

expanding concept of what it

means to be human.

John Naisbitt (Author of

Megatrends & Megatrends 2000

So, even as experts such as Heppel and Whitby

push for less brick-and-mortar classrooms, I am of

the view that teachers will do well to follow a more

balanced view of technology in the classroom. As

Kneas & Perry (2011) cautions: Modern

technologies are very passive and do not provide

children with the quality and quantity of crucial

emotional, social, cognitive, or physical experiences

they require when they are young. And if you really think about it, teachers should be able to motivate,

elevate and develop their students even if there is a power cut or the Internet is down. Moreover, your

next assignment might very well involve a classroom void of tech support.

Therefore, as with anything else, the answer lies in striking a balance, in flexibility and in having a

manual back-up plan - always.

If the end goal of teaching and learning is to prepare our students for the brave new world, it should

include as much old-fashioned handwriting (for that romantic scribbled note on a napkin) and reading

from real books (for when the Kindle’s batteries die at around midnight just before the last two pages).

Of course it is impressive to see first graders type letters to the tooth fairy or watch fifth graders develop

eye-popping power point presentations. However, I am willing to bet that they will pick up those

technical skills anyway. The true question is: Do we want to live in a world where primary school

children can type 30 words per minute, but cannot name

their favourite writer?

Let me reiterate, I am in no way vilifying tech-savvy

teenagers or toddlers for that matter. In fact, I encourage

every teacher to embrace technology. Apart from it being a

wonderful time-saving and efficiency device to teachers

(online class schedules, lesson plans and much more), I do

also support the Heppels and the Whitbys in their quest to

23 | P a g e

prepare our students for their future. (Where will I be without Google?!) However, I am also a great fan

of Shakespeare and Thoreau, of conversation and community.

So yes, our children need technology, but they also need more. They need to become sensitive, caring

individuals who know when to switch off the computer and step outside to engage with neighbours and

to serve in community groups. We need to teach them technology, but moreover, we need to teach

them technology’s place in their lives. Therefore it is not about answering the questions about

instructional methods and content – for these will forever evolve. In the end, the only thing that matters

when you walk through that classroom door is having the singular goal of instilling in your students a

love of learning, so that they will want to soak in as much as they can, whenever they can – computer or

not.

For great further reading: The death of handwriting and Penmanship: A dying

art?

References: Chipman, S.F. (2003). Gazing yet again into the silicon chip: The future of computers in

education. Technology applications in education: A learning view. Mahwah, NJ: Lawrence Erlbaum Associates. Chapter 2, p. 31 – 53.

Effects of technology on classrooms and students. (N.d.) http://www2.ed.gov/pubs/EdReformStudies/EdTech/effectsstudents.html

Kneas, K.M. & Perry, B.D. (2011). Using technology in the early childhood classroom. http://teacher.scholastic.com/professional/bruceperry/using_technology.htm

Smith, M.S. & Broom, M. (2003). The landscape and future of the use of technology in K-12 classroom. Technology applications in education: A learning view. Mahwah, NJ: Lawrence Erlbaum Associates. Chapter 1, p. 3 – 30.

Online video sources: Learning to change, changing to learn: http://www.youtube.com/watch?v=tahTKdEUAPk&feature=related 21st Century Pedagogy http://www.youtube.com/watch?v=l72UFXqa8ZU&feature=related

24 | P a g e

My inspirations

25 | P a g e

Personal inspiration:

Esquith, R. 2007. Teach like your hair is on fire: The method and madness inside Room 56. Penguin Books. London, England. Mr. Esquith sets the bar high - maybe unattainable high for most of us mere mortals. Even so, this book remains on my bedside table, because no matter what as long as you always teach like your hair’s on fire. Rafe Esquith is an innovative, multiple-award-winning American teacher at Hobart Boulevard Elementary School, in Los Angeles, California, where he has taught since 1984. Many of his students, who are all from a community of poor and immigrant families, start class very early, leave late, and typically achieve high scores in standardized tests. Esquith has authored books about teaching, and a documentary film has been made about his annual class Shakespeare productions.

Tomlinson, C.A. 1999. The differentiated classroom: Responding to the needs of all learners. Association for Supervision and Curriculum Development. Alexandria, Vermont, USA. This book delineates and illustrates the principles that guide a differentiated classroom. It focuses on application of instructional strategies that make it much easier to provide multiple learning paths for students. Vivid classroom examples help educators see differentiation in action and include steps to help teachers get started with differentiation or to take it to a higher level. Ms. Tomlinson is an English educator, author and speaker and is thought to be a one of the foremost experts on differentiated instruction. She also shares her knowledge through her website www.caroltomlinson.com

Greatschools.com was developed for parents, but it is a immense resource for teachers as well. Signing up is free and you get grade-by-grade advice on what your child should know and master. Based in San Francisco, GreatSchools is a national nonprofit whose mission is to inspire and guide parents to become effective champions of their children's education at home and in their communities.

26 | P a g e

Classroom inspiration:

BBC.co.uk/skillswise. Curriculum-based factsheets, worksheets and online quizzes for math and language arts.

BBC.co.uk/bitesize. Curriculum-based factsheets, worksheets and online quizzes for everything else.

Britishmuseum.org . Spend hours on virtual field trips here.

27 | P a g e

Lessonplanet.com. This will be the best $20 you will ever spend. This website pulls together ideas, lesson plans, worksheets and online resources from teachers around the world. Find new ideas or measure yours against your peers.

Topmarks.co.uk Find great curriculum-base interactive whiteboard resources.

28 | P a g e

My publications

29 | P a g e

Shaping Tech for the Classroom – A Review

While researching the use of technology in the classroom, something written by Marc Prensky

(or actually an article by Jason Utecht referring to work done by Marc Prensky article, which

thanks to hyperlinks I was able to access within minutes) caught my attention. Prensky (2005)

breaks down the process of technology adoption into four steps: Dabbling, doing old things in

old ways, doing old things in new ways and doing new things in new ways.

Until recently, dabbling was the most prevalent, according to the author. As he puts it: “A few

Apples here. A PC there…A few edutainment disks.” However, teachers weren’t by any measure

doing anything strategic, comprehensive or coordinated with new technology. Fortunately,

most people have passed this step and presently we find ourselves in the ‘doing old things in

old ways’ stage. Instead of snail mail, we use email. Instead of lugging around heavy folders

filled with lesson plans, we know have it on a jump drive, and schools are increasingly looking

towards keeping records and assessments online. Local examples include St. Ignatius’

Anywhere Anytime Learning as well as UCCI’s Angel. We might even ask kids to type

assignments instead of writing them, but that is about it. We are not yet grasping the full

potential of technology and are still two steps away from truly internalizing it.

The next step in our tech evolution is doing old things in new ways. Teachers are starting to

bring the world to their students with digital demonstrations and simulations. Students get to

learn by doing as they build (and destroy?!) cities or they can become part of truly unique,

content rich and empathy-building ‘real world, real life’ simulation that challenges their life

skills as they make difficult, high-stakes choices that lead to your success, or failure.

However, the pinnacle of technology integration in the classroom is doing new things in new

ways. For this, Prensky (2005) notes we need “new curricula, new organization, new

architecture, new teaching, new student assessments, new parental connections, new

30 | P a g e

administration procedures” and we are simply not there yet. For the author there are two

stumbling blocks: One is social and the other is simply a lack of hardware schools. The social

barrier has largely to do with the fact that digital natives are being taught by digital immigrants.

The Boomers and X’ers simply does not get the Y’ers addiction to online everything. The other

obstacle is more real, but also easier to remedy. Technology in the classroom cannot become

second nature until there is true one-to-one computing. This means each student literally has

to have his or her own computer as is the case at Nanyang Girls High School in Singapore.

Once these are overcome, doing new things in new ways will mean we expose students to more

future-orientated content such as nanotechnology, bioethics and neuroscience while we teach

them skills to match such as knowledge filtering, using connectivity productively and becoming

good virtual citizens.

Prensky (2005) makes several good points in his article. Foremost is the fact that schools won’t

really be able to move to the final step of technology integration without every child having

access to a computer, all of the time. As Clarke (2007, p.13) points out “For most education

systems in the Caribbean, the big question is: Where can we get the financial support for these

resources?” Prensky (2005) unapologetically tells teachers to get with the tech programme

which in many ways we should. But until we cross the bridge of insufficient hardware, it is

counter-productive to tell teachers to do more. Instead, teachers should be empowered to use

limited resources to the maximum benefit of their students.

I definitely agree that it is imperative that we teach students how to use online libraries, how

sift through the World Wide Web safely with reputation and privacy intact and how to become

good virtual citizens. However, is it really necessary to pass on all that is old and only do new

things in new ways? Should we really just give over and let children learn what they want, how

they want as Prensky argues in another article 21st-Century Digital Learner? For one, applying

this principal to their nutrition will surely not end up with good results.

31 | P a g e

So, teachers are rightfully treading with caution. No-one can blame teachers for worrying that

we are moving towards a time when students will only be dabbling in hand writing. Technology

is great, but the tail should never wag the dog. It should remain a great way of doing old things

in new ways and even doing some new things in new ways. Furthermore as pointed out by

Kneas & Perry (2011): Modern technologies are very passive and do not provide children with

the quality and quantity of crucial emotional, social, cognitive, or physical experiences they

require when they are young. LeClaire (2006) also cautions that while technology access has

been linked to such benefits as improved reading skills, too much technology can impose

dangers on today's youth - including vision impairment and technology addiction.

The jury is definitely still out on how much technology is too much. In addition, each region and

culture might have a different tolerance or need for 21st Century education –as Prensky (2008)

defines it. Teachers will have to be sensitive to local and regional computer ownership,

connectivity and online activity as a guide a teacher to making better decisions on how and

when to use technology.

Prensky is an internationally acclaimed speaker, writer, consultant and designer of online

education and all in all I enjoy his positive can-do insights. He also wrote the books Teaching

Digital Natives, Don’t Bother Me Mom – I’m Learning and Digital Game-Based Learning. I would

love to read these, but unfortunately none of these are available for my Kindle. Seems like

schools are not the only places where people are still doing old things in old ways. Maybe Mr.

Prensky can take it up with the publishing fraternity.

REFERENCES: Clarke, P.J. 2007. Exploring the use of computer technology in a Caribbean context: Views of

pre-service teachers. International Journal of Education and Development using Information and Communication Technology. 2007, Vol. 3, Issue 1, pp. 23-38.

Kneas, K.M. & Perry, B.D. (2011). Using technology in the early childhood classroom. http://teacher.scholastic.com/professional/bruceperry/using_technology.htm

LeClaire, J. 2006. Kids and tech: How much is too much? http://www.technewsworld.com/story/52677.html Retrieved 30 March 2011. Prensky, M. 2005. Shaping tech for the classroom. http://www.edutopia.org/adopt-and-adapt

Retrieved 30 March 2011. Prensky, M. 2008. The 21st – Century Digital Learner

http://www.edutopia.org/ikid-digitlearner-technology-2008 Retrieved 30 March 2011. Utecht, J. 2008. Evaluating technology in the classroom.

http://www.thethinkingstick.com/evaluating-technology-use-in-the-classroom Retrieved 30 March 2011.

32 | P a g e

Other publications

33 | P a g e

34 | P a g e

Youtubing

35 | P a g e

YouTube started as a place where anyone could upload and share

video clips with the world and became somewhat infamous for gossip

and a whole lot of silliness. However, it also evolved to become a

great classroom ally when it comes to teaching a generation that so

easily switches off if you don’t switch it on.

For example, for a science lesson about the digestive system I first

played a YouTube clip on recycling. I then ask the class to explore

what recycling possibly has in common with our digestive system?

I then played another fantastic YouTube clip about the digestive

system to my rapt audience.

Here is my own YouTube teaching aid for a social studies lesson on

living in the Cayman Islands. The topic is current and allows students

to apply their reasoning and critical thinking skills to real-world issues.

The clip is designed to introduce the topic for a classroom discussion

as well as an essay assignment.

36 | P a g e

Having fun with the Year 5’s

37 | P a g e

Power Point Presentations &

Interactive games

Power Point Presentations are easy to make and the students seem to love it. It is a great way of bringing artifacts into the classroom and it is completely free. You can also incorporate music and other sounds. Apart from ppt, the web is awash with great interactive games which you can play with the class as part of any lesson. We got quite attached to Mr. Jack (Measures).

38 | P a g e

Other Tools of the Trade After I battled through a particularly painful math lesson, my supervising teacher gave one

simple, but powerful piece of advice: Make it relevant for the students. And so,

from then on, I always look for opportunities to bring the outside world into the classroom. For our unit on measurement (weight, length and capacity) we had loads of fun*:

We measured books, tables and arms and legs.

We weighed ourselves – and the teacher!

We explored the different units found on groceries – pounds, ounces, litres, grams – they are all there.

*See lesson plans over the next few pages for more information. The first lesson plans are for math – the unit on measurement. The second set are sample lesson plans for language arts.

Week 1

Mental/Oral (rehearse, recall, refine, reason, revisit, read)

UNIT: Measurement LESSON: Length Main Activity

Plenary Resources (incl ICT)

Objectives Activity Objectives Key vocabulary

Direct teaching Key questions

Activities - (considering lower, middle and higher achievers) Indicate organisation and support.

Review, reflect. Key questions

Mon LS 1 (28th)

Students should: Understand the general concepts of measurement and capacity and where they are used. Know that there are metric and imperial units. Read, choose, use and record standard metric units to estimate and measure length to a suitable degree of accuracy. Convert larger to

smaller units using decimals to one place (e.g. change 2.6 km to 2600 m)

Introduction: Class discussion on measurement, weight & capacity to establish learning objectives for students. Group: Use Skillswise sheet 1, 7, 10, 11. Set students to measure list of objects. Class: Use Skillswise sheet 8. Play Skillwise game together on smartboard. Revision: TxtB1, page 42 – 45. Choose few sums to do on whiteboards. Individual: Do assigned worksheets

measure, measurement, metre stick, tape measure, ruler, measuring, metric unit, standard unit, length, distance,

How many metres in a kilometre. How many centimetres in a metre. How many millimetres in a centimetre. How many millimetres in a metre. How do we use a measuring tape? How do we convert? Work with the decimal/multiply or divide by 10, 100 or 1000.

Complete measurements. Skillswise WS7 Measuring WS 1, 2 & 3 Note: For group activities, class will divide in groups of two with each group having a strong student to help & guide partner.

Complete measurements. Skillswise WS7 Measuring WS 1 & 2

Complete measurements. Skillswise WS7 Measuring WS 1

Can you choose and use a suitable metric unit to estimate and measure length? Can you use a measure stick (ruler) and/or a measuring tape? Do you know how many millimetres in a metre? Do you know how many metres in a kilometre? Can you make sensible estimates of length in everyday contexts? Can interpret a reading between two unnumbered divisions on a ruler, tape measure or metre stick

A bag of groceries, including dry goods, liquids. Maps. Rulers Metre stick Measure tapes www.bbc.com/skillswise

Wed

SPORTS DAY

Assessment and future action Homework

Week 1

Mental/Oral (rehearse, recall, refine, reason, revisit, read)

UNIT: Measurement LESSON: Weight Main Activity

Plenary Resources (incl ICT)

Objectives Activity Objectives Key vocabulary

Direct teaching Key questions

Activities - (considering lower, middle and higher achievers) Indicate organisation and support.

Review, reflect. Key questions

Thurs LS 2 (3rd )

At the end of the lesson students should: Read, choose, use and record standard metric units to estimate and measure weight to a suitable degree of accuracy. Show how to use a scale. Convert larger to smaller units using decimals (e. 1 kg = 1000 milligrams)

Introduction: Trick questions. Instruction: Skillswise sheet 2 & 10. Play interactive weighing game Group: Students must weigh list of objects & complete accompanying assignment. Skillswise sheet 8. Revision: TxtB1, p46-49 on whiteboard. Individual: Worksheets.

measuring scale, scales, balance, mass, weight, units of measurement and their abbreviations

How many milligrams in a gram. How many grams in a kilogram. How many kilograms in a tonne. How do we use a kitchen & bathroom scale? How do we convert? Work with the decimal/multiply or divide by 1000

Complete weighing & assignment. Weight WS 1, 2 & 3 Note: For group activities, class will divide in groups of two with each group having a strong student to help & guide partner.

Complete weighing & assignment Weight WS 1 & 2

Complete weighing & assignment. Weight WS 1

Can you choose and use a suitable metric unit to estimate and measure weight I can use benchmarks to help me to estimate weight I know how many grams there are in a kilogram I can work out the reading between two unnumbered divisions on kitchen and bathroom scales

Kitchen scales. Bag of dry goods & various objects. Pictures of varying objects (whale, TV, feather) www.bbc.com/skillswise http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm

Assessment and future action Homework:

Week 2

Mental/Oral (rehearse, recall, refine, reason, revisit, read)

UNIT: Measurement LESSON: Capacity Main Activity

Plenary Resources (incl ICT)

Objectives Activity Objectives Key vocabulary

Direct teaching Key questions

Activities - (considering lower, middle and higher achievers) Indicate organisation and support.

Review, reflect. Key questions

Mon, 7th LS 3

At the end of the lesson students should: Read, choose, use and record standard metric units to estimate and measure capacity to a suitable degree of accuracy. Show how to use measuring cups. Convert larger to smaller unites using decimals (e. 1,6l = 1600 milliliters)

Introduction: Trick questions. Instruction: Skillswise fact sheet 5 http://www.bbc.co.uk/skillswise/numbers/measuring/lwc/factsheet.shtml Play game: http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm Group work: Complete capacity assignment. Do: Skillswise WS5 &6 Instruction: Conversion. Exercise on whiteboards. http://www.bukisa.com/articles/378006_converting-between-metric-units-of-volume-worksheet-grade-5-year-6-math-work Individual: Worksheets

capacity, litres, millilitres, measuring cup

How many millilitres in a litre. How many litres in a kiloliter? How do we use measuring cups? How do we convert? Work with the decimal/multiply or divide by 1000

Complete weighing & assignment. Capacity WS 1, 2 & 3 Note: For group activities, class will divide in groups of two with each group having a strong student to help & guide partner.

Complete weighing & assignment Capacity WS 1 & 2

Complete weighing & assignment. Capacity WS 1

I can choose and use the correct metric unit to estimate and measure capacity. I can use benchmark objects to help me to estimate capacity. I know how many millilitres there are in a litre. I can interpret a reading between two unnumbered divisions on measuring jug. I can read accurately the number of millilitres in a litre jug

Bottles, containers of varying size. Measuring cups. www.bbc.com/skillswise http://www.bgfl.org/bgfl/custom/resources_ftp/client_ftp/ks2/maths/measures/index.htm

Assessment and future action Homework: Crossword puzzle.

English Weekly Planning Year 5 Wk 2 beg:7/03/11 Phase : 1 Genres: Myths and Legends Lesson: Dear...

Text: King Midas’ Touch

LI: Children will learn to

Whole Class Work Word/Sentence

Learning Intention: Children will learn to:

Shared Reading/Writing Independent Guided Plenary

T 8

Differentiate between different forms of correspondence: email, postcards, letters. Understand that there are style and language differences.

Look at different forms of correspondence. Look at letter format. Email format. Post card format. Discuss difference between these.

Write a letter of encouragement, congratulations or sympathy. Write an email. Write a postcard.

Read King Midas’ Touch together. Write a letter as a class to King Midas. Write him a post card to invite him to the Cayman Islands. Write an email with some advice to him.

Students will choose to write a letter of encouragement/congratulations or sympathy to one of the characters in their story. Students will write a post card.

Will assist where necessary.

I know the difference in style between a letter and an email. I can write a letter in the correct format. HOMEWORK: Students must write an email to their hero/heroine telling them about the Cayman Islands.

ICT & other resources: Cards to write postcards on. Lined paper. Internet access.

Speaking and Listening Participation in discussion and report back provide opportunity for students to practice the listening and speaking skills:

Assessment: • Letters, emails &

postcards will be judged on language, style, format and originality.

Cross Curricular: History/Social studies.

English Weekly Planning Year 5 Wk 3 beg:21/03/11 Phase : 1 Genres: Myths and Legends Lesson: It is all Greek to me

Text: The Orchard Book of Greek Myths - Echo and Narcissus

LI: Children will learn to

Whole Class Work Word/Sentence

Learning Intention: Children will learn to:

Shared Reading/Writing Independent Guided Plenary

M 21

Explore terms from Greek mythology and the Greek language. Use terms from Greek mythology and the Greek language in sentences.

Explore Greek terms found in today’s language. Students will each receive a word on an index card. They will look up the word in a dictionary and write the definition and use it appropriately in a sentence. Differentiation: Students can draw a definition, act it out or just read their sentences to the class. This activity and the homework will also strengthen their independent research skills.

Recognise and discuss Greek influences. Cite examples of contemporary use of terms from Greek mythology.

Read Echo and Narcissus. Let students explore how the story and the characters gave rise to the modern words of echo and narcissism.

Work independently or in groups of two to find words, describe it and use it in a sentence.

Will assist where necessary. May team up weaker students with more capable ones so they can help them achieve the task.

Each student will report back findings to the class. I explored ‘modern’ words that we got from Greek. I was able to use it in a sentence. Let’s vote: Significant influence; Some; not that much. HOMEWORK: Find one more Greek word and send me an email using it in a sentence. Remember: Check email format and grammar!

ICT & other resources: Index (cue) cards. Power point presentation on Greek influences. Websites: http://www.groseducationalmedia.ca/greekm/mythconn.html http://library.oakland.edu/information/people/personal/kraemer/edcm/a.html www.mythweb.com The Orchard Book of Greek Myths (school library)

Speaking and Listening

Group discussion: Participating civilly and productively in class discussions. Demonstrate an ability to pronounce words and use correct tone and projection when reading or giving feedback.

Assessment: • Finding the assigned

word in the dictionary. • Using it appropriately in

a sentence. • Students’ homework will

be marked for originality, grammar and timeliness.

Cross Curricular: History/Social Studies

English Weekly Planning Year 5 Wk 3 beg:21/03/11 Phase : 1 Genres: Myths and Legends Lesson: Comparing

Text: Golden Tales – How the Rainbow Was Born

LI: Children will learn to

Whole Class Work Word/Sentence

Learning Intention: Children will learn to:

Shared Reading/Writing Independent Guided Plenary

W 23

Identify similes. Use similes in descriptions. Think of new similes.

Introduce similes with power point presentation. Play interactive game: http://www.ngfl-cymru.org.uk/vtc/using_similes/eng/Introduction/MainSessionPart1.htm Group work: Simile match-up. In groups of two students match up similes. Students must use similes to describe their chosen god or goddess.

Recognise similarities between myths across cultures.

Read: How the rainbow was born The explore corresponding Greek myth: http://www.theoi.com/Pontios/Iris.html Let students identify similes in the text. Discuss similarities between the two myths.

More able and able students should be able to complete the in class assignment on their own. More able students are expected to use more than one simile in their description as well as show originality.

Assist students to completed the in class assignment.

I know what a simile is. I can use similes to describe objects or people. I know that different cultures have different myths to describe events

ICT

Speaking and Listening

Group discussion: Participating civilly and productively in class discussions. Demonstrate an ability to pronounce words and use correct tone and projection when reading or giving feedback.

Assessment: • Using at least one simile

appropriately. • Make the connection

between myths across cultures.

Cross Curricular: History

39 | P a g e

Reflection

40 | P a g e

What is reflection? According to the Oxford English Dictionary it is ‘serious thought or consideration’. In terms of teaching, what is it that we have to consider? What are the aspects of our profession that we should pay serious – and continued- thought to?

Reflecting on this, and this portfolio, the answer to me is… everything. How we write our lesson plans, what ‘props’ we use, how we talk to our students, how they respond and why. Even what we think about teaching. Yes, the list is indeed endless.

However, reflection is not worrying your head off that you won’t ever get it right. Upon leaving the school where I did my teaching practice, my cooperating teacher gave me a figurative pat on the back for enduring and succeeding. My answer to this was: “Yes, I am indeed glad I made it, but I still don’t know if I am going to be a great teacher? What if my kids never learn anything?” As a twenty-year veteran, she gave me a very patient look, smiled and said: “Ah, see, we call that reflecting, And if you do that, then you will be a good teacher. Your success lies in the trying.”

And so I reached the conclusion that reflection is like watching play back with your notepad next to you. Never stop questioning, never stop honing those skills and keep making those notes!

I really enjoyed putting together everything I have worked on over the past year and I hope you enjoy this window on my journey too. But come back next year, because I might have changed it all!

41 | P a g e