Escolar Documentos
Profissional Documentos
Cultura Documentos
Introduction
What is the ultimate purpose of education if not to improve the quality of life
for our children, our communities, and our earth? It is in this spirit of service
that you will be guided in Course Five to apply the theory and practice you
have gained, thus far, to address a local need and share it globally.
In this course, you will complete the following two parts, and, with their
satisfactory completion, you will be awarded your Certificate of Teaching
Mastery.
Development Goals personally? With and beyond my family? Here are some
examples:
Goal 1: Eradicating Poverty - Have I taken care of my financial needs and
those of my family? My peers? Have I helped others in need? Am I aware of
regions where this goal is most pressing?
Goal 2: Primary Education - If I have children, have they received safe,
complete, valuable primary schooling? Have I helped others in need? How
have I contributed?
Goal 3: Promote Gender Equality - Do I treat men and women equally? Do I
ensure that boys and girls are treated equally in my family, in my community,
in my school and in my classroom?
Goal 4: Reduce Child Mortality - Have I contributed, even if only a small
amount, to groups working in this area? Have I advocated for the right of a
child to live a free, safe, and healthy life?
Goal 5: Improve Maternal Health - If I am a mother, have I taken care of
myself? Have I taken care of other mothers? As a male teacher, have I
stressed the importance of maternal health and well-being in my family,
community, and my school?
Goal 6: Combat HIV/AIDS, Malaria, and Other Diseases - Have I found a way to
support ongoing efforts to eliminate diseases? Have I educated others about
these diseases? Have I helped others in need?
Goal 7: Ensure Environmental Sustainability - Have I treated my environment
with respect? Do I refuse to litter? Do I recycle or reuse? Do I work toward
having clean water available? Have I helped others in need?
Goal 8: Develop a Global Partnership for Development - Have I taught others
about the Millennium Development Goals? Have I made certain that I joined
with others in partnerships that work, in my community or my school?
What I Believe
Why I Teach
What I Teach
How I Teach
Supplementary Resources
Writing a Teaching Statement (from the University of Washington):
http://depts.washington.edu/cidrweb/Bulletin/TeachingStatement.html
2. Inside My Room or Outside My Window
We all want to know what goes on inside classrooms. We also want to know
about the area surrounding the classroom. We all want to know about people
and places. The public who will be viewing your portfolio want to know who
you are and where you are. They will want to know what the conditions are,
what it feels like to teach there, what challenges and what opportunities you
face every day.
NOTE: There is one important rule that all Certificate of Teaching Mastery
students must abide by. Do not take a picture of your students unless you are
absolutely certain that the parents of your students agree that the photograph
can be made available in your portfolio and also, potentially, on the Internet, if
you also choose to develop an e-Portfolio.
Take a photograph of your classroom (again, the students can be included only
if you have approval from their parents and/or the head of the school). The
photograph can be of an empty classroom. Describe the photograph in one
paragraph. If you are comfortable provide a link to your personal gallery so
that we can see more pictures!
Example:
- Sameena Nazir
3. My Imagined Classroom, Ten Years From Now
For some of you, the world is changing rapidly. For others, your students
classroom experience is similar to what you experienced when you were their
age. Life in your classroom ten years form now may, in fact, be exactly like
your current students experience. Think ten years ahead ... What will life be
like for the students in your classroom ten years from now? Perhaps you will be
teaching, perhaps not. Think about the students who will occupy those seats.
Describe your students day through their eyes from the moment they wake up
until they go to sleep (including, of course, time spent at school and,
specifically, in your class).
What is different or what is the same about life in your classroom ten years
from now? Please describe why you feel this way.
Example:
When I was my students age, my teacher entered the room and
we all stood up. Here in my village, the teacher was the master,
the authority, the leader. We never disagreed. We were not
allowed to complain. Snow blowing horizontally would whisk
through the broken windows, where we shivered stamping our
feat to stay warm, two to a seat. At night, we would be issued
candles so that we could study at our desks. A coal stove with a
pipe punched through the wall would glow in the left-hand corner
at the front, and only the older students would be allowed to sit
closest to its warmth.
When I started teaching fifteen years ago, the classroom was the
same. In the last decade or so, much has happened. Our electricity
has become stronger. In the summer, fans move the air around; in
the winter, the snow has been kept from the room by windows and
shades, and the room is warmer.
However, we are still asked to have our students memorize our
textbooks. We are still blindly obedient to our teachers, never
questioning their facts, their theories, or their assignments. I wish
my students could pursue ideas on their own and have enough
money to pay for the hourly rate at the cyber-caf, like me, where I
can gain access to the world.
For me, so much of what life will be like, ten years from now, is a
function of what the policy-makers decide is a
priority. Education? Hotels? Business? I hope it is the first choice
education, and I hope that such an education will be free, creative,
and interesting.
4. My Students' Work
In your response, list the grade level and subject. Then, describe the lesson so
that viewers of your portfolio will understand the setting of your student work.
Take a picture of student work that demonstrates one or more of the four
criteria listed above. Describe how student work reflects those four
characteristics of knowing and understanding, inquiring, responding, and
reflecting.
5. Feedback From Students
Your students' work and their process of learning.
Gather evidence of your students work, share it, and describe it in detail.
Show one example of how you have incorporated new teaching techniques or
design into your regular teaching practice.
Ohio State University (http://ucat.osu.edu/) has done a great deal of
groundbreaking work in the field of student feedback that can support teacher
professional development. Your students are the most obvious source of
feedback on your instruction. Research has shown that students provide
valuable information about your teaching if the questions are structured in a
useful way.
The University of Sydney
(http://www.itl.usyd.edu.au/feedback/gatherstufeed.htm) in Australia has
developed an elegant method of gathering student feedback. Originally
designed for the college level, this simple set of questions can be adapted for
any grade level. This strategy can also be adapted to different modalities and
purposes. These questions usually provide a manageable amount of feedback
without taxing student or staff resources unnecessarily.
The questions might be written on the board, on an overhead transparency, or
they may be provided as an a questionnaire. The questions you choose to ask
will be determined by what you want to gather feedback on. However, they are
typically along the lines of the following:
In some cases it might be appropriate to ask very specific questions such as:
Which of the activities was most helpful in preparing for today's class?
How did today's learning tasks help you understand the concept of...?
In larger classes the time required to read written responses from every
student can be a barrier to using this technique. In such cases sampling
procedures can be helpful. There are many ways to select a random sample of
students. One simple technique is:
"Please pass these questionnaires along the row, could every fifth person take
one and fill out the questionnaire. In a few minutes I'll ask you to pass your
questionnaire back along the row to the end so I can collect them. While those
people are filling out the questionnaire would the rest of you...."
Other techniques used include selection based on sub-groups in the class. For
example:
"All those in a Tuesday tutorial group...."
If sampling is used then the usual caveats apply in that there is only a
probability that the results of your sample are representative of the whole
population.
An alternative to sampling in larger classes is to divide the class into groups of
5-10 students and collect the collated responses to the questions from each
group of students after the individual students have contributed to a group
discussion.
"I want you each to write down your answers to these three questions. In a few
minutes, I will ask you to discuss your answers in your groups. Once
everybody has had their say I'd like one person in each group to write down
their groups response to each question."
This technique is useful as it ensures discussion and some degree of consensus
amongst the students before they respond. At the same time it streamlines the
amount of feedback that the teacher has to read. In some settings, this
technique can be equally well adapted to verbal presentation of group
responses.
6. Feedback From Non-Students
You not only teach children, you teach the family. What kind of outreach do you
make to the families you serve?
Also, your colleagues and community are an important and often neglected
source of feedback to learn how to become a more effective teacher.
Please summarize or provide evidence for the following:
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Be reflective: Even if you follow the feedback from the above documents, it is
not likely to be effective without your own reflection write a paragraph that
describes your interpretation of the evaluations and how you have used the
feedback to change or enhance your instruction or course design. The
following questions are designed to help you think about how student feedback
has influenced you as a teacher:
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http://teacherswithoutborders.org/pages/millennium-developmentambassadors
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We strongly suggest that you highlight your work to support the Millennium
Development Goals.
References
Choose three people who know you well professionally, and ask them if they
will be a reference for you when you apply for jobs, fellowships, or any other
professional opportunities you may seek.
List their names, titles, school/organization they are connected to, location of
that school/organization, and contact information. Ask your references what
telephone number, address, and email they would like you to list (only list the
ways in which the person wishes to be contacted). Put these references on the
last page of your rsum.
Honors and Recognition
Although many people create work that never gets publicly acknowledged, it is
to your advantage to talk about your achievements. This is an opportunity for
you to include the following:
Awards
Letters of recommendation
Your placement in academic or educational competitions
Achievements of your students
Achievements of your school
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4. If you were to teach about one of the MDGs in your classroom, which one
would you choose and why? What are some of the approaches you explored in
the CTM that you would use to engage students in learning about this specific
goal? Why would you use these approaches? How would they help you meet
your learning objectives?
5. Millennium Development Ambassadors are described as being locallyfocused but with a global scope. What, in your opinion, are the advantages of
this dual focus for teacher professional growth and for community
development? How do you hope to achieve this dual focus in your work?
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