Portfolio of Evidence (Sections (Developing a Philosophy ((reflective…
Portfolio of Evidence
Developing a Philosophy
(reflective activity) to reflect on human experience in search of answers
This is who I am
This what I do
This is how I do it
This is why I do it this way
Relating philosophy to theory
Possible teaching strategy
Emphasises drilling information, rote learning (authoritarian, teacher centred, students are empty vessels.
learning involves active construction, learners are not passive, empty vessels which we pour second had knowledge
Support from teacher is crucial, peer collaborations, learning from
Students need a supportive context in which to learn. Teacher steps back and focuses on student's personal growth
Critical pedagogy of discomfort
Theories of Care:
A process of caring
Curriculum development and reflection
What do you consider when developing curriculum?
Purpose of the qualification
Allignment of Learning Objectives to teaching methods and assessment.
SAQA member of baord appointed by the Minister (NQF Act 2008)
Manages the NQF allignment with the courses.
SAQA Level Descriptors
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CHE (Council of Higher Education)
Manages its sub-framework of the NQF, that is Higher Education Qualifications Sub-framework
Since 2009 all programmes have had to be compliant with the HEQF
Various concerns led to the review of the HEQSF, and few additions led to the culmination of the HEQSF
HEQSF sets out the ff: qualification type, minimum credits, naming conventions related to designator and qualifiers, purposes of different qualifications, rules of progression to other qualification types
Establishes common parameters for qualification design
Concerned with the integrity of all qualifications.
Protects students against poor quality of qualifications
Vertical and Horizontal alignment
Is there vertical alignment between different years?
Is there horizontal alignment between different modules
Purpose of the Curriculum
Exit Learning outcomes
purpose of each course within the curriculum
Specific learning outcomes of each course
teaching and learning activities
Assesment of students
Qualification / Programme Outcomes Allignment
Purpose of module or course
Outcomes (Specific and CCFOs)
Teaching and Learning Methods (TLA's)
Assesment methods and tasks
What would you say is the relationship between curriculum and teaching practice (refer to previous exercises)
To what extent have you consulted HE policies in the development of your curricula?
How have you done so?
How are you planning to engage with these in the future?
Do you think they enhance student learning?
International employers needs
Local and regional employers needs
Curriculum needs to be responsive to the nature of the underlying knowledge discipline by ensuring a that students are inducted into disciplinary ways of producing knowledge.
Interrogate our understanding of "under- prepareddness: and "disadvantage"
Socio-cultural understandings ( rather than deficit discourses)
Curricula and pedagogies that are responsive to the lived realities of students
Articulation gap: responsive to real learning needs
Cultural and Institutional
Vision and Mission
Institutional culture / type
Responsive to What is happening in society beyond institutionn
Contribute to changing social practices through research and teaching
Changing itself and what it values in response to pressing social needs (transformation, equity, redress, poverty, HIV/AIDS).
What language is used on the course or module?
Apartheid / Pre 1994 South Africa "Rainbowism"
How often is apartheid mentioned in the examples?
Does the learning environment allow students to disagree with the lecturer?
Other Geography mentioning of townships as part of examples
How they learn and not what they learn
Critical thinking exercise
All components of curriculum responsiveness. Are they embedded and visible in your programme or modules that you teach?
Do you think these enhance student learning?
Assessment of and for student learning and reflection
What issues do you take into consideration with assessment
translate module outcomes
Reliability and validity of the questions
Rubrics for assessment criteria
What is the relationship between curriculum design, teaching, learning and assesment
A structured process for gathering evidence and making judgements about an individual's perfomance in relation to national standards and qualifications. (SAQA, 2001:16)
Level of difficulty
Learning outcomes and assessment criteria
Which standards apply in the assessment of studnets in the context of you discipline
Student/ Peer/ Programme evaluations and reflection
Practical outlay of teaching portfolio and reflection
Scholarship of Teaching and Learning (Innovations ) and reflection
Service excellence awards Unizulu
Who will assess the portfolio?
For performance appraisal you will showcase how well you are doing.
For promotions and Service excellence awards they look at your honest reflection and where you see your areas that you can improve.
How do I do it?
Why do I do it this way
Areas of Improvement for Scholarship