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Portfolio Part E2

1) The document discusses how the Dip.Ed. program has helped the author become a better teacher and agent of change. 2) It highlights how collaboration with peers has strengthened the author's belief in teamwork, and how fostering collaboration among students can build important lifelong skills. 3) The program refocused the author on how effective technology integration can be with a small budget, and exposed practical forms of technology to engage students.

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50 views2 pages

Portfolio Part E2

1) The document discusses how the Dip.Ed. program has helped the author become a better teacher and agent of change. 2) It highlights how collaboration with peers has strengthened the author's belief in teamwork, and how fostering collaboration among students can build important lifelong skills. 3) The program refocused the author on how effective technology integration can be with a small budget, and exposed practical forms of technology to engage students.

Uploaded by

api-513861322
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Portfolio Part E – Transformations

Section2: Agent of Change

2) There have been aspects and objectives of this Dip.Ed. programme that have made an

impression on me due to their value to my teaching practice. The friendship and comradery I

have experienced with my groupmates has made me a believer on collaboration even more so

than the curriculum integration exercise executed in the previous section. Teachers working as a

team within a school setting can be a powerful force for change. In my years as a teacher I have

experienced various levels of collaboration, but none have compared to the level of sharing of

information, expertise and experience within my subject group. I recognize that a major step

forward in being an agent of change is building teams and fostering teamwork. This can

transcend to collaboration amongst my students, which can facilitate them in playing a greater

role in building knowledge, friendships, team building and problem-solving skills that can last

them a lifetime and create a brighter future for this nation.

Before even considering doing the Dip.Ed. programme, I had a dream of winning the

lotto and outfitting my lab with the latest technology. In my mind this would have assisted me in

bringing the subject to life and inspiring the students to greatness. I have renewed belief in

technology integration being the way forward for integration, however, I have been refocused

due to the realization that technology integration can be very effective on a small budget. The

programme has exposed me to practical forms of technology that can alter the reality of my

lessons. I am also now able to share this knowledge with my colleagues and parents to help my

students improve. Technology integration has already made an impression in my classroom be

creating fresh new experiences, I have students who are now enthused and invigorated to learn
because they can use their own laptops in class and are very proud to show me their work when

before they weren’t willing to work at all.

One of the weakest aspects of my profession was lesson planning and due to this Dip.Ed.

programme I am an improved professional in that regard. Being able to plan effectively is an

important characteristic of an Agent of Change, just as lesson effectiveness improves with

planning. The focus of the mission can be clearly defined, resources can be identified,

obstructions to progress can be anticipated and a path to success can be charted. With a

conclusive plan, I am better able to inspire others to join my mission in whichever manner

possible. My teaching philosophy related me to a young Masai sheppard trying to lead my

flock/herd to greener pastures, as a better planner I am better able to lead my flock/herd, I am

also able to determine when I can allow the flock/herd to lead. They have instincts and skills that

can be developed to a level where they can lead. In that aspect, I will have changed the paradigm

of education to one that is more student centered and student lead.

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