Category Archives: PIDP 3260

Professional Practice

Infographic on Exit Cards

So for my final assignment in the PIDP 3260, I was required to create a digital project on one type of feedback strategy. I chose the topic of Exit Cards and decided to create an infographic. I have not created one before, and I thought it would be more interesting than another PowerPoint presentation. I have attached a link below for your viewing pleasure. Enjoy!

https://magic.piktochart.com/output/21239146-pidp-3260-inforgraphic-johnson-yu

PIDP 3260 Professional Practice Journal Entry 3

Objective:

 “…students often say that such teachers ‘walk the talk’.” This quote was taken from the context of authenticity. “Walking the talk” refers to the fact that such instructors genuinely want to teach in an environment where the learner’s interest is valued. This includes being open and honest with the class without hidden agendas. When setting the ground rules for your class and holding yourself accountable to these rules is what your class can appreciate. “Authenticity here finds expression in consistency between values and actions.” (http://www.facultyfocus.com/articles/faculty-development/six-paths-to-more-authentic-teaching/)

 

Reflective:

 As stated earlier, I believe students can appreciate it when they feel they are in an environment where their learning is a priority. Teachers who falsely try to create such an environment because they think can cause disappointment when the class identifies that it isn’t authentic. “Nothing destroys students’ trust in teachers more quickly than seeing teachers espouse one set of principles or commitments (for example, to democracy, active participatory learning, critical thinking, or responsiveness to students’ concerns) and then behave in ways that contradict these.” (Brookfield, 2006)

 

Interpretive:

In order for an instructor to ‘walk the talk’, I believe the main characteristic is to be honest. You must truly believe in the rules you set out and state the guidelines of classroom clearly so the class understands what kind of learning environment you are creating. However, being authentic is not just having a set of rules, it’s the integrity of your belief system when it comes to education. “Whenever we promote success to students without first modeling it, we’re seen as hypocrites in their eyes, even if they don’t admit it. In addition, we lose credibility in the classroom. (http://www.educationworld.com/a_curr/columnists/martin/martin011.shtml)

Decisional:

 

When it comes to being an instructor, I want to be one that ‘walks the talk’. If and when I have a classroom of my own, I do not want to deceive my class. I want to put my students learning as top priority or I wouldn’t to teach at all. There is no point in teaching if I cannot gain trust from my students and be regarded as authentic. I want to be very clear about the learning environment I want to create and uphold my integrity to keep my promise on how the class is going to run. “So an important part of skillful teaching is to find ways to communicate regularly your criteria, assumptions, and purposes and then to keep checking in to make sure students understand these.” (Brookfield, 2006)

References

Brookfield, S. D. (n.d.). Skillful Teacher: on Technique, Trust, and Responsiveness in the Classroom {Jossey-bass Higher and Adult Education Series ; 2nd Ed.}. John Wiley & Sons, Inc. (US). Pages 68 and 70.

 

Weimer, M. (PhD). Six Paths to More Authentic Teaching. Retrieved from http://www.facultyfocus.com/articles/faculty-development/six-paths-to-more-authentic-teaching/

 

Martin, J. The Educator Motivator – Teachers Must Earn Students’ Respect. Retrieved from http://www.educationworld.com/a_curr/columnists/martin/martin011.shtml

Reflection of the PIDP

PIDP 3260 is my final course within the PIDP program. Looking back at all the courses I had to take including this one, a lot has happend. I originally enrolled in this program to have an option of becoming a chef instructor. Little did I know that the concept of teaching is this vast entity in itself where your subject matter takes a back seat. Learning ‘how’ to teach is just as important as the information you want to impart on your students. Without the proper tools to present your message, the impact of your lessons could suffer.

Coming into this program, I had no idea what the content included. I think the most important thing I learned though out the program was the idea of assessment:  Assessment in many forms including self assessment, feedback from students, the difference between formal and informal assessment, and different assessment tools that can be used. I believe gathering information from the different perspectives of your classroom can be vital to how you want to create your environment for learning. Assessment and feedback need to be ongoing as well. “Continuous assessment and feedback is an imperative component of the learning process” (http://www.humber.ca/centreforteachingandlearning/instructional-strategies/teaching-methods/course-development-tools/writing-evaluation-criteria.html)

Looking toward the future, if I happen to pursue a career in education within the culinary arts or any other subject matter, I believe I would use the tools I have learned and constantly question and assess my class, curriculum, and teaching techniques. Receiving feedback from my students would be an important aspect in my classroom as I would want to develop a learner centered environment where they know their voice matters. “The proposed feedback model places the student in the centre of the feedback process, and stresses that the attainment of student learning outcomes is influenced by the students themselves” (https://www.ncbi.nlm.nih.gov/pubmed/23480111)

 

 

Importance of Life Long Learning as a Professional

There was a time in my life that I didn’t believe in life long learning. I had thought that the knowledge you gained was most vital when learned from experiences within your career. I was a chef at the time and felt that as long as I put in the time, I would gain all the knowledge I needed from the chefs I had worked for. It took a while to understand how much more you needed learn outside of the four walls of your workplace and to develop as a professional in whatever you do. Some renowned chefs even have their own food lab where experiments with techniques and interesting ingredients are tested in various ways to see what new innovations can be created. (http://www.eater.com/2012/7/11/6566543/the-future-of-food-ten-cutting-edge-restaurant-test-kitchens-around)

When the focus is on education, I believe lifelong learning shouldn’t just be promoted by educators, it should be practiced by them as well. Especially in the age of rapidly advancing technology, things are changing in a lot of different industries including education. We cannot simply come out of our respective teaching programs and feel that we are prepared to teach without continuing to improve your craft or learn new ways to do what we were taught to do. I have found this website that talks about professional development for lifelong learning. I feel this is a great article that explains the importance of being a lifelong learner.

 

http://inservice.ascd.org/professional-development-for-lifelong-learning/

 

The Skillful Teacher by Stephen D. Brookfield-Chapter 4

Chapter 4 -What Students Value in Teachers

This chapter thoroughly covers 2 themes: Authenticity and Credibility.

Being authentic is presenting yourself genuinely and being honest. You mean what you say in terms of how you want to create your learning environment and you hold yourself accountable.  Being authentic gains trust because you have nothing to hide and the class believes in your integrity to do nothing more than put their learning first. “Nothing destroys students’ trust in teachers more quickly than seeing teachers espouse one set of principles or commitments (for example, to democracy, active participatory learning, critical thinking, or responsiveness to students’ concern) and then behave in ways that contradict these.(Brookfield, 2006, page 68)  I believe this touches on the emotional side of the student and gaining their trust is important for them to fully engage in your class.

Credibility is knowing what you are teaching. If students want to understand concepts, they want to learn from an expert. If you have a firm grasp of the content you are teaching, the class will have the confidence in learning from you. Being able to answer questions willingly at any given moment with confidence and ease can create interest or excitement for a student who is genuinely interested in the content and know they will be getting reliable information. This aspect touches on the academic motivation where they want to learn from you because they believe this is an area of expertise for you.  “When demonstrating a clear command of a subject appears to come easily and quickly to a teacher, this is usually construed as a solid indicator of expertise.” (Brookfield, 2006, page 59)

The Skillful Teacher by Stephen D. Brookfield-Chapter 6

Chapter 6 – Lecturing Creatively

When I think of the word “lecture”, I automatically think back to my days in high school where I would have to endure a teacher standing at the front of the class talking for the whole period about straight content. I would start to daydream and not remember a thing hoping I can get this information from the textbook. I’m sure most people have had a similar experience. I don’t like lectures. I’m sure you know that already, however, this chapter helped me realize that I had been part of lessons that I enjoyed where lectures were used without me knowing it. I guess I just didn’t realize they were lectures because I didn’t think they were boring and long.

After reading this chapter, I began to see a lot of the techniques used by teachers I enjoyed learning from. I liked the idea of keeping the lecturing of content short to 10 to 15 min. I believe this point alone would help a lot of learners. Knowing a teacher is going to go at long lengths with content may not help the learner absorb the information. Keeping it short with breaks or collaborative activities in between can make it feel like less of a lecture.

I like the idea of lecturing from Siberia. “Instead they choose to locate themselves there so as to be as far away from teacher surveillance as possible” (Brookfield, 2006). I don’t think you have to be in that specific area, but I think moving around as you lecture would give a refreshing dynamic to the feel of the lesson.

Another theme I found throughout this chapter as well as this entire book is assessment. Getting feedback from the students can be vital to understanding what they liked and disliked about your lesson. This would help the instructor understand where there could be room for improvement in having a more effective lesson.

I have attached a link for lecturing effectively, which has many of the points from the chapter. There are a lot of helpful tips and techniques that can be used, as well as the points I touched on in this post.

https://uwaterloo.ca/centre-for-teaching-excellence/teaching-resources/teaching-tips/lecturing-and-presenting/delivery/lecturing-effectively-university

Disrupting Accreditation

I came across this video when researching about Accreditation and found it interesting. This is an interview with the CEO of Accreditation Canada and Accreditation Canada International. From watching this video, this organization deals with health services. This video intrigued me because she’s talking about disrupting accreditation, essentially questioning the processes her own organization are involved in. She touches a lot on self reflection, and she really questions how current or relevant the processes are to achieve the high standards accreditation represents.