 EDUC 5910 - AY2021-T5 

 29 July - 4 August 
 Portfolio Activity Unit 7

Portfolio Activity Unit 7

Post the reflection you shared with classmates, along with any further thoughts you might
have that you want to share with your instructor.  Your instructor will assess your final
reflection.  Your reflection should be about two substantial paragraphs in length. 

As what I posted in the discussion, the courses in the M. Ed. Program has widened my
knowledge and broadened my eyesight in the area of education. Through the learning
of these courses and communication with peers and instructors, my teaching
philosophy has changed from behaviorism to social and constructive learning with a
focus moving from teacher-centered classroom to student-centered classroom. I did
not only learn various knowledge and information of different learning theories and
instructional techniques and strategies, but also have the chances to put what I learned
into practice through various insightful and practical assignments and tasks.
In the context of a test-oriented educational system, the pedagogical philosophy has
been curriculum-centered and teacher-centered that teachers should follow the New
Standard Curriculum and take control of the classroom with more than 30 even 50
students. Students do not have much freedom to express their own ideas and they get
used to just follow what the teacher says as standard answer to a question, trying to
get a high score in the tests and exams. They seldom do or we can say they don’t
know how to do higher order thinking, not even me myself as a “product” or “victim”
of the system. The courses have improved my understanding and strengthened my
belief in certain learning theories, such as social cognitive theory and constructivism.
In the process, I gradually understand learning is not a task to be done in order to get
high scores in tests and exams, but rather a process of active engagement and a social
phenomenon in which learner differences are considered as resources (Wilson &
Peterson, 2006). I also learned about learner characteristics, the different learning
styles of learners, and the Bloom’s Taxonomies of the three domains of learning:
cognitive, affective and psychomotor domain, and various barriers to learning. Most
importantly, I got to know the importance of developing student higher order thinking
skills, 21st century skills as well as global competencies, which is what I am going to
dedicate to do in my future life to help my students become lifelong learners and
global citizens.

Classroom Management has been a big issue for me as a novice teacher. The course of
Curriculum Design and Instructional Decision Making made me understand
curriculum theory and curriculum development. I had no idea at all about curriculum
design and development before. It also enabled me to make my own lesson plans that
align with my context. The course Creating Positive Classroom Environments taught
me the Seven Key Elements for Effective Classroom Management (Cini, 2017) and
various models of discipline. From this course, I also learned how to create and
implement classroom rules and procedures and how to positively and effectively
manage a classroom and discipline student behaviors in the classroom. But knowing
and learning does not mean doing/practicing/application which can be much more
difficult. For me, I want to allow students the freedom to talk and discuss which may
run out of control and disturb the lesson in the classroom. I need to learn and
experience and find a better way to guide student discussion and limit their talking
under control. It is still has a long way to go.

References
Cini, S. (2017). Seven Key Elements for Effective Classroom Management.
https://classroom.synonym.com/seven-elements-effective-classroom-
management-6562940.html
Wilson, S. M. & Peterson, P. L. (2006). Theories of learning and teaching: What do
they mean for educators? Washington, DC: National Education Association.
http://www.nea.org/assets/docs/mf_ltreport.pdf

Submission status
Attempt
This is attempt 1.
number

Submiss
ion No attempt
status

Grading
Not graded
status

Due
Thursday, 5 August 2021, 11:55 PM
date

Time 1 day 21 hours

remaini
ng

Grading Portfolio rubric used for the Masters of Education

criteri
a Self Demonstrate Demonstrate Shows Shows very Shows no
improvemen s clear s clear awareness limited evidence
t understandi understandi that evidence of self-
ng that ng that reflection self- reflecti
self- self- is a reflection or of
reflection reflection component of or of understa
is a key is a key self- understandi ng the r
component component improvement ng the role it plays
of of but can be it plays in improvin
improving improving superficial improving one’s
both a) both a) in examining one’s teaching
her/his own her/his own his/her own teaching practice
teaching teaching practices practices and, by
practices practices and can and, by extensio
and b) the and b) the sometimes be extension, student
growth, growth, defensive or student learning
development development one-sided in learning. 0points
and and the Efforts at
learning of learning of analysis. self-
one’s one’s Asks some authorship
students. students. probing tend merely
Clear, 24points questions to be
applicable about self statements
details and but does not of the
examples demonstrate facts of
are meaning- the matter,
provided in making and with no
the may not attempts to
reflection. extend interpret
30points reflections them.
to consider 9points
impact on
student
achievement.
15points
Connection Engages in Provides Provides Limits No
to outside detailed clear detail some detail explanations explanati
experience analysis of when when of her/his of her/hi
s aspects of explaining explaining outside outside
her/his own ideas or ideas or experiences experienc
experiences issues from issues from and those of or of tho
and those his/her own his/her own others that of others
of others outside outside relate to that rela
that experiences experiences the topic to to the
centrally and those of and those general topic. No
relate to others that of others ideas with attempt t
the topic. relate to that relate vague analyze t
Makes the topic. to the attempt to or make
substantive Makes topic. analyze them connectio
connections specific Makes or make to teachi
between connections general connection practice.
these between connections to teaching evidence
experiences these between practice. an
and their experiences these Limited understan
application and their experiences evidence of g of the
to teaching application and their an role of
practice, to teaching application understandin reflectio
and cites practice. to teaching g of the on
texts, Submission practice. role of experienc
scholarly demonstrates Submission reflection as a tool
journals, a demonstrate on for self-
and other willingness s a experiences improveme
resources and willingness as a tool 0points
to understandin to use for self-
articulate g of how to reflection improvement.
their use on 10points
meaning. reflection experiences
Submission on as a tool
demonstrate experiences for self-
s as a tool improvement
understandi for self- but needs
ng of the improvement. further
importance 28points practice
of employing
reflection it.
on 17points
experiences
 as a
critical
tool for
self-
improvement
and
effectively
employs it.
35points

Connection Synthesize Explains Explains Limited No evidenc

to course s those specific some evidence of of having
readings aspects of ideas or specific having connected
(videos, the issues ideas or connected the assigned
presentati readings from issues assigned readings t
ons, etc.) that readings from readings to the topic.
and relate to that readings the topic. May analysis o
discipline the topic. relate to that identify some interpreta
specific Makes the topic. relate to general ideas n of issue
literature substantiv Makes the topic. or issues from from the
e general Makes the readings reading. N
connection connection general as they relate evidence o
s between s between connection to the topic having
what is what is s between but provides engaged in
learned learned what is little or no broader
from the from learned analysis or search for
readings readings from interpretation additional
and the and the readings . Little sources on
topic. topic. and the evidence of the topic.
Includes Includes topic. having engaged 0points
references references Sometimes in a broader
to other to sources includes a search for
sources to other than reference additional
demonstrat those to sources sources
e the assigned other than 10points
ability to for class. those
extend 28points assigned
one’s own for class.
learning 17points
through
independen
 t
discovery.
35points

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