Development of Subject Expertise and Subject Specialism - Case Study Example

DЕVЕLОРING SUBJЕСT ЕХРЕRTISЕ АND SUBJЕСT SРЕСIАLISM Name Institution Date 1. Content Table of Contents Table of Contents 2 Introduction 2 Your personal philosophy as a computer science teacher 3 The importance of reflection in your development as a CS teacher (and continued development) 6 5. How have you reflected and what impact have these reflective approaches had on your development? 8 Subject Knowledge Development Reflection 11 Subject Pedagogy Development Reflection 15 Conclusion 18 Reference list 20 Introduction Development of subject expertise and subject specialism is very important in content delivery especially to teachers that are involved in the day to day knowledge transfer. However such development requires constant development and evaluation to enhance one’s ability. However, reflection has been greatly used in the past to aid in such improvement through self-evaluation, student review, peer group evaluation and theoretical literature analysis. In the UK especially the computer curriculum, issues have been raised on how it has failed to attract enrollment due to the initial poor approach. The portfolio therefore looks into how the change in pedagogy and the teachers approach can enhance interest in computing. Your personal philosophy as a computer science teacher The study of computer science in the United Kingdom has experienced transformation in the past that subsequently led to its decline in Past. Unlike other subjects like math’s and physics, computing and ICT has continued to experience drop in enrollment since around 2005.However, in late 1990’s to early 2000’s computer science and programming was swallowed by ICT (Information and communication technology). Unfortunately ICT has taken a wrong approach due to its wrong focus on technology and software rather than the necessary creation and learning of the underlying principles (BROWN et al., 2013). The new curriculum started September 2014 and all schools are expected teach computing from as early as five years of age to 16 years rather than teach ICT. This approach is basically necessary so that pupils can be introduced to computational thinking at an early age and the transferable skills that is beneficial for modern and the digital world. According to (Computer science: a curriculum for schools, 2012) acknowledge that computer science is important due to its approach of addressing how computer and computer system work in respect to how they are designed and programmed. Therefore the pupils who study computer science gain insight into the general concept of how computational system work. Computer science is more practical and encourages innovative and resourcefulness approach hence it create platform that help pupil apply the gained academic principles to the real-world system. Table: Number of students taking A-Level Computing and ICT in the UK (BROWN et al., 2013). As computer teachers we need to be more instructional to stimulate active learning through methods like offering group and practical assignments. At the same time we need to guide students to help them cooperate in project while focusing on individual interest and need of the students (pelgrum and Law, 2014). Moreover, teachers, we are expected to share responsibility with the students while making learning process decision. Therefore as computer science teachers we need to focus on how to transfer the basic knowledge of computer in a way that incite the pupils to apply the skills learned in class in the real world. Computer skills is defined as a discipline since it has characteristics like being a set of techniques and method, applicable body of knowledge, has some level of longevity, has some level of technology importance and finally enhance one’s way of thinking and working. Therefore the identity of computer teachers will change to a more conformist perspective due to their involvement in shaping students with skills that is practical to the real world. The transitions therefore need several pedagogical shifts as shown in the table one below Information and computer technology Computer science Focus on study of computer system and how they are used Focus on how computer system are built and work The need of human is important to the subject Computation more important to the subject Design, development and system evolution with focus on data, usability and function Algorithmic thinking and how to create working solution to real world problems ICT enhances , support and empower human activity and finally inform national development Act as lens we use to understand the natural world and the natural world and nature Build programs solutions using combination of devices and software’s that already exist. Solve system by writing new software’s and designing new hardware. Programming and coding central to outcome creation. The importance of reflection in your development as a CS teacher (and continued development) Reflection is very important in learning and is one of the worst enemy teachers. Pioneer reformers like John Dewey famously said that “We don’t learn from experience. We learn from reflecting on experience.” And Dr. Bobb Darnell famously described the learning process as “Input-Process-Output-Reflect”. Therefore as teachers too who are expected to learn from our past achievements, we need to reflect on the past output and make improvements when necessary. Unfortunately as teachers we struggle to accept our weaknesses since the society expect us to be always right at all time hence we become defensive whenever we are wrong (Clements, 2016). Once we teachers accept they have a weakness and make mistake too, then a window is opened that enable them learn by reflecting on the past and further enhancement of academic skills. At the same time teachers need to involve the students in their reflections to make them learn too. Reflection is a knowledge building catalyst. Fortunately knowledge is very important in enhancing productivity, economic, organization and individual prosperity. Coupling learning makes the learning process even more effective since it directly attempt to synthesize, abstract and articulate through such experience (Di Stefano et al., 2014). At the same time reflection help enhance our confidence as we strive to achieve our goals. Critically reflective teaching according to (Trevitt, 2014) can enhance a teacher’s productivity through four distinctive perspectives: Self-review student review, peer review and benchmarking. Through self-review a teacher can see his past practice through the view similar to what the student would. It is a first step that brings ones focus on instinctive reasoning and can be platform for self-examination. In the second case, a teacher learns from the reflection of what the student think of them. This is beneficial especially if teachers take it lightly and as a learning step requiring improvements. The third case is the discussion between colleagues especially trusted ones can contribute to useful insight and a new way of thinking and practicing (Trevitt, 2014). Finally through benchmarking as computer science teachers can help equip teachers with better vocabulary to understand the practice they are involved in. Schon defined reflective activity as just an activity where the work itself is taken as an object of reflection. According to (Visor, 2016) in practice, the possible reflection objects are so varied just as the phenomena practitioners experience and through that a practitioner can judge how much they bring on. However in reflection in action concept doing and thinking are taken as complementary in that one feed the other while at the same time setting boundary for the other. Through the concept of knowing in action, teachers can exhibit ability to do the right thing when surprised. That is due to improvisation on the spot when faced by occurrence that call for quick thinking and response. Stephen Brookfield believe teachers best way of discovering their worth and contribution has to be through self-reflection. Learning through critical reflection, can help teachers develop through making informed actions, developing practice rationale , help teachers avoid self-laceration, it help one build emotional ground , increase democratic trust and reflection also help enlivens classroom. Through teachers shaping the emotional response, they can improve their authority and conviction in front of the students and that help in content delivery. Teachers get ground to take control over the policies and practices that have great influence in their lives and the work they do (Down, 2016). Generally through critical reflection a computer science teacher can improve his all-round ability to deliver the expected content in an efficient manner. Through deep thinking about work, teachers can increase their effectiveness hence efficiency in delivery learning skills to the students. Therefore reflection a teacher will enhance his knowledge on materials, activities and lessons assigned. Reflection though complex will help teachers improve their knowledge and skills since enhance the desire to understand and act on the thinking outcomes. Therefore teachers can use reflection platform to identify areas that they need to improve in after identifying the strength, weaknesses and how much influence they have. Hence teachers benefit from the additional knowledge and experience through feedback and other supporting people. The teacher’s motive of reflection should be to be more effective with the students by always thinking on how to do things different and better. 5. How have you reflected and what impact have these reflective approaches had on your development? My family has always been interested in computer especially since my dad worked in a software development firm and my mum an adept online worker who though was always at home, sat most of her day in front of the family desktop. The experience was good especially as a child when all we knew was playing computer games with the every opportunity we got. Unfortunately and though unaware, the application of reflection started much earlier in my life. My dad would introduce as to competitive games and since my small sister and I always wanted to improve, we kept on reflecting on our mistakes and how to do better. Fortunately in my study of education at the tertiary level, I came to learn about reflection and how important it is in self-development and improvement. I learned the concept of the learning cycle by Kolb’s and related that to the work of scholars like john Dewey, Kurt Lewin’s and jean Piaget’s. They all emphasized on how experience was important in active learning and interaction help in intelligence enhancement. Fortunately as a computer science teacher, I have always had the opportunity to share knowledge and concepts with my students. In several occasions in my career have had to implement the David Kolb’s learning cycle in the figure shown below. Fig 2: David Kolb’s learning cycle (Kolb, 2016) My first development reflection took place in my late years in college when I was pressed with the redundancy and the borrowing approach of the education system. I was bored of a system that focused on making us think more as employees rather than self-actualization self-development. When I sat down and reflected on the mistake I had done in the past, I realized I needed to look at things differently. I started handling the curriculum differently and in all the units, I would focus on how the knowledge gained should be applied to make the future better. Interestingly, my reflection improved my ability especially in programming which is a key area I specialize on. Later after my graduation and as a new programming teacher, I came across a colleague in the teaching industry who improved my approach to reflection and I now use the power of reflection with all the classes have handled. According to my colleague, the four way model theorized by Brookfield is a great way to improve as a teacher. We need to learn and reflect from all the four lenses namely: the autobiographical point of view, the student view, our colleagues view and finally through analysis of the theoretical literature. Therefore annually as computer science teachers in institution, we sit down with the recent graduates, the registered students and all the teachers to review the past achievement. The talk is normally honest with student giving their views of on how the content delivery is, the recent graduates enlighten the group on how they are adopting to the real world and teachers reflect on the positive and negatives of the past calendar year and how they personally performed. The second meeting normally includes only the teachers, and at this meeting we review the outcome of the past reflection and couple that to the learning literature and innovatively review our goals by becoming more students centered in approach. Gradually, and through the years, I have experienced gradual growth in my ability to deliver content in an exciting manner and consistently get attention from the students. At the same time, have learned to take emotional CONTROL and currently handle student response differently. The ability to control emotion in a more responsible manner has enabled me to be more aware of the possible paradigmatic assumptions from people with instinctive reasoning. I have also improved on my ability to address the pedagogy issues through reviewing articles, teaching journals, personal outcome reviews, student feedback analysis and evaluations to aid in pedagogy adjustments and strengthening. Fortunately through the reflection process have learned that problems and complexities have different solution and no standard available for solution of all the challenges a practicing teacher faces. At the same time my delivery of content is greatly enhanced and frequently challenges my student through group and personal practical project to make them improve their innovative skills and challenge their ability to transform the theoretical principles learned in class to practical future driven application. Finally have learnt to package my information better and enhanced my ability to communicate with the student and peers to gather knowledge has been exemplary. Subject Knowledge Development Reflection Subject Knowledge according to Shulman’s typology can be subdivided into content knowledge, curricular knowledge and pedagogic subject knowledge. Subject knowledge is very important in the learning process and it can be used to plan work, check learning progress, and diagnose pupil weaknesses, present educative information, design tasks and resources, ask questions and analyze the summative feedback. Content knowledge is one area we have had to revise and improve to prepare our students for college life. Through assistance of my computer science colleagues, we revised the content as shown below. Unit Content 1. Algorithms Explain the importance of algorithm concept that can be followed by both human and computers. Give example especially the algorithms we experience in daily life Explain why computer need more precision compared to men to eliminate errors Explain why algorithm need to be accurate Distinguish between programs that implement algorithm and the algorithm itself 2. Programming Expose students to at least two programming languages which should either be visual or at the same time allow programming concepts like selection, repetition, variables and relational operators. Clearly explain the use of programming concept such as selection, repetition, variables, procedures and relational operators. Assessing and reviewing the quality of code. Finding and correcting errors like syntax error. Explain how programs are used to operate and control computers Explain why precision and accuracy is needed in computers since they follow instructions blindly. Represent the various algorithm steps in programming languages Explain how use of programs to simulate environment can be used to test the various hypothesis Explain and show how programs can be planned, tested, corrected and documented Explain how HTML relate to web pages and web pages 3. Data Explain data are represented in binary with most example inform of unsigned integers, text and representation e.g. sound file data and other graphic data Explain how same binary data can be interpreted differently such as 8-bit value being interpreted as word or number. Explain how different information represented in a computer can be represented in a variety of ways e.g. sound as Mp3 or MIDI Explain how data errors affect result and decision based on data and how error can be translated. Explain why data protection act, computer misuse act and copyright are needed plus other legislation 4. Computer & social informatics Explain what are computers and detail explain the devices that accompany it Explain and describe the characteristics of computer hardware’s such as CPU, memory, hard disk, mouse and display Explain why same hardware can have different operating system and application software’s Explain the use of common troubleshooting techniques Explain Moore’s laws and computer multitasking Explain importance of human-computer interface design 5. Communication and internet Explain what world wide web and the internet are and the differences Be able to outline the key features of world wide web and how they are related to browsers, URLs and navigation method Explain the flow and transportation of data in the internet especially packets and the notion of protocols Explain search engine roles and what happen if users request web page in browser. Explain the technological perspective especially on safety and safety The process of knowledge development in line with content development started by formation of a three team panel of computer science teachers at the institution. We then designed the objective and strategies of what we wanted to achieve and how the desired change will improve the current system we had. The team then embarked in in depth research through carrying out a SWOT analysis on the original content the institution had used for the past several years to determine the strength and weaknesses and the possibility of improving the content. Once the research was done, we embarked on content creation and evaluation. The prepared content was then to be distributed to the media houses and online friends through the additional social marketing. We then evaluated theoretic content accessed and the available security systems. The content at that point was then measured to diagnose for possible problems. The steps needed to develop the content knowledge are: strategy development, research development, and content creation, and content optimization, content promotion, content distribution, building links and results. The opportunities that came with content revising and the process involved was breathtaking due to key learning steps involved especially during the research and content creation stage. The panel discussion opened loopholes in the in the initial system that gave student very little on programming and computation & digital technology. The new system or content is broader and covers on computer science, information technology and digital technology. The process made me realize how demotivating and dull the past system was considering that it did not give out the output in terms of real world implementation. At the same time the strength of knowledge sharing and brainstorming and analysis could not be avoided as the outcome was so much better than what could have been done my one person. The resulting content therefore has the potential of enhancing student reasoning and innovative ability and gives them a plat form to strongly develop the students for a more practical and application oriented public life. Moreover, the new content allow student to learn computer from the basic on how it function and how it support such functions. Ability to enhance programming give student a better innovative and design that is influential in the modern world especially where the production world is switching to programmed robots. The process therefore enhances my ability to handle complex situation that need intelligent intervention and solution that can be implemented. Subject Pedagogy Development Reflection Pedagogy is a discipline in education approach that deals with the study and practice of the best approach to teach. Content Pedagogy is one area of teaching skills that I have had to go an extra mile in to improve my presentation and performance skills. To enhance my performance and general output, have had to work on three areas namely: reflection, performance and preparation. The figure below clearly illustrates three areas that I have worked on to generally improve myself as a teachers. Fig 2: Content Pedagogy As a teacher I always want to be few steps ahead of students. Therefore I have to plan well on the topic I have to cover in my next class. Therefore I first identify the content to deliver before going through relevant academic materials relevant to the topic. This is because one can’t deliver or perform well without the content knowledge. Therefore before the presentation day, I identify the notes, read through the notes and think of an approach to use to best present the results. The content knowledge enhancement is achieved mostly through reading and on few occasions, I watch relevant videos. Once have done the research work and content analysis, I undergo through reflection process to determine if the knowledge accumulated are the right content required, is the knowledge sufficient for content delivery and basically if the information retrieved are within the curriculum content. Reflection is very important in self-actualization and enhancement and through reflection; one can improve his ability and performance. Through reflection and self-observation, I frequently evaluate my past performance by monitoring myself and writing short notes immediately after every session. The stage is then followed by action reflection process where I look back at my past session and weigh on what happened, how they happened and what I can do in future to improve. The question of trying out a new concept or incorporating a new idea can help in self-improvement. Performance is important in content delivery and I have always done my best to give the best performance in the class room environment. Interestingly in the beginning I used in front of the mirror practices to improve my confidence and presentation ability. However, on the side of students, I used the principle of practice result to perfection by creating several presentation models to enhance their performance, improve their communication ability and enhance their content understanding. The creativity challenge has enhanced their ability to creatively think and challenge me with concepts that at times forces me to undertake research to respond to. Fortunately, the presentation has consistently built my student and I to creatively apply knowledge learned in class on the daily life challenges. The impact of the general content knowledge and how it is delivered to the students has excellently improved my relationship with my students due to mutual connection developed as they appreciate my contribution and influential in preparing them for the future. Students interact more freely with me and come for assistance for problems that sometimes are out of my line of specialization. The students identify me more as knowledgeable and view my approach of presentation as more aligned to the modern life needs. The frequent challenge I give my students to enhance their thinking and improve their group work ability has been taken positively by the students and their mentality regarding education in general and computer science in particular. At the same time the performance of the students has greatly shot up compared to few years ago when computer science recorded the worst performance and enrollment. The practical and group work continues to build the students’ confidence and presentation skills while at the same time take serious action. Personally the process has built me more than I expected and enhanced my confidence and ability in the long run. I now approach learning in a way that doesn’t restrict a person development as versatile engineer. Through reflection, I have learned to review my past with an intension of preparing for the future and identifying points that need improvement. The process has also helped me enhance my communication skills which are vital for information transfer and development of interpersonal relationship with the students. The reflection concept has change the manner in which I literally look at my students and I find myself understanding them better and better each passing day. This is because once I pin point their strength and weaknesses, I can used that to help them improve. Conclusion The subject content and scope and its contribution to building a competent graduates is a factor that can create great deal of uproar if not well handle. In the UK the curriculum has been disappointing especially due to the failure of the previously taught ICT in England to address issue which affects their curriculum. Unfortunately the computer science curriculum tends to prepare the students for the future life while at the same time enhances their ability to be more practical and develop their creativity and innovativeness. Development of subject expertise and subject specialism is very important in content delivery especially to teachers that are involved in the day to day knowledge transfer. Unfortunately, such development requires constant development and evaluation to enhance one’s ability. This is because reflection has been greatly used in the past to aid in such improvement through self-evaluation, student review, peer group evaluation and theoretical literature analysis. In the UK especially the computer curriculum, issues have been raised on how it has failed to attract enrollment due to the initial poor approach. The portfolio therefore looks into how the change in pedagogy and the teachers approach can enhance interest in computing. Teachers have also been challenged to keep up with the changes from ICT to computer science which has a different approach in enhancing the student’s capacity. Therefore improvement is necessary and reflections techniques are concept that has been found to enhance both the teachers’ ability to deliver and point strength and weaknesses in a system. The pedagogy can be enhanced through content knowledge enhancement, general knowledge pedagogical knowledge enhancement, improvement of the curriculum knowledge, knowledge of the learners, and knowledge of educational context. Finally to enhance enrollment in CS and ensure that they are kept, the institution will need to invest in competent workers who are rare to come by. A good teacher will need to be professional, thoughtful, relate to others, leading and planning. Reference list 1. BROWN, N., SENTANCE, S., CRICK, T. and HUMPHREYS, S. (2013). Restart: The Resurgence of Computer Science in UK Schools. [online] 1(1). Available at: http://www.twistedsquare.com/CAS2.pdf [Accessed 25 May 2016]. 2. Clements, M. (2016). The Importance of Reflection in Education. [online] Edunators - Helping Teachers Overcome Obstacles and Focus on Learning. Available at: http://www.edunators.com/index.php/becoming-the-edunator/step-5-reflecting-for-learning/the-importance-of-reflection-in-education [Accessed 25 May 2016]. 3. Computer science: a curriculum for schools. (2012). Computing at School Working Group, [online] 4(3), pp.12-27. Available at: http://www.computingatschool.org.uk/data/uploads/ComputingCurric.pdf [Accessed 25 May 2016]. 4. Di Stefano, G., Gino, F., Pisano, G. and Staats, B. (2014). Learning By Thinking: How Reflection Improves Performance. [online] HBS Working Knowledge. Available at: http://hbswk.hbs.edu/item/learning-by-thinking-how-reflection-improves-performance [Accessed 25 May 2016]. 5. Down, B. (2016). Developing critically reflective teachers in 'wacky' times. Morduch University, [online] 3(2). Available at: http://file:///C:/Users/damnation/Desktop/WRITTING/Aredha%20new/order%209-curriculum/11233896.pdf [Accessed 25 May 2016]. 6. Kolb, D. (2016). Learning Cycle. Center for Teaching, [online] 5(2), pp.1-2. Available at: http://teach.its.uiowa.edu/files/teach.its.uiowa.edu/files/David%20Kolb's%20Learning%20Cycle.pdf [Accessed 24 May 2016]. 7. Miller, B. (2010). Brookfield's Four Lenses: Becoming a Critically Reflective Teacher.Faculty of Arts Teaching and Learning Committee, [online] 4(2), pp.2-5. Available at: http://sydney.edu.au/arts/teaching_learning/academic_support/Brookfield_summary.pdf [Accessed 24 May 2016]. 8. pelgrum, W. and Law, N. (2014). ICT in education around the world: Trends, problems and prospects. [online] 4(2), pp.12-36. Available at: http://unesdoc.unesco.org/images/0013/001362/136281e.pdf [Accessed 25 May 2016]. 9. Schön, D. (1963). The reflective practitioner. [online] 3(2), pp.2-8. Available at: http://www.sopper.dk/speciale/arkiv/book49.pdf [Accessed 24 May 2016]. 10. Trivet, C. (2014). What is critically reflective teaching? University of Oxford, [online] 2(1), pp.2-3. Available at: http://file:///C:/Users/damnation/Desktop/WRITTING/Aredha%20new/order%209-curriculum/CriticallyReflectiveTeaching.pdf [Accessed 25 May 2016]. 10. Appendices Read More