TEACHING PORTFOLIO Natisha Givens [email protected]www.natishagivensportfolio.weebly.com Education is what remains after one has forgotten everything he learned in school. - Einstein ECPI College of Technology 124 Floyd Smith Office Park Drive Charlotte, NC 28262 704.971.5050 Last Updated: Review – November 2009
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PHILOSOPHY OF TEACHING ................................................................................................................................. 4
SAMPLE OF REVIEWED TEACHING MATERIALS ........................................................................................... 9
Sample Material for CSA 111 ........................................................................................................................................... 9 Sample Material for CSA 236 Lesson (Creating a Switchboard) ................................................................................... 10
EFFORTS TO IMPROVE TEACHING ....................................................................................................................11
My Objective—while students are engaged in my courses, the emphasis is proficiency in applying what is learned to
improve their marketability.
The following list is five key areas that must be applied in my classroom in order for me to meet my objective.
Provide each student an education tailored to his or her strengths and needs.
As an educator, I must strive to challenge and support students according to their individual strengths and
needs. I give a pre-assessment to determine the level of existing knowledge in order to create and/or modify
lesson plans and assignments. My rubrics are developed to ensure the objectives of the assignment is clearly
stated, met, and evaluated. I also take into consideration the individual strengths and needs when assignment
weights/points to the various portion of the rubric.
Allow students to construct their knowledge through exploration and discussion.
I encourage students to be part of the instructional method (lecture and lab assignments) by being active
contributors in the classroom. This allows them to delve into and take part responsibility in their own
learning. Class discussions, verbal and/or written, allow students to use language to synthesize their
knowledge and make their work public (improving their marketability skills).
Engage students in the development of certain tasks in the classroom.
I believe that engaging students in the development of certain tasks helps with classroom management.
Adult-learners love to contribute to how and what they learn. I allow students to give suggestions on how
certain tasks should be developed and/or delivered. This can possibly prevent frustration from them not
understanding an assignment/activity.
Display optimism and encouragement.
I strive to create a positive learning environment. I privately encourage students that may be struggling in
certain areas as to not bring embarrassment upon them. However, I publicly recognize strengths,
contributions, and given credibility within the classroom.
A teacher is (I am) always a student.
Being an educator does not mean that I have all the answers and know all there is about my subject matter.
The classroom should not only be a where students learn, but also a place where I can learn and improve. I do
this by my relationship with veteran teachers, through in-services offered inside and outside of the company.
This allows me to collect ideas, increase my content, and increase my pedagogical knowledge. In addition,
encouraging, welcoming, and reflecting on student feedback allows me to continuously refine my teaching
practice.
Classroom Techniques
Students are not asked to complete the lessons independently, but rather the class is instructor led. To maximize
coverage of the material, thorough lessons are prepared in advance to capture the key points of each chapter.
Although the class is instructor-led, the delivery of course material (lecture) should be interesting, interactive, and fun.
Therefore, I use a variety of methods which include multimedia—PowerPoint, videos, and the Internet; as well as
traditional lecture. In addition, students are given the opportunity to introduce and share their knowledge on the given
topic.
Another method includes extensive hands-on activity. This affords students the opportunity to apply what they have
just learned during lecture. Students are encouraged to notify me immediately whenever they encounter any
difficulties in understanding the concepts. Repetition is emphasized. After covering a new topic, often I reverberate
back to a past topic by questioning a student at random. Care is taken to address every student at least twice a week,
thus I am in the habit of learning all names by the 2nd or 3rd day of each term.
After material is covered in class, the lab activity completed is posted on the Learning Management System (LMS)—
Moodle to allow students to repeat the exercise if reinforcement is required. The postings also allow students who
were not present to complete the assigned material. SEE Sample Course Postings on the following pages.
Assessment Techniques
The course syllabus clearly makes students aware how they will be assessed. Exams are given in two parts - Theory
and Production. Because the emphasis is performance, the production segment of the exam contributes more weight
to the final evaluation. The Theory portion of the exam is securely delivered in the Learning Management System
(LMS)—Moodle. It is comprised on multiple choices and short answer questions. Immediate feedback is available to
students. The Production portion of the exam is completed on the computer and uploaded in Moodle. Feedback is
usually provided by the next class period, but no later than a week (two class periods).
Other assessments include quizzes, labs, individual review exercises/study guides, class review exercises, one-minute
paper, the muddiest point, and direct paraphrasing.
One-Minute Paper. This paper consists of three questions; what was covered, areas that the
student(s) still have questions about, what can be done for me, the instructor, to me more effective.
The Muddiest Point. After a 45-minute lecture block, students anonymously write down the
―muddiest‖—most unclear point of the lecture. These responses are reviewed during break and, if
necessary, recovered during the next lecture block.
Direct Paraphrasing. Volunteers or randomly chosen students are asked reverberate, by
paraphrasing, what they retained from the lecture.
On the first day of class, students are directed to Moodle, and various links including the Syllabus, Course
Information, and Professionalism / Participation links. This posting is available for viewing throughout the term and
alleviates misunderstandings as the term progresses. SEE Sample Course Postings on the following pages.
General Course Information Snap Shot
File Access Page Snap Shot
Lab Instruction Access Page Snap Shots
Professionalism / Participation Page Snap Shot
Teaching Experience Courses Taught
From June 2004 to December 2010, I have provided instruction for 267 classes totaling 2,573 students. The various
courses taught are listed below by course number and name:
BUS 115 Records Management
BUS 120 Introduction to Business
BUS 122 Principles of Business and Management
BUS 193 Customer Relations
BUS 230 Business Communication
CIS114 Microcomputer Applications
CIS115 Microcomputer Applications
COM110 Principles of Speech
CSA101 Keyboarding I
CSA102 Keyboarding II
CSA111 Computer Spreadsheets
CSA122 Word Processing
CSA212 Advanced Spreadsheets
CSA222 Advanced Word Processing
CSA236 Computer Database Applications
CSA250 Integrated Computer Applications
ENG096 Introduction to Writing Workshop
ENG099 Introduction to Writing
FOR 112 College Orientation
IST 120 Computer Applications
MED120 Medical Transcription
Teaching Awards
2009 Instructor of the Year
College Involvement
Phi Theta Kappa Honor Society Advisor
Intuitional Effectiveness Committee
CIS Curriculum Development Committee
Sample of Reviewed Teaching Materials Sample Material for CSA 111 (Computer Spreadsheets)
After expounding on the need for documentation and the major types, students are asked to perform. (See Class
Activity)
Financial Function - PMT
1. The PMT function finds the monthly payment that will pay off a loan at a fixed interest rate
2. The syntax for the PMT function is = PMT (rate, nper, pv)
o Rate – interest rate (express in terms of months, that is divide yearly rate by 12)
o Nper – number of loan payments (express in months)
o Pv – present value of the loan
NOTE: Results are returned as a negative to indicate that this is the amount person must spend. Add a minus in front
of the formula if you prefer to see it expressed as a positive number
Example: What is the monthly payment for a $50,000 loan at 9% annual interest for 10 years?
= PMT (.09/12, 10*12, 50000) Result: -633.38
= -PMT (.09/12, 10*12, 50000) Result: 633.38
Class Activity
1. With cell E11 active, click the Insert Function button on the formula bar.
2. Type loan payment in the Search for a function text and click the Go button.
3. Select PMT and click OK.
4. Click the Collapse Dialog Box button; click in cell E6, type / , click in cell E9, and click the Expand Dialog Box
button. (E6/E9 should now appear in the Rate box)
5. Click in the Nper box, and enter E10 either by typing it directly or selecting it from the workbook.
6. Click in the Pv box, and enter E4 and click OK. ($993.63 is displayed in E11)
7. Type House Payment in cell A9 (replacing the word ―Rent‖) and press Tab.
8. In B9 type =E11 and press Enter.
9. In E4, type -250,000 as the new loan amount, and press Enter. Click Undo.
10. Type 6.5% in E6 and press enter. Click Undo.
11. Click D13, type Is the loan affordable?, and press Enter.
12. Type Required Savings in cell D14, press Tab, type 5,000, and then press Enter.
13. In cell D15 type Calculated Savings, press Tab, type =B22*12, and press Enter.
Sample Material for CSA 236 Lesson (Creating a Switchboard)
Creating a Switchboard
The Switchboard Manager is a Microsoft Access tool that helps you create and customize a Switchboard.
The Switchboard Manager creates a table called Switchboard Items, which appears after the Switchboard is
created.
Click Database Tools, Database Utilities, Switchboard Manager. Answer Yes to create new Switchboard
A Main Switchboard (Default) page appears (NEVER delete Main page, renaming is allowed)
Class Activity
1. Open the Switchboard Manager (Database Tools, Switchboard Manager)
2. Click New to add a Switchboard Page names Searches, Database Forms
3. Click Close to return to Main page. Select Main Switchboard and click Edit
4. Change Name to Your Name Switchboard. Click New to begin adding buttons
5. Type as Text: Go to Forms Page, Command: Go to Switchboard – Database Forms, OK
6. Click New to add a Second button
7. Type as Text: Go to Search Pages, Command: Go to Switchboard – Searches, OK
8. Click New to add a Third button. Type As Text: Exit , Command: Exit Application
9. Click Close to return to Main Switchboard Page and Edit Forms Database
10. Add buttons : Add and Search – Open Animal Input Form in Edit Mode
Pet Image – Open Pet Image Form in Edit Mode
Back to Previous, Command: go to Switchboard – Main
11. Return to Main Switchboard Page and Edit Searches
12. Add buttons : Search by Pet Kind, Command: Run Macro - Kind of Pet
Search by Owner ID, Command: Run Macro – Owner ID
Search by Pet ID, Command: Run Macro – Pet ID Search
Back to Previous, Command: go to Switchboard – Main
13. Close Switchboard Manager. Test Switchboard
Click New button to create additional
Switchboard pages or to create items
(buttons) for a page created
Click Edit button to edit a Switchboard page to
add button items or to change the Switchboard
name. Click Edit to change an item created
Hot keys provide shortcuts to
activate a command item.
To create a hotkey place an &
before the letter that will serve
as hotkey
Example &Employer
Employer (Press Alt + E –
shortcut)
Efforts to Improve Teaching Teaching Conferences / Workshops
Managerial Accounting (Graduate Class) .................................................................... January 11, 2010 – March 29, 2010
Communication Technologies (Graduate Class) ......................................................... January 11, 2010 – March 29, 2010
Enterprise Architecture (Graduate Class) ............................................................................. April 5, 2010 – June 21, 2010
IT Project Management (Graduate Class) ............................................................................ April 5, 2010 – June 21, 2010
Enterprise Wireless Networks (Graduate Class) ......................................................... June 28, 2010 – September 13, 2010
Enterprise Network Management (Graduate Class) ................................................... June 28, 2010 – September 13, 2010
Network Architecture (Graduate Class) .................................................................. October 4, 2010 – December 19, 2010
Directed Research Project (Graduate Class) ............................................................ October 4, 2010 – December 19, 2010
Classroom Instructional Wheel Workshop ...................................................................................................... August 2010
Setting up a Student Mentorship Program Workshop ................................................................................ September 2010
LMS Administrators Training—Moodle 1.9 ........................................................................................ September 16, 2010
Annual Faculty Conference .......................................................................................................... November 11 – 13, 2010
Positive Communications Workshop ..................................................................................... November 11, 2010
SACS 101 and Reaffirmation 2013 Workshop ...................................................................... November 11, 2010
Communications: Start, Stop, Continue Workshop ................................................................ November 11, 2010
Pre and Post Tests Workshop ................................................................................................. November 11, 2010
The Role of Faculty in Institutional Effectiveness Workshop ................................................ November 11, 2010
The Learning Revolution and the Learning College Workshop ............................................. November 12, 2010
Microsoft Virtual Server Workshop ....................................................................................... November 13, 2010
Moodle 1.9 Training Seminar ................................................................................................ November 13, 2010
iPads in the Classroom Workshop .......................................................................................... November 13, 2010
Xen Desktop Workshop ......................................................................................................... November 13, 2010
Competency Based Teacher Education (CBTE) Modules Completed
Georgia Southern Faculty Training Modules (1-10)
E-Learning (InfoTech Training) Planned
Network+ Certification (2009) Course
IC3 Internet & Computing Core Certification Course
IC3 Internet & Computing Core Certification Professional Course
Wireless Network Security
Word 2007 MasterExam
Excel 2007 MasterExam
Access 2007 MasterExam
PowerPoint 2007 MasterExam
Education and Certifications
Degrees College Year Master of Science in Information Systems Strayer University 2010
Bachelor of Business Administration Bluefield State College 2001
Certifications Microsoft Office Specialist (Word, Excel, Access, PowerPoint)
*Please see accompanying Professional Development Plan for planned participation in professional organizations and planned
certifications.*
Evidence of Student Learning Pre/Post Test Data
My assigned courses during 2010 were not selected to participate in the pre/posttest assessments.
Student Comments
―Thank you for this term. I really feel like I have learned a great deal about Word 2007 that I truly did not know.‖
– K. Wagoner
―Thank you Mrs. Givens you made the class very exciting and fun as well. You taught me a lot ...Study Hints, Study
Tips, Teamwork and etc.‖ – L. Dublin
―This class was very interesting. I am happy that I have learned to type without looking and that I can type faster, it
was fun.‖ - Anonymous
Student Grade Summary
Thirteen Month Term Report - from January 2010 – December 2010
A37%
B34%
C14%
D3%
F12%
Student Sample (CSA 122)
265 Park Avenue South New York, NY 10003 P: (212)555.5555 F: (212) 555.6666 E-mail: [email protected]
OVE MORE
Make it a daily challenge to find ways to move your body.
Climb stairs if given a choice between that and escalators or elevators. Walk your dog; chase your kids; toss balls with friends, mow
the lawn. Anything that moves your limbs is not only a fitness tool, it’s a stress buster.
UT FAT
Avoid the obvious such as fried foods, burgers and other fatty
meats (i.e. pork, bacon, ham, salami, ribs and sausage). Dairy products such as cheese, cottage cheese, milk and cream should be eaten in low fat versions. Nuts and sandwich meats, mayonnaise, margarine, butter and sauces should be eaten in limited amounts.
EAR YOUR SEAT BELT
Statistics show that seat belts add to longevity and help
alleviate potential injuries in car crashes. Thought for the day: Buckle down and buckle up.
LOSS YOUR TEETH
Recent studies make a direct connection between longevity
and teeth flossing. Nobody knows exactly why. Perhaps it's because people who floss tend to be more health conscious than people who don't? Thought for the day: Floss and be your body's boss.
EEP A POSITIVE MENTAL OUTLOOK
There's a definitive connection between living well and
healthfully and having a cheerful outlook on life. Thought for the day: You can't be unhappy when you're smiling or singing.