LEAH GUZMAN • TEACHING DOSSIER • SCHOOL OF LANGUAGES AND LITERATURES FALL 2011 1 Contents: Purpose (1) University teaching position Approach to Teaching (1-3) My Philosophy Teaching Contributions (4-7) My Teaching Responsibilities Reflections and Assessment of Teaching (8-9) Documentation of Results of Teaching Description of Efforts to Improve my Teaching (9-10) Workshops & Courses Taken Appendices (10-19) References Purpose University Teaching Position This teaching dossier has been compiled with the intention of applying to language teaching positions within higher education in Mexico City. Teaching is about facilitating and perpetuating the desire and ability to learn and apply learning. I believe that in many classrooms both teachers and students have lost sight of this and consequently have lost sight of the why. Why am I teaching? Why am I learning? Why does it matter? For me, teaching should be a constant reminder to my students and I that learning is a continuous journey Approach to Teaching My Philosophy
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LEAH GUZMAN • TEACHING DOSSIER • SCHOOL OF LANGUAGES AND LITERATURES FALL 2011
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Contents: Purpose (1)
University teaching position
Approach to Teaching (1-3)
My Philosophy
Teaching Contributions (4-7)
My Teaching Responsibilities
Reflections and Assessment of Teaching (8-9)
Documentation of Results of Teaching
Description of Efforts to Improve my Teaching (9-10)
Workshops & Courses Taken
Appendices (10-19)
References
Purpose
University Teaching Position
This teaching dossier has been compiled with the intention of applying to language teaching positions within higher education in Mexico City.
Teaching is about facilitating and perpetuating the desire and ability to
learn and apply learning. I believe that in many classrooms both teachers and
students have lost sight of this and consequently have lost sight of the why. Why
am I teaching? Why am I learning? Why does it matter? For me, teaching should
be a constant reminder to my students and I that learning is a continuous journey
Approach to Teaching
My Philosophy
LEAH GUZMAN • TEACHING DOSSIER • SCHOOL OF LANGUAGES AND LITERATURES FALL 2011
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and the more open you are to unknown experiences during your travels the more
likely you are to discover things you didn’t even know you were looking for. As a
language teacher it is my goal to produce learning by igniting interest in the
journey, or more specifically in the language itself. The idea of producing learning
as discussed by Barr and Tagg is gravely needed today. Whatever the approach or
method might be, the ultimate goal is to move away from the traditional and
dominant “instruction paradigm” to the “learning paradigm” in order to facilitate
learning in a more holistic way (1995). All too often when it comes to language
teaching and learning, the tendency is to separate, divide and categorize to such
an extent that the essence of the language itself is often lost in a sea of grammar
and memorization. This tendency ultimately blurs and distorts the goal. Suddenly
what started out as a desire to understand and communicate in a foreign language
becomes solely a matter of conjugation, memorization and regurgitation. At best,
this traditional method of language teaching results in the temporary obtainment
of fragmented information without the ability to effectively apply it. At worst, this
method deters learners from foreign language learning all together believing that
they are simply not “good with languages”. My goal is to avoid a learning context
that promotes surface learning by creating one that invites the learner to become
invested in and transformed by the learning process.
The first day of class is ideal to open up a conversation with learners as to
why they want to learn that particular language, what benefits they see in learning
it and what in their experience has been most challenging in past encounters with
language acquisition. This exercise helps learners look at the foreign language as a
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whole rather than just its parts, a tool rather than a barrier in communication.
Communicative language teaching (CLT) is a method that aims to develop the
ability of learners to use language in real communication. I believe that CLT
coupled with the task based teaching (TBT) method would provide learners with
an environment truly conducive to language acquisition (Ellis 2004). I would
therefore be very interested in centering my teaching around a TBL method
whereby I assign certain tasks during class which require the learner to act
primarily as a language user and give focal attention to message conveyance (Ellis
2004). An example would be that of enacting a scene whereby learners are buying
or selling fruit at the market, making or taking a reservation for a hotel or any
other similar task that one might encounter out in the “real world”. These
teaching strategies allow me to create a space in wherein the importance is placed
on meaning not on form, a space where language can be appreciated for what it is;
a medium of communication. In my opinion this method helps learners more
fully engage in the language by providing constant opportunities for them to
pinpoint the gap in their knowledge which consequently motivates them to fill
said gaps through grammar revision and vocabulary. By not placing grammar and
memorization at the forefront of language learning, the instructor reduces the
cognitive load, which as research has shown, considerably improves deep learning
(Wieman 2007). Ultimately learners are more capable to applying the knowledge
acquired in the classroom in the real world
The ideal learner should be open, childlike, willing to experiment and
above all recognize that mistakes are a precursor to knowledge. Mistakes are an
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essential part of language acquisition and it is crucial not to waste time being
critical of oneself or being embarrassed but rather to direct that energy towards
trying and trying again. As a baby falls and picks itself up without being self
critical or feeling embarrassed so too should language learners. As a language
instructor it is my responsibility to promote the growth and development of a
classroom environment that is encouraging and supportive, as well as instilling in
the learners a respect for this environment by helping them realize that by being
accepting of others they not only further their peers learning but their own as
well.
I pride myself in being an accessible, flexible and caring instructor and
would hope to demonstrate this not only while facilitating class but also in my
method of assessment. In the future, I hope to improve my teaching by providing
further options of assessment (oral, written, visual, etc). I strongly believe that
that the more options available to learners and the more involvement they have in
deciding how they are evaluated, the greater the likelihood of accurately assessing
the understanding of a diverse group of learners in a holistic way. I am committed
to improving both my methods of teaching and assessment on a continual basis as
both areas must be seen as living, changing organisms in need of constant
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participate by highlighting that a supportive and encouraging class environment
was ultimately in everyone’s best interest.
Reflections and Assessment of Teaching
Documentation of Results of Teaching
(Course Evaluation for Introductory Spanish: HISP 1100, TA Leah Guzman – Fall
2010)
The above 'official' student evaluation is one way of reflecting students
views of instructors performance and although this is helpful I strongly believe in
supplementary forms of evaluations such as formative student evaluations.
Throughout the course I asked my students to jot down on a piece of paper what
they liked about the class, what they disliked, and in what way they would
improve it. This allowed me to target certain problem areas such as not spending
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enough time on vocabulary and helped me understand what teaching strategies
were perceived as effective by the class such as not advancing onto a new concept
until the class assured me they understood the one at hand. See appendix 2A for
student comments that reflect my incorporation of prior formative evaluations
into my teaching methods. I found this method of formative feedback helpful in
that it enabled me to cater the method of instruction to the students in that
particular class at that particular point in time. In addition, by asking the class for
feedback I make evident my willingness and desire to make them active
participants in the learning process.
Considering that I do not have as much experience as I would like, I focus a
great deal of my energy on committing to goals and striving for continuous
improvement and personal growth, both as an instructor and as a learner. One
such way to do this which I have found helpful is participating in teaching and
learning workshops. In 2010 I participated in a micro teaching training session
offered at the University of Guelph aimed at improving ones instructional abilities.
These microteaching sessions strengthened my approach to teaching in that they
helped me pinpoint my strengths and weaknesses in a positive learner centered
environment. Another aspect from the micro teaching sessions that I hope to
incorporate to a greater extent within my teaching practices is the ability to provide
and receive effective feedback. See appendix 4A for a more detailed summary of the
content covered in the micro teaching sessions.
Description of Efforts to Improve my Teaching
Workshops and Courses Taken
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In addition I have recently completed the course University Teaching:
Theory and Practice (UTTP) offered at the University of Guelph. I chose to commit
to this course as I am interested in furthering my knowledge in regards to teaching
and learning issues in higher education. This course provided me with the
opportunity to develop and practice pedagogical skills and strategies allowing me to
then find a place for these new skills within language teaching and learning as I saw
fit. As part of the course we were required to facilitate a teaching session on a
teaching related issue of interest to us. Through live interaction with my peers and
instructors I was able to share with the class my passion for task based language
learning and as well as facilitate a class activity that incorporated this method. I
was able to get instant formative feedback on areas that were of particular interest
to me. I learned that my passion for the subject was visible and more importantly
engaging. In addition I learned that my enthusiastic and human demeanor were
conducive to creating a safe and comfortable classroom environment. See appendix
2C and D for comments in regards to this.
Just as importantly, I learned of some areas in need of improvement that I
look forward to incorporating in the future such as being able to “let go”. This was
particularly important feedback as I am a rather meticulous person who does not
normally veer too much from my planned path. In this case however I believe that
what needs to be learned and applied is that adapting to unforeseen circumstances
is just as important as having a clear idea of what you are trying to express, why
you are trying to express it and how it is relevant to your students learning.
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APPENDICES:
1. Course Syllabi (12-13)
2. Student/Peer Evaluations and Feedback (14-16)
3. Out of Class instructor-student support (17-18)
4. Furthering my Teaching and Learning methods (19)
5. References (20)
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APPENDIX 1: Course Syllabi
1.) HISP*1100 SYLLABUS
UNIVERSITY OF GUELPH - SCHOOL OF LANGUAGES AND LITERATURES HISPANIC STUDIES FALL 2010
HISP*1100 Introductory Spanish I Course Supervisor: Professor D. Mohan ([email protected]) MacKinnon 246 Extension: 52886 Section Time (MWF) Room 07-Lea Guzman 11:30 a.m. MACK 233 Prerequisites: None Students with previous Spanish courses or native Spanish speakers may not register for this course. Please see Course Co-ordinator or Head of Hispanic Studies for placement. At the first class meeting all students must complete and hand in the Declaration of Suitability form attached to the course outline. Text: Jarvis, Lebredo, Mena-Ayllón, Rowinsky-Geurts, Stewart: ¡Hola, amigos! 1st Canadian Edition (package required)
• Converse in basic Spanish
Course Objectives: Having successfully completed this course, the student will be able to:
• Quality of participation ……………….……..…..……….…..... 10% • 6 Online quizzes ……………………………...…..………………..12% • Final Examination ……………………………………..……....... 40% Final Exam: Thursday December 16, 2010 11:30am – 1:30pm
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2.) SPAN*1110 SYLLABUS
UNIVERSITY OF GUELPH - SCHOOL OF LANGUAGES AND LITERATURES
HISPANIC STUDIES WINTER 2006 HISP*1110 Introductory Spanish II Section 01 Section 02 Instructor: D. Mohan (Course Supervisor) E-mail: [email protected] Class time (MWF): 9:30 - 10:20 a.m. 12:30 - 1:20 p.m. Classroom: Mack 235 Mack 238
• Develop and demonstrate increased reading, writing, listening and oral skills in Spanish using new vocabulary and structures
COURSE OUTLINE Objectives:
• Integrate new grammatical concepts with those studied in Introductory Spanish I
• Develop a foundation for further courses in Hispanic language, civilizations and literatures
Prerequisite: HISP*1100 (Introductory Spanish I) or equivalent, with consent of the Instructor or the Head of Hispanic Studies Text: Jarvis, Lebredo, Mena-Ayllón, Rowinsky-Geurts, Stewart ¡Hola, amigos! First Canadian Edition (textbook and student activities manual required) Classes: Lectures: three hours per week Seminar: one hour per week (appears as Lab on WebAdvisor) Method of evaluation: i) In-class: Midterm exam ............................................................ 18% 2 in-class compositions (2 x 5%).................................................... ..10% Quality of participation..................................................................... 10% ii) On-line: On-line quizzes ………………………………………………….. 12% iii) Seminar: Assignments & participation …………………….......... 10% iv) Final Exam: 2 hour final examination (April 21, 2:30 -4:30) 40%
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APPENDIX 2: Student/Peer Evaluation & Feedback
A. See signed comment number 6 in particular reference to incorporating class feedback into my teaching methods
B. See signed comment number 2 for student appreciation of personal contact offering help
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C. UTTP Peer Feedback form: See section 1, 5 and 6 for specific feedback on teaching method.
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D. UTTP Peer Feedback form : See section 1, 5 and 6 for specific feedback on teaching method
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APPENDIX 3: TEACHER STUDENT SUPPORT AND ASSISSTANCE
A. Example email of how I personally reached out to students who were struggling with material covered
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B. Example of letter I edited for student for academic purposes outside of class
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APPENDIX 4: FURTHERING TEACHING AND LEARNING A. Microteaching session information pamphlet
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REFERENCES
Barr, R, Tagg, J. "From Teaching to Learning, a Paradigm for undergraduate
education." Change Magazine 6 (1995):1-18.
Ellis, R. Task Based Learning and Teaching. Oxford: Oxford University Press,
2004.
Wieman, C. “Why Not Try, a Scientific Approach to Science Education.” Change