Task 1: Reflect on your teaching context by completing the following tasks

Task 1a

My teaching context involves the teaching of the Life Sciences at the 1st year level, mainly cell biology. At the end of the module students should have a basic understanding about cell theory and that all living organisms consist of cells which form the structural and functional units of life. Cells are the smallest unit of life and the concepts, processes, cycle’s, genetics, punnet squares and topics discussed in cell biology often require different teaching features or application’s and situations in the classroom, and as a teaching assistant I found that students spend more time on memorizing facts, rather than understanding the bigger picture. 

I recognized that the objective for understanding and teaching topics in biology requires different teaching approaches or styles because not every topic can be only explained by e.g. a simple power point presentation. So when I develop my lesson plan outcomes for a certain topic I try to apply the skill levels outlined by Blooms taxonomy and build in activities that can stimulate student’s understanding around topics. For example, the topic on DNA can be taught in various ways and in the past I have found that students benefited (comments from open-ended questionnaires and course evaluation forms) from a simple lesson plan like below: snapshots taken from my DNA lecture. 

Over time students call some of my teaching approaches “a recipe” which is a topic on its own. I also try to reduce the amount of the passive lecture format to 15 min time slots. I build applicable supporting media into a lecture, including videos, concept maps, biological animations, biological simulations, class activities, problem solving and application questions, role play, social network (facebook), blackboard activities, long test questions break up, quizzes, overhead projectors with transparencies’, spot questions, ad hoc questions created by students (in class)—these  are things I often apply to various situations/topics  in the classroom to enhance students performance and their understanding . Through activities such as role play, quizzes (done and discussed in class) or the discussion of science focus articles, I try to help students to be active, independent learners and problem solvers. In addition, the use of e-learning chat rooms (snap shots below), UWC-LFS 151 facebook page allowed me to engage socially, where they could pose any questions and I would then publicly comment on the ways they would use them as shown below.

Finding literature on teaching practices is important but I acknowledge teaching topics to students equate to understanding where they come from i.e. their socio-economic backgrounds. The situation that these students find themselves is sometimes similar to my background. So I asked myself what did it take to understand topics in Life Sciences and how can I maximize explanations, fortunately I came through the ranks at UWC and proudly UDUBS graduate! And in my classroom I show them how UWC has shaped and changed my attitude and thoughts through various teachings methods—now it’s time to give back. So I tell them that I am a product of the Graduate Attribute and live up to that and welcome any new challenges and innovations in the classroom—watch this space!