Enrolling in the Professional Teacher Certification(PTC) program of the University of the Philippines posed a lot of challenges on my part. I juggled family, work, social life and learning. It reminds me that time is a limited resource that we should optimize the use of it. This is my second term at the UP Open University and for this term I am taking up two courses, EDS 103(Theories of Learning) and EDS 111 (Principles of Effective Teaching). I acknowledge that I am truly gaining a lot and I have put into practice some of my learnings. Credits should be given to our professors who squeezed the best in us. Despite my more than a decade of teaching experience in the tertiary level, there are still fresh realizations and insights that I gained while taking up the courses. These realizations and insights have affirmed my previous perspectives while others have totally altered my previous schemas concerning teaching and learning process.
One requirement, of the course EDS103, is the creation of a blog site for expressing insights and realizations derived from each module. It makes me uncomfortable at first because I am really a novice when it comes to blog writing and I am a bit apprehensive in expressing my perspectives in a public media like the Internet. The guide questions, however, provided me good bases to express what I have learned from each module of the course. After several posts and with the comments of my classmates and also after reading their posts, I gained courage and confidence to post my insights and realizations freely. If given more time, I will still engage and continue with this blog and to consider also other fields. The blog, particularly my reflections and realizations, heightened my self-awareness when it comes to teaching and learning. Self-awareness then leads to change and to the improvement of my learning and teaching practices. It provided me a clearer picture on what to be changed and what is to be retained in my method of teaching and learning.
One of my realizations is that time management is very important in taking an online degree. Life is full of surprises as they say, every now and then, there are job-related and family activities that we need to prioritize together with the different activities and requirements in the course. Priorities vis-à-vis with my internal goal of finishing the program and my yearning to teach better spurred me to continue and move on despite the hectic schedules. One strategy I used is planning ahead of time considering the activities, time frame/allotment and expected output. The level of accomplishment of the activities is properly monitored. Adjustments are then performed whenever necessary, with the most imperative activities given paramount priority. My previous belief on time management as essential tool in learning and in life in general has been affirmed by this undertaking.
Metacognition and deep processing are new terms and honestly it was my first time to come across these words. Unaware of it, I am employing metacognition in my studies and in learning as well. I have the habit of assessing myself if I have fully understood a topic and then review again the material when I am not satisfied with my level of understanding. One concept that perplexed me, however, is deep processing, as the most important factor in learning as I watched the video of Dr. Chew. At first I was very hesitant to accept the idea, but as I read Module 8(Information Processing Theories) coupled with the comment of one of my classmates in my blog, my myopic view was totally altered. This technique has been integrated to my means of acquiring knowledge, that now deep process received information for faster recall. I also employ this in my way of teaching and even shared the video in the Facebook group of my students. Information theory identifies three important processes in human learning as: Information is received, stored and retrieved (Stanrock, 2011 as cited in Module 8). As information is received we must deeply process it to efficiently encode it in our memory using the different techniques (association, clustering, organization, use of mnemonics, etc.) to facilitate the better recall of the information when needed. Therefore, the deep processing of information as it is received is an important factor in learning. Encoding the information is critical in the processing of information as it has great impacts on the retrieval. This can be also applied in the way we teach. We can use the different techniques previously enumerated for our students to be successful in studying.
The course further proves to me that I am not that good at multi-tasking. When I go online there are always temptations to connect to my friends using social media, play the games I am used to and to trade stocks online. This off-task behavior often causes distractions and in turn diverts my focus in learning. The divided attention also delays the processing of information when I am reading the modules. I think this is where self-regulation comes in as well. Focusing on our goal and performing the activities towards the attainment is necessary. Multi-tasking is even not good enough for computers, try to open process-hungry applications simultaneously ( i.e., Adobe Photoshop, AutoCad and Matlab) and for sure it will take a lot of time to enter inputs and commands and display an output. This is also true for the human mind, that we are unable to effectively process simultaneously tasks requiring similar mental functions.
The discussion forums as guided by the open-thread discussion questions allowed me to reflect and gain insights on the ideas and experiences of my classmates. For me, asynchronous discussions allow us to prepare/rehearse and ponder on what to express and how to express it, unlike in traditional discussions that we have to answer at the instant a question is raised. It is an avenue to make things clearer through my active participation wherein my ideas are either affirmed or validated. It was such a fruitful exchange of ideas, that through it new ideas especially when it comes to teaching spontaneously emanate- that is the essence of constructivist theory as well. As we, learners, share our own ideas and experiences and interact with one another, we gain better understanding of certain concepts. It was collaboration at its best.
I can say that I have improved as a learner. Assessing the quality and timeliness of my outputs- from the FMA’s to the participation in the discussion threads, I can say that there are indeed changes in my knowledge, skills and values particularly in learning. I have further developed metacognition and self-regulation as I continuously evaluate my learning which then served as my feedback loop. I have improved because during the first two weeks of classes as I stated in my blog on time management, I have difficulty adjusting because of the two activities in the course( open-thread discussion and e-journal entry), but after that it was a comfortable ride as I have adjusted both mentally on the course content and socially to my classmates. I have improved my learning skills as I put into practice the different theories: constructivist theory( participation to forum discussions/reflections on experiences), behaviorist (thinking of the internal and external rewards of finishing the course), information processing (minimized distractions and multitasking) and schema (learning by previous knowledge).
My way of teaching has improved as well as part of my evolution towards becoming an effective teacher. Gardner’s Theory of Multiple Intelligences has altered my practice and belief as I come to realize that we must not belittle and discriminate other students because of their poor academic performance in some subjects. Instead, we must guide them where they can excel and perform better. And that is what I am currently doing. I provided variety of activities (problem-solving, writing, creating/designing, projects) not only to facilitate their complex thinking skills but also for them to become conscious of their forte.
Another error that I have committed in teaching is, frequently using my own learning style for my students to learn. I often employ methodologies that fit my learning style, which should not be the case. That also makes me a prescriptive teacher. I usually tell my students, this is what you need to do and this is how to do it. I violated the enhancement of their complex thinking skills in this case as they no longer have the freedom to seek solutions. These practices hampered the learning of my students and upon realization of the negative effects of these practices, I drastically changed my style to being learner-centered and advocated freedom in the classroom atmosphere-at the surprise of my previous students who are taking the subject again because of failure. And even for just more than a month of implementation, I have seen the impact as my students developed liking of my subject, instead of aversion. They now actively participate in class discussions and approach me whenever they encounter difficulties.
Being enrolled in EDS 103 presented a lot of challenges but in the end, it has refreshed and renewed my perspectives towards the complex learning and teaching processes. This journal enabled me to develop self-awareness on several issues, making me realize my mistakes in teaching and devise ways how to correct and consequently improve myself. It caused many changes both in my way of learning and teaching.