Program and Course Reflection

Program: Bachelor of Arts in Education Studies
(a) Program Learning Outcomes
PLO 1: Design effective curriculum, instruction and assessment to meet the needs of
diverse learners
It has always been my goal to be a teacher who has a good grasp of learner’s unique
characteristics, and one who turns student diversity into an asset capitalizes on the diverse
backgrounds, talents and interests to the best advantage of each individual learner. This PLO has
helped me understand how I can deliver the curriculum through using different instructional
techniques and assessment methods that meet the diverse needs of each learner. For instance, I
know how to apply guided reading, shared reading, and even how to use whisper phones to
ensure that different students learn through different techniques that match their reading styles.
PLO 2: Demonstrate knowledge of child and adolescent development in the cognitive,
social, physical, and emotional domains
Throughout my program, I have learnt different developmental stages and how they
affect learning. I know that brain development is a continuous process through a student’s
childhood and adolescence. Therefore, a child’s learning experiences help shape their brain
development. As a teacher, I know that positive experiences foster brain development. Therefore,
depending on the maturation level of a learner’s brain, I will introduce concepts that a specific
child’s brain can handle. For instance, when teaching reading to grade one students, I will first

introduce three-word letters before introducing complete sentences. After a learner has learnt
three letter words, then I can introduce three-word sentences, whose words have only three
letters. The same case applies when dealing with students at any other level; I have to start from
easy concepts before introducing complicated concepts.
PLO 3: Identify the unique needs of special learners and adapt curriculum and instruction
to meet these needs
I have realized that an inclusive classroom creates a conducive environment for all types
of learners, even those with different special needs. As a teacher, I know how to adapt the
curriculum and use varied instructional techniques to ensure that the learning needs of the child
with special needs or abilities are met. For instance, when teaching special learners, I will use
visuals both overhead, and through the board, I will also use flashcards. Also, I will assist the
learners in taking notes, and even use colored markers on the whiteboard to highlight key
concepts and phrases so that the learners can see. Throughout the course, I have become an
inclusive classroom teacher.
PLO 4: Apply alignment practices of standards, instruction and assessment to identified
academic, district and state standards, goals and priorities as part of the planning and
material selection process
Throughout the program, I have learnt different ways through which I can align different
practices in the classroom with the state standards, priorities ad set goals. I know how to plan for
lessons in a way that I can provide a solid foundation for achievement and successful learning
and teaching. For instance, when selecting learning materials and teaching aids, I use those that
will help me meet specific learning goals and state standards. For example, when teaching this

standard, CCSS.ELA-LITERACY.RL.9-10.2 “Determine a theme or central idea of a text and
analyze in detail its development over the course of the text, including how it emerges and is
shaped and refined by specific details; provide an objective summary of the text” (Common Core
State Standards Initiative, 2020). I will guide students on how the themes in a text might apply to
their real-life experiences and let them give examples based on their personal lives.
PLO 5: Apply foundational research skills to a topic of interest in an area of education
Throughout this program, I have acquired and enhanced my research skills, and I am able
to conduct deep and extensive research on different topics that are of interest to me as a teacher.
The practice has been key in my acquisition of these skills. In my role as a teacher, I will give
students different assignments that will entail researching and compiling their findings after
reading course reading materials. Also, with the integration of technology in instruction, students
will have access to different articles, through which they will research and sharpen their research
skills. This will apply more to high school students.
(b) Course Learning Outcomes (CLOs) for our course, EDU499

1. Synthesize theories, knowledge, and professional standards related to the field of
   study.

Through this course, I have learnt how to create a quality resume and even sharpened my
skills on how to create an ideal learning environment. For instance, I know that soft chairs are
better in class, and allowing students to sit in different postures helps cater to the different
learning styles for different learners. I feel more competent than I was four weeks ago at the
beginning of the course. This is because I can write a resume that will stand out and appeal to the

interviewing panel, and I can create a climate and learning environment that will accommodate
different types of learners.

2.  Assess multiple influences such as social and cultural factors, contemporary issues,
   and trends on practice.

From week two of this course, I have been completing a template that has helped me
understand the different cultural, social, and contemporary issues that affect my practice, as well
as different trends in my practice. For example, I know how technological advancement has
affected my role as a teacher in the 21 st -century classroom. I feel more confident and ready to
handle a classroom of my own because I know how to use the merits of technology to enhance
the learning experiences of my students.

3. Apply evidence-based strategies, approaches, and technologies related to the field of
   study.

In this course, I learnt about some of the ethical scenarios that I am likely to experience in
my practice as a teacher. I learnt how to use different professional standards to solve these
dilemmas, and even though I will not encounter the exact ethical scenarios, I am well equipped
and have the resources that I need to deal with any ethical scenarios along my way. For example,
“Standard 3: Diverse Learners – The teacher understands how students differ in their approaches
to learning and create instructional opportunities that are adapted to learners from diverse
cultural backgrounds and learners with exceptionalities (Henson, 2009). The above professional
standard explains why a learner may doze off in a lesson where a teacher is using the direct
instructional technique. If such a learner is a kinesthetic learner, then a combination of

collaborative or project-based might favor them. Thus, this course has made me more equipped
with knowledge on how to deal with different issues as a teacher.

4. Explain environments that support optimal outcomes in the field of study.

As a teacher, I have learnt that creating a learning environment that supports different
teaching and learning methods and styles, respectively is beneficial to the learners. For instance,
when arranging the seats, I will use a U-shaped arrangement of the desks as this will encourage
collaborative teaching and enhance the discussion. I will, therefore, meet the learning needs of
different learners depending on their learning styles. I feel confident to take on my role as a
classroom teacher because I fully understand my duties and responsibilities.

5. Propose professional and ethical based practices that emphasize access,
   participation, and partnerships.

This course has created opportunities through which I have interacted with my peers and
sharpened my skills as a teacher. I understand how I should conduct myself ethically and feel
confident to take on my duties and help learners acquire knowledge.

References

Common Core State Standards Initiative. (2020). English Language Arts Standards » Reading:
Literature » Grade 9-10 | Common Core State Standards Initiative. Retrieved 21 May
2020, from http://www.corestandards.org/ELA-Literacy/RL/9-10/

Henson, K. (2009). Making the Most of INTASC Standards. SRATE Journal, 18(2), 34-40.