The Learning Portfolio

1. EDLM2008

2. a) Identify a theme that was derived from your analysis of one or more
journal entries that you made from engaging in the Unit activities of the
course
Theme identification is fundamental as it the main idea which gives a general message or makes a
statement about a topic or subject in which all the elements or essential features of the
literature work together to develop. It is often understated but functions as a vital ingredient to
make the written piece meaningful. According to Hughton (2016), the theme of a story is “what
the author is trying to convey, in other words, the central idea of the story.

3. The theme of a story is woven all the way through the story, and the characters' actions, interactions, and
motivations all reflect the story's theme.” Themes are opinions expressed on the subject and are
sometimes repeated in the literary piece.It gives its readers a clearer understanding of the context such as
the main character, experiences, discoveries, conflicts and emotions. I selected “Gaps in my Learning.”
as my theme. Being a reflexive practitioner it enables me to reflect on my performance, identify my gaps
and make the necessary adjustments incorporating them into my daily life, thus enabling me to be a
lifelong learner.

4. b) Describe the approach used to derive the theme
My theme for the written piece was selected after going over the literature. Eventually, I came up with the
idea of using ‘Keywords in context’ presented by Bernard and Ryan (n.d) to identify my theme. Key-
words-in-context (KWIC) is based on a simple observation. In this technique, It identifies keywords and
then systematically search the corpus of text to find all instances of the word or phrase. Each time a word
was found, a copy of it and its immediate context was made. To make my selection, I read over my
journal and assigned numbers to identify the lines.

5. Categorize sentences that are similar in nature using colour coding to highlight and sort the examples into
piles based on the similarity in their meaning with further reflection arrive at a broader theme to make
classification. This approach as purported by Boyatzis 1998 and cited by Braun & Clarke (n.d) can be
incorporated with that of the semantic approach which look at the items as they appear, the latent
approach which identify the features that give meaning to the items and the thematic approach which
deals with the formation of broader themes thus arriving at the theme chosen as “gaps in learning.”

6. c) Examine this theme using relevant literature to self-assess
Analysing my journal, I was able to identify some gaps that I need to work on to improve as a reflective-
reflexivepractitioner. Learning Gaps as stated by The Glossary of Education Reform (2014) is “the difference
between what a student has learned—i.e., the academic progress he or she has made—and what the student was
expected to learn at a certain point in his or her education, such as a particular age or grade level. A learning gap
can be relatively minor—the failure to acquire a specific skill or meet a particular learning standard, for
example—or it can be significant and educationally consequential.” Gaps can take a wide range of form.
According to Flowers (2016/17), possible reasons for gaps between theory and practice is the limitations of
applying a preferred perspective of reflective practice. This task seeks to identify some examples of gaps
experienced in learning as I use relevant literature to self assess.

7. A reflective practitioner needs to be ready at all times and be aware of their expectations. In this activity I was
not able to prove that I was performing as a reflexive Practitioner as I did not take enough time to go through the
the list of criteria After posting the first four activities from unit one and hearing from my Tutor that we are not
doing what is expected of us,I became a bit despondent and wondered what was expected of me. . As a result, I
was unable to function effectively in this area causing discouragement and an urge to exit from the course.
Piaget’s (n.d) constructivism learning theory argues that people produce knowledge and form meaning based
upon their experiences through the process of accommodation and assimilation. Through assimilation, my new
experiences should have been incorporated into the old experiences which would have allowed me to develop
new perceptions and have renewed thoughts to clarify my misconceptions. Being accommodative, on the other
hand would allow for a conceptual change as I use the knowledge gain with prior experiences.

8. Not operating within this context will now allow me to accommodate and reframe my expectations with
my outcomes. In moving forward, I needed to be mentally prepared and take the initiative to improve
myself by seeking assistance from peers and Course Coordinator. This exercise has also taught me that I
needed to pay more attention to details and to move quickly from the traditional method of learning.
According to Education Broadcasting Corporation (2004), The classroom is no longer a place where the
teacher ("expert") pours knowledge into passive students, who wait like empty vessels to be filled; but to
operate with constructivist model where the students are urged to be actively involved in their own
process of learning. The teacher functions more as a facilitator who coaches, mediates, prompts, and
helps students develop and assess their understanding, and thereby their learning.

9. The art of mastering life is the prerequisite for all further forms of expression, (Klee n.d). Having
prerequisite knowledge is tantamount to a good performance and quick comprehension. Hailiakari (2008)
alluded to the fact that “prior knowledge is defined as a multidimensional and hierarchical entity that is
dynamic in nature and consists of different types of knowledge and skills. Prior knowledge has long been
considered the most important factor influencing learning and student achievement. The amount and
quality of prior knowledge positively influence both knowledge acquisition and the capacity to apply
higher-order cognitive problem-solving skills.” It is a well accepted fact that one should be building on
the information he should have acquired and that he should have an improved understanding through
formal and informal experiences as he develops attitudes and beliefs which help me to progress through
life. This had not been the situation with me as I showed a gap and was not fully able to use prerequisite
knowledge to get the activity done.

10. Getting into unit two was additional problems as I did not grasp the ideas in Unit 1. I needed to move
forward. I reflected and thought that I was not going to give up no matter what. The lack of prerequisite
knowledge had me ill prepared for the task that I have to complete and had to sought assistance from my
colleague who was also experiencing problems. It also prevented me from identifying my strengths and
weaknesses and knowing where I needed to improve. Having inadequate and inaccurate knowledge was
also a hinderance to my learning. Gee (2012) states that “an instructor’s work of facilitating students’
learning never ends. In order to facilitate learning, one of the fundamental principles instructors employ is
understanding students’ prior knowledge.” It was important therefore that my instructor assess my prior
knowledge or attitudes and beliefs early in the semester since the knowledge I possess may either
promote or hinder my learning. Also, having to detect prior knowledge and skills early could be used to
help foster my engagement and critical thinking.

11. In solving this problem, the Course coordinator should be made aware initially of my challenges so that
the necessary action could have been taken to assist me in better understanding the misconceptions I had
in the area before moving ahead. According to Hailakari (2008) Students' prior knowledge should be
taken into consideration in instructional design and curriculum planning. As a reflective-reflexive
practitioner, the onus should be on me to take the initiative to activate relevant prior knowledge which
acts as a tool to initiate my further learning and as a foundation on which new knowledge can be built on
what I already know. To be responsible to make research and to be more involved in my learning. Moving
on, I have begun to take the opportunity to revisit some of the areas in which I am lacking so that the
necessary prerequisite will be met and propel me into the future.

12. Being skillful will enhance my performance, on the other hand, having a lack of skill created a gap in my
learning which caused me to become increasingly confusing and to experience difficulty in becoming
progressive. I lacked the skills to make effective use of the new perspectives presented to me.
Ntirenganya (2015), is of the opinion that a lack of skills cause the insufficient use of academic materials
which resulted in a level of mediocrity making students contribution questionable. According to Jinman
(2015), the skills students need were lacking because their focus and emphasis were placed elsewhere as
a result, the essential elements that were needed gave rise to a gap making them ill - prepared for new
experience.They also lack the essential element that needed to develop their skills. Jinman saw the need
to get away from the traditional method of learning and to be actively involved in the learning process. I
needed to develop my social skills in order to have my academic skills mature to the necessary level to
create success and to provide more opportunities to learn effectively.

13. I should have a clear understanding of where I am lacking and be intrinsically motivated as a reflective
practitioner to find ways to develop by formulating an improvement plan, seeking assistance from my
colleagues and from my Course Coordinator. As I self assess, I am cognisant of my weaknesses that I
have experienced. Having to complete another exercise like this, I will be in a better position to complete
this task as the necessary questions will be asked and more research done to give me a clearer
understanding.
Focus is the thinking skill that allows people to begin a task without procrastination and then maintain
their attention and effort until the task is complete. Focus helps people pay attention in the midst of
distractions and setbacks and to sustain the effort and energy needed to reach a goal, (learningworks for
kids n.d). Being focused allows one to have set priorities, plan wisely and planning and effectively
protect his time.

14. I also need to be focused, therefore I was experiencing problems remembering basic instructions and
information and had a lack of concentration as I work on the specific tasks and challenges when
presented with the new concepts. Not being focused according to Martel (n.d) can be as a result of lack
of sleep, due to distraction and mood disorders; depression, not being able to pay attention and make the
right decision and poor diet,which leads to irritability and fatigue. In an effort to solve this issue,
Tartakovsky (2016) advocates that a daily plan be made to get through with daily activities, priorities
should be set and adhere to, should be disciplined and have set targets and be well organized. As I self
assess and reflect on my weaknesses, I realized that I develop new skills and set SMART goals to
improve my focus and performance. SMART meaning: having Specific goals, becoming self Motivated,
having Attainable objectives, always Reflecting and setting Timelines to have activities accomplished.

15. The behaviourist theorist B.F. Skinner postulated that learning has nothing to do with the mind rather
learning occurred with the acquisition of new behaviour. He believes also that persons behave in the way
in which they do because of influences from the past. In his study with the laboratory test as he
experiment with rats using operant conditioning he realized that the behaviour of the rats were able to
change. He concluded therefore, that since the behaviour of the rats can be changed, then human
behaviour can also be changed. New Learning (n.d) “The application of operant conditioning to
education is simple and direct. Teaching is the arrangement of contingencies of reinforcement under
which students learn. They learn without teaching in their natural environments, but teachers arrange
special contingencies which expedite learning.”

16. Moving forward, there must be a change of attitudes, I need to accept my weaknesses and look ahead at empowering
myself. In climbing the ladder of success I would pay more attention to reading, to be more informed and to develop
my skills, I am also encouraged by 1Timothy 4:13 which admonishes us to give attendance to reading. Secondly, I will
seek more assistance for the relevant persons who would be in a better position to help me overcome my weaknesses
and be a source of encouragement and a role model. Thirdly, I would be more observant and be more mindful of what is
going on around me and where possible “take a page from their book.” Additionally, I will pay more attention to my
emotions and be mindful of what prompts them and seek ways of dealing with the negative ones that surface. Then, I
will begin to share my views, experiences and challenges that I am experiencing with members in my group and with
my Course coordinator with the aim of getting assistance that will motivate and encourage more and better
participation in activities thus help and improving my growth. Finally, I will think, reflect on my actions and learn new
methods and ways of doing things which will allow me to become a lifelong learner of reflective- reflexive practice.

17. I am of the opinion therefore that there can be a change in my behaviour which will result in me having a
better understanding of journal analysis in the future. I am prepared to step out of that ‘loop,’ a term
coined by Chris Argyris who spoke about the ‘double loop learning’ and take up the characteristics of a
reflective-reflexive practitioner which would propel me into my second loop, where I would have a shift
in paradigm that would allow me to made the necessary changes that I need to, in order to become a
reformed reflective-reflexive practitioner

18. Bernard, and Ryan (n.d),Techniques to Identify Themes in Qualitative Data.Retrieved from
http://www.analytictech.com/mb870/readings/ryan-bernard_techniques_to_identify_themes_in.htm
Braun & Clarke (n.d). Using thematic analysis in psychology. Retrieved from thematic_analysis_revised_-
_final (1).doc
Educational Broadcasting Corporation (2004). Concept to Classroom. Retrieved from
http://www.thirteen.org/edonline/concept2class/constructivism/
Flowers, C. (2016/17). Reframing Personal Perspective of Reflective Practice. Retrieved from
http://201620.tle.courses.open.uwi.edu/pluginfile.php/58591/mod_resource/content/9/EDLM2008%20Un
it%201-FEB09_2015.pdf

19. Gee, L. (2012). Importance of prior knowledge to learning. Retrieved from
https://news.illinoisstate.edu/2012/01/importance-of-prior-knowledge-to-learning/
Hailiakari, et al. (2008). The Relevance of Prior Knowledge in Learning and Instructional Design. Retrieved
from
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2630138/
Hughton, M. H. (2016). What exactly is a theme of a story, and how can I recognize it? Retrieved from
https://www.cliffsnotes.com/cliffsnotes/subjects/writing/what-exactly-is-a-theme-of-a-story-and-how-can-i-
recognize-it
Jinman, R. (2015). Students lack the discipline and skills essential in a workplace, warns boss. Retrieved
from
http://www.independent.co.uk/student/news/students-lack-the-skills-and-discipline-essential-in-a-workplace-
warns-boss-10457428.html

20. Klee, P. (n.d) Brainy coats. Retrieved from
https://www.brainyquote.com/quotes/quotes/p/paulklee152065.html?src=t_prerequisite
Learning work for Kids (n.d). Thinking skills: Focus. Retrieved
fromhttp://learningworksforkids.com/skills/focus/
Martel, J. (n.d). What are the causes of lack of focus. Retrieved from
http://www.ehow.com/info_8116687_causes-lack-focus.html?ref=Track2&utm_source=IACB2C
New Learning (n.d). Skinner Behaviourism. Retrieved from http://newlearningonline.com/new-
learning/chapter-6/skinners-behaviourism
Notari, D.(2017). What is Theme in Literature? - Definition & Examples. Retrieved from
http://study.com/academy/lesson/what-is-theme-in-literature-definition-examples-quiz.html

21. Ntirenganya, E. (2015). Lack of skills affecting learner-centred education. Retrieved from
http://www.newtimes.co.rw/section/article/2015-07-10/190471/
Tartakovsky, M. (2016). 10 Traits of Highly Productive People. Psych Central. Retrieved from
https://psychcentral.com/lib/10-traits-of-highly-productive-people/
Technology (n.d). Piaget theory on constructivism. Retrieved from http://www.teach-
nology.com/currenttrends/constructivism/piaget/
The Glossary of Education Reform (2013). Learning Gap. Retrieved from
http://edglossary.org/learning-gap/