REFLECTION ON GROWTH
INNOVATION
I've always said that invention arises when a need exists. Circumstance pressures foster creativity and, consequently, innovation. I committed to livening up the module because I knew that students frequently find orthodontics boring. 2019 was my first year, and I had no idea how to use iKamva. Initially, I made actual lecture aids and posters, but this got tedious. After that, I began looking at using interactive apps and internet games in the classroom. For me, using jigsaw puzzles and Kahoot games was the start of an amazing new adventure. It seemed as if we were back on the playground. Creating purposeful, effective educational settings is important to me.
I became interested in the flipped classroom approach because of its ability to flip the conventional lecture-based model. Carefully selected texts, videos, and internet resources are made available for students to explore asynchronously before the contact session. Students can absorb basic ideas at their own pace which prepares them for more in-depth class discussions and activities during our in-person lectures.
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During COVID-19, the need for thinking outside the box led to online case assignments and discussions. This allowed final-year dental students to continue with the clinical model except with images like 3D models, scans, radiographs, etc. Students were overwhelmed at the start but eventually realised how this approach enhanced their critical thinking skills. Their application of theoretical knowledge to real-world scenarios was tested by these assignments, which promoted critical thinking and decision-making within reasonable bounds. Through organized critiques and group projects, students improved their academic abilities and gained a greater understanding of the intricacies of their area.
Student exam marks increased by 10% at the end of 2020. See External Examiners report below)
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I'm always experimenting with new technology, improving my teaching techniques, and getting input to make learning more enjoyable overall. In addition to helping my existing pupils, this iterative process of growth helps me get ready to adjust to the ever-changing world of education.
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AWARDS RECEIVED
INFUSION OF TECHNOLOGY
As a reflection of my teaching strategies, I needed to find alternate teaching methods, this sparked my interest to journey into the the world of technology. The year 2022 marks the start and I have done this to make the most of the dynamic prospects of online learning. In addition to changing my teaching methods, the transition to blended learning improved my students' educational experiences.
Students' learning requirements vary, which led to a paradigm shift towards blended learning. I used technology to create a tailored learning environment that could be adapted to different learning styles and speeds. In the absence of geographical and time constraints, students now have greater autonomy over their educational journeys.
Incorporating technology aligns with my learning objectives and my teaching philosophy. It takes more than just grabbing hold of the newest device or piece of software to effectively use resources that complement both my teaching style and my students' requirements. By ensuring that technology functions as an enabler rather than a distraction, this careful integration promotes a more engaging and productive learning environment.
Students' responses have been overwhelmingly favorable as we continue to use blended learning approaches; they have seen higher academic outcomes, deeper comprehension of subjects, and more engagement. In addition to changing the way I present material, this experience of incorporating technology into my teaching has strengthened my belief in the value of creativity and student-centered learning in higher education.
Videos
APPS: gOOGLE MEET,ZOOM
DOC CAM
Gamification: Kahoot
A lesson is embedded in the Kahoot game. Students need to listen attentively to answer the quiz to follow. Creating a purposeful, effectual learning setting.
VISiON FOR 2025/2026
3D Scanner
Digital Cephalometric Radiogrph tracing.
Interactive clinical case scenarios
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Student Feedback
The process of evaluating learning and teaching within the framework of my modules has involved constant reflection and adjustment. As teachers, we have an obligation to do more than just impart knowledge; we also have an obligation to uphold and improve the standards and quality of education. An essential step in this process is evaluation, which provides information about how well teaching strategies work and how they affect students' learning objectives.
evaluation of LEARNING & TEACHING
Module Evaluations
It is important to periodically assess and adapt your activities to ensure they are as effective as they can be. Evaluation can help you identify areas for improvement and ultimately help you realize your goals more efficiently. Additionally, when you share your results about what was more and less effective, you help advance environmental educatioEvaluation enables you to demonstrate your learning unit’s success or progress. The information you collect allows you to better communicate your program's impact on others, which is critical for staff relations, staff morale and attracting and retaining support from current and potential funders.n.Soliciting feedback from the students by making them evaluate teaching instruction at class level, modules and programs is one of the efforts for maintaining quality education and ensuring that their voice is more noticeable in their own education.
Evaluation helps with assessing the effectiveness of my teaching, teaching strategies, methods, and techniques. It provides feedback about my teaching and to the learners about their learning.
Examples
Examples
pEER EVALUATION
I acknowledge the value of discussions with my peers and appreciate the opportunity to meet and talk about common interests in teaching and current teaching experiences.
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When my lecturing is viewed by a peer teacher it stimulates me to think about my teaching techniques. It makes me think 100 percent about how effective I am at what I am doing when I'm teaching. When you are evaluating somebody else you are self-evaluating, “Do I do that?” or “How do I do this?” “I think it is really healthy to do this periodically.
There is great value in reflection on teaching experience. Self-awareness of one's own teaching and lessons stimulate self-reflection, and a desire to modify current lecturing techniques. It is helpful to see oneself through the eyes of others. For me, the main impact this has had was pushing me to critically look at how I do the lectures, how students have learned, and whether learning has taken place, and finally sitting down and revising some of the content, thus staying current and relevant to the society we are faced
CURRICULUM DEVELOPMENT
Curriculum development is defined as a planned, purposeful, progressive, and systematic process to create positive improvements in the educational system. Every time changes or developments are happening around the world, curricula are affected. There is a need to update them to address society’s needs.
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​Learning outcomes describe the characteristics that a student should be able to show on successful completion of a course or topic. Assessment gauges the extent of students' achievement of the intended outcomes, learning interactions and content should help to build towards students' achievement of those outcomes.
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Contribution: 1. Presented at a Curriculum review workshop: Transitioning to Blended Learning
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2. Clinical Assessment was an area where the curriculum had to be amended. Below is the progression of curriculum redesign from 2019 -2024
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Where we started in 2019
Where we were in 2021-2023
Clinical rubric development
Where we are now in 2024
To enhance the assessment process for final-year students, I developed a comprehensive clinical assessment rubric. The key changes and improvements included: Weighting Various Criteria: Each criterion within the rubric was assigned specific weights to reflect its importance accurately. This ensured a balanced evaluation of both technical skills and theoretical knowledge. Adding Descriptors: Detailed descriptors were included for each criterion to guide supervisors in providing consistent and objective marks. These descriptors outlined clear expectations and standards for each level of performance. Transition to a Digital Online RubricRecognizing the need for efficiency and transparency, I later transitioned the rubric to a digital format. Key features of the digital online rubric include: Immediate Mark Capture: During clinical sessions, supervisors can input marks directly into the online system, allowing for real-time assessment. Student Access and Contestation: Students have immediate access to their marks and are allowed to contest their scores within five days. This timeframe facilitates prompt discussions or rebuttals between the supervisor and the student, ensuring that any discrepancies are resolved before the next clinical session. Benefits and ImpactThe digital rubric offers several significant benefits: Eliminating Subjectivity: The use of detailed descriptors and weighted criteria reduces subjectivity, ensuring fair and consistent evaluations across different supervisors. Calibrating Supervisors: By providing clear guidelines and standards, the rubric helps in calibrating supervisors, ensuring they all adhere to the same assessment criteria. Future Recommendations and Calibration TechniquesTo further enhance the effectiveness of the clinical assessment process, the following recommendations are proposed: Regular Calibration Sessions: Conduct periodic calibration sessions for supervisors to discuss and align their understanding of the rubric criteria and descriptors. This will ensure consistent application of the rubric across different assessors. Feedback Mechanism: Implement a feedback mechanism where students and supervisors can provide input on the rubric. This will help identify areas for improvement and ensure the rubric remains relevant and effective. Advanced Training Workshops: Organize advanced training workshops for supervisors to refine their assessment skills and ensure they are up-to-date with the latest assessment techniques and standards. By continually refining the clinical assessment rubric and incorporating feedback from both students and supervisors, we can ensure a fair, objective, and transparent assessment process that enhances the overall learning experience
Explore More
Scholarship
“What is this thing we’re calling ‘the scholarship of teaching’?”
According to the literature, “The scholarship of teaching is not merely teaching our scholarship. Nor is it simply teaching well…The scholarship of teaching means that we invest in our teaching the intellectual powers we practice in our research” (Bender and Grey, 1999)
The Scholarship of Teaching and Learning (SoTL) has been described as a revolution, a movement, a framework, a tool, and even a paradigmatic change in higher education (Boshier and Huang, 2008) It has been introduced into the vocabulary of higher education as “the scholarship of teaching,” in Scholarship Reconsidered by Ernest L. Boyer (1990), the idea gained attention for giving college and university teaching a place within a broader vision of scholarship that also included the discovery, integration, and application of knowledge. Boyer regarded the scholarship of teaching as synonymous with academic research.
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The aim of scholarly teaching is simple: it is to make transparent how we have made learning possible. For this to happen, we must be informed of the theoretical perspectives and literature of teaching and learning in our discipline, and be able to collect and present evidence of our effectiveness, as teachers. In turn, this involves inquiry, evaluation, documentation, and communication. "A model of the scholarship of teaching offers a framework for making transparent the process of making learning possible (Trigwell et al. 2000)"
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PROFESSIONAL DEVELOPMENT
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2018-2019: I am currently registered for MSc (Thesis)
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Title: Impact of Fixed Orthodontic Treatment on the Oral-Health-related Quality of Life in Adolescents.
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Other courses attended:
Towards Professionalism:
I stay relevant and current by attending orthodontic workshops and diploma courses
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Orthologics
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Fast braces
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PDD (Interceptive Orthodontics)
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Anatomy Primary exam
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Physiology Primary exam
I continuously seek ways to improve student engagement and active participation in learning, workshops were conducted as training sessions for faculty members. The workshops aimed to share best practices and enhance learning outcomes. This reflects our faculty's dedication to improving the quality of education. The content of my lectures is research-driven, and through Orthodontic Dentistry, students have been exposed to these findings. Research has contributed to improving teaching and learning strategies and has positively impacted learning outcomes. I actively search for literature to expand the institution's orthodontic knowledge. Research projects include:-Completing a Post Graduate Module, Basic Research Principles taught by Professor N Myburgh at the University of Western Cape.-Supervising BDS IV research projects during the DRE 410 course.-Supervising MSc student (Dr. Carmilla van Zyl) in the Department of Orthodontics on the Prevalence of Anomalies in Orthodontics.-MSc (Thesis) on the Impact of Fixed Orthodontics on the quality of life of Adolescents. The presentations and workshops have not only spread insightful information but have also positioned our university as an innovative center for growth. Contributions to curriculum development have been significant. New developments in the field of orthodontic education have influenced curriculum programs and course design.My influence is not just limited to the classroom, but university-wide. I have been invited to present our departments best practices during Academic week. Having mentored junior faculty members and graduate students, I understand how important it is to support rising academics. Attending the research methods module and my own PDD and MSc research degrees has influenced my ability to assist new researchers with writing strong proposals and honing their research techniques.These workshops have included: -Writing retreat workshop-Curriculum review. Presenter-Academic Week: Colloquium presentation to University -wide lecturers. Blended Learning)
Research Methods
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SoTL research may include
reflection and analysis,
interviews and focus groups,
questionnaires and surveys,
content analysis of the text,
secondary analysis of existing data,
observational research,
and case studies” (Wikipedia, Scholarship of Teaching and Learning).
Experiential learning
Peer learning
Problem-based learning
Work placement learning
Institutional Administrative & Committee Work
Job Description
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Dentist
Module Coordinator / Lecture for Orthodontic:
ORT 320-BDS 3, ORT 400 - BDS 4, ORT 512 - BDS 5,
INO 611 & INO 612 Post Graduate Diploma course (Interceptive Orthodontics)
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Clinical Supervisor
Faculty Board member
Registered with the HPCSA
SADA member
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Job purpose
To design, develop and deliver a range of programs of teaching to students in the orthodontic department.
To develop, manage and monitor postgraduate and undergraduate programs. Work with Heads of Departments to ensure the efficient and effective delivery of teaching programs.
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Teaching and learning
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To design, develop and deliver a range of programs of study.
To review course content and materials on a regular basis, updating when required.
To develop and apply innovative and appropriate teaching techniques and materials
that create interest, understanding, and enthusiasm among students
To transfer knowledge including practical skills, methods, and techniques
To ensure that course design and delivery comply with the quality standards and
regulations of the university and department
To challenge thinking, foster debate and develop the ability of students to
engage in critical discourse and rational thinking
To supervise student projects to set, mark and assess work and examinations and
provide feedback to students
To ensure that the teaching content and methods of delivery are in accordance with equal opportunities.
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Student learning experience
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To be responsible for dealing with referred issues for students within their educational programs, act as a personal tutor, give first-line support to provide first-line support for colleagues, and refer them to sources of further help if required.
Responsible for managing taught programs, including oversight of day-to-day operational processes (e.g. timetabling, assessment, examination systems)
Ensure that program design and delivery comply with the quality standards and regulations of the University
Contribute to the development of academic processes across the institution
Contribute to the development of learning and teaching strategies
Develop and apply innovative and appropriate teaching techniques and material which create interest, understanding, and enthusiasm among students
Oversee the monitoring of student progress and provide advice and guidance to personal tutors and students as appropriate.
Research, enterprise, and scholarship
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Undertake and contribute to research, conducting individual research or collaborating with others, Conduct individual or collaborative scholarly projects.
Engage in knowledge generation, knowledge exchange and knowledge transfer activities.
Be aware and informed of developments in higher education relevant to the development of learning teaching and research strategies within the Department, Faculty, and University.
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Managing people
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Provide academic leadership to those working within program areas
Be involved in Faculty level strategic planning and contribute to the University’s strategic planning process
Contribute to the overall management of the Department in areas such as resource management, and program planning.
To be responsible for the delivery of our educational programs.
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Pastoral care
Undertake personal tutoring oversee the monitoring of student progress and provide advice and guidance
Appreciate the needs of individual students and their circumstances and assist them in accessing University support
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Academic Administration
Be responsible for quality, audit and other external assessments in your own areas of responsibility
Take responsibility for operational processes such as timetabling, assessment and examinations
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Problem-solving and impact
To resolve problems affecting the delivery of courses within its educational program, and in accordance with faculty, regulations to contribute to decisions, which have an impact on other related programs.
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Work environment
To balance the competing pressures of teaching, scholarship, research, knowledge transfer, administrative demands and deadlines
To engage in continuous professional development
To understand and apply the principles of equality of opportunity in an academic context.
Be aware of the risks in the workplace and the potential impact on their own work and that of others to conduct risk assessments in the Ortho Labs and clinics.
To take steps to reduce hazards and take responsibility for the health and safety of self and others.
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Equal Opportunities
All staff are expected to understand and enact the Faculty’s commitment to ensuring equality and diversity in all activities. This commitment is enshrined in the Equality Statement and core values.
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Dignity at work
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Every member of staff has a responsibility to ensure colleagues are treated with dignity and respect The Faculty of Dentistry is committed to creating a work environment for all staff that is free from harassment, intimidation and any other forms of bullying at work, where everyone is treated with dignity, respect and professional courtesy.
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Health and Safety
All staff are expected to take reasonable care of themselves and those who may be affected by their actions.
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Dress code
The University does not operate a formal dress code for its employees, other than for those who are provided with a uniform and/or protective clothing. However, employees must ensure that their dress is professional, reasonably smart and appropriate for the situation in which they are working. All staff should ensure that they present a professional image and one that reflects sensitivity to customer perceptions. This may reflect their ethnicity and lifestyle, but should not be provocative or cause offence to those with whom they have contact.
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Citizenship
All staff are expected to adhere to good citizenship, be generous with help and support to others, collaborate with colleagues and work for the benefit of the Faculty as a whole. In particular, working to provide a positive student experience and achieving excellence in all the Faculty’s activities.
PROFESSIONAL DEVELOPMENT
2018-2019: Registered for MSc (Thesis)
Title: Impact of Fixed Orthodontic Treatment on the Oral-Health-related Quality of Life in Adolescents.
· Orthologics
· Fast braces
· PDD (Interceptive Orthodontics)
· Anatomy Primary exam
· Physiology Primary exam
CODE OF GOOD PRACTICE - UNSATISFACTORY PROGRESS/ ENGAGEMENT
The Code of Good Practice is considered when there is unsatisfactory progress or engagement on the part of a student. This Code sets out the procedures through which unsatisfactory progress or engagement for all students (undergraduate, postgraduate taught and postgraduate research) should be handled. (see URL)
R E F E R E N C E S
Bender, E & Grey D. (1999). The Scholarship of Teaching. Research and Creative Activity. Indiana University Graduate School website. Referenced on May 1, 2007. URL address: http://www.indiana.edu/~rcapub/v22n1/p01.html.
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Boyer, E. 1990. Scholarship Reconsidered: Priorities of the Professoriate. Princeton, NJ: The Carnegie Foundation for the Advancement of Teaching. PDF available at http://www.hadinur.com/paper/BoyerScholarshipReconsidered.pdf
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Boshier, R & Huang, Y. (2008). In the House of Scholarship of Teaching and Learning (SoTL), Teaching lives upstairs and learning in the basement. Nov 2008, 645-656
Trigwell, K., Martin, E., Benjamin, J., & Prosser, M. (2000). Scholarship of Teaching: A model. Higher Education Research & Development, 19:2, 155-168.
Designing and creating this Teaching Portfolio was a wonderful way for me to reflect on the learning units I have taught, and what teaching strategies I have used in conjunction with pedagogical theories. Most importantly what worked well and what didn't, and how the learner adapted to different learning strategies. It has highlighted the joy of being a teacher and being able to mentor and facilitate learners along their journey. Not only is it rewarding to see the impact you have on the student's university experience, but to be able to assist in transforming society one citizen at a time is beyond comprehension and a truly humbling experience for me.
This formative tool helps me to build on and improve my teaching practices. I am fully aware that the teaching portfolio will serve as a vehicle for ongoing assessment and documentation of my teaching and learning practices, philosophies, performances, weaknesses, and accomplishments.
Thank you for allowing me into your space and for taking the time to discover who I am.
Self- Reflection
