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Teaching Portfolio - Jana Lamprecht CA(SA)

My interactive teaching portfolio
by

Jana Lamprecht

on 3 October 2014

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Transcript of Teaching Portfolio - Jana Lamprecht CA(SA)

Abbreviations
Plans for addressing weaknesses identified in evaluations
Teaching objectives
Success rates
Teaching Portfolio
Syllabi and Assessment
Teaching
responsibilities
Peer-Review
Explanation
Jana Lamprecht
A university recognised across the world for excellence in academic achievement and in human reconciliation.
Mission UFS
CA(SA) - Chartered Accountant South Africa

CTA - Certificate in the Theory of Accounting

IFAC - International Federation of Accountants

ITC - Initial test of Competence administrated by SAICA

SAICA - South African Institute of Chartered
Accountants

TRECO - Training Requirements Committee

UFS - University of the Free State
Teaching philosophy Statement
I compare my Teaching Philosophy to an onion. Each layer can be identified and separated; however, on its own the layers are weak and fragile. An "onion" is only strong when the layers fit tightly and grow together.
“Why do you teach Auditing when you can earn so much more as an CA(SA)?” is a question I often get asked. My reply - "I teach to experience those moments where I make a difference in someone’s life". I refer to these moments as GOLDEN MOMENTS. Those moments where I see a student suddenly grasping a concept because of the effort I put into a lecture. Those moments where a student’s attitude changes from
helplessness
to
hopefulness
after a pep talk. Those moments where you receive an email from a student thanking you for something you did during one of your lectures. I never experienced these GOLDEN MOMENTS when I was in the private sector.
Why Auditing? Of the four main subjects Auditing (due to its nature) is the one towards which students are the most negative, but which I like the most. Therefore I have made it my mission to break down the negative perceptions students have towards Auditing through my teaching.
Even though SAICA prescribes the minimum content I should teach, I see what I need to teach broader than just this prescribed content. I need to equip my students to enter the workplace as a capable future CA(SA). Two skills that are especially important for this is the development of critical thinking and lifelong learning.
The “challenge” in teaching Auditing is that students have no frame of reference regarding Auditing, mainly since there are no television shows about Auditors. Due to this the
how
of my teaching focuses a lot on sharing real life stories and showing students how Auditing fits into the real world. I also aim to make students aware of where Auditing can be seen in their own day to day activities. I strive to use a variety of creative methods to engage my students. When choosing a method I take into account what students need to learn and that students have different learning styles. Although my students come from different backgrounds they are at honours’ level and it is assumed that they have the same foundational knowledge. When designing lectures both the content and the pervasive skills that need to be mastered are taken into account.
I continuously measure and assess my teaching performance. This includes student evaluations and success rates. On a regular basis I also read up on new developments in teaching and learning, especially technology, and where possible integrate it into my teaching methods. Through the years I have developed professional relationships with Auditing lecturers at most SAICA accredited universities. I interact with these colleagues on a regular basis to soundboard new ideas and concepts.
When a student follows a surface approach the student focuses on getting the task done with as little trouble as possible, while appearing to meet the requirements of the course. The student follows a strategy of reproduce through rote learning.
When a student follows a deep approach the student feels a need to perform the task appropriately and meaningfully. In this approach the student tries to apply the most appropriate cognitive activities. The student follows a strategy of reading wider and combining knowledge with relevant embedded knowledge.
When a student follows an achieving approach the motive of the student is based on competition and ego-enhancing. The student follows a strategy based on organising time and work space (Biggs and Tang 2007 and Biggs 1987).
At level one the student is regarded as a “sponge” absorbing material without too much reflection as to where the knowledge is taking them.
At level two the focus is on what the lecturer does, and how it impacts on the student’s learning.
At level three the focus is on what the student does and lecturing is seen as a support for learning. The student is regarded as working hard, actively and effectively, but is still just doing what they are told to do.
Houghton (2004) added a fourth level to Bigg’s module. He regards this fourth level as the ultimate purpose of higher education. The student is doing the work but is not taking responsibility for deciding what to do (Houghton 2004). At Houghton’s fourth level the focus is on how the student takes responsibility for managing his/her learning, as well as choosing how to learn. At first this takes place within the frameworks created by the lecturer, but eventually the student develops his/her own framework. Therefore, students cannot be expected to develop into good managers of learning if they have not been exposed to effective learning strategies or encouraged to see their value through properly aligned assessment (Houghton 2004). This fourth level links well with the concept of the achieving approach as well as becoming a responsible learner.
I’m convinced that lecturing B.Acc.(Hons.) students entails more than just transferring my experience and knowledge from the handbook to the student. I have accepted the responsibility of developing these students into responsible learners (since they have to pass the national qualification examinations and become lifelong learners) and preparing them for their job in the real world. When choosing teaching techniques my aim is to address these two responsibilities. This entails working with the students through the three levels of Biggs’s module (see diagram) and ultimately developing (and leaving) them to reach Houghton’s fourth level. Working through these levels starts out with showing students step by step what to do and concludes with “leaving” the student to take responsibility for their own learning.
The link between the levels of learning and my teaching techniques
The diagram describes how research (from my Master's thesis) has influenced my teaching techniques. It firstly focuses on the approaches to learning and then on the levels of learning.
Auditing, like the other subjects in the B.Acc.(Hons.) program, falls under the syllabi set by SAICA. Lecturers can’t influence or change the syllabi. The only freedom lecturers have is in the method to deliver the information. CTA lecturers have a big responsibility to ensure that CTA students are familiar with the whole syllabi. The detailed syllabi can be located on SAICA's website - www.saica.co.za.
When setting tests and examination papers the aim is to cover the whole syllabi in detail. This is done by identifying before each test what has already been assessed and what should still be assessed. This process is followed up to the examination.
Teaching Objectives
My
short term
goals are the following:
To develop study aids for every module in the course. Through these study aids I aim to assist students in understanding and memorising the information. I've developed quite a few up to date (e.g. flash cards, FAQ videos and mindmaps), but I still want to do more.
To develop my Blackboard Module to utilise the functions of Blackboard to the full. I would like to use the Audit process poster I developed as the backbone and build the content around it.
Develop a tagging system for Auditing open book resources to enable the students to manage their open book resources effectively. I would once again like to link it back to the Audit process poster.

My
long term
goal is to share my teaching and learning expertise, both research findings and techniques, with my colleagues to positively
influence teaching and learning in my subject
field and Faculty.

I completed my MA in Higher Education studies during 2011. I'm currently busy with my proposal for my Phd which will be presented at the end of 2014. My research will focus on gaming and gamification in Auditing to improve students attitude towards Audting.

When identifying, developing and implementing strategies and methodologies my teaching philosophy and research findings are taken into consideration.
Audit Process Poster
Developed by Jana Lamprecht
2013
2010 evaluation
• Too much homework
: I can understand that students may feel that the homework is too much. The questions I gave students were often divided between homework and self-study questions. The homework should be done for the next class, but the self-study questions are questions to assist students to prepare for tests and the examination. I have decided to give better guidance from 2011 for the difference between what questions should be done when, and to ensure that students do to feel overwhelmed by the homework. This comment was not raised since 2011.
• Study material sometimes feel unstructured
: I think this comment was because the last module of the year was a big module with only one module page. I have decided to break this module into smaller modules for 2011. In 2014 I revamped the module pages and gave students guidance on how to effectively file their material.

2011 evaluation
• Not always sure of the order of mind maps
: During 2011 I handed the mind maps out as I covered the work. From 2012 I printed a hand-out pack that contained all the mind maps.
• The lecturer does not always refer to the textbook, making it difficult to follow
: I do not believe that honours' lecturers should take students by the hand and guide them through the handbook. I take it that if a student prepares for a class they should be able to follow the lecturer without the lecturer constantly referring back to the handbook. However being aware of this comment I now guide my students clearly in what to prepare for the next class, and make sure that during a lecture I’m aware of students “looking lost” or paging (searching) in the handbook.
• Notes are helpful but it would be better if these notes are available before the lecture
: In 2012 I have made notes available (as far as possible) before the work is explained, allowing students to prepare the source material and the notes. I have also made the Prezi-file available so that students can use the electronic file to prepare.

2012 evaluation
• Not enough class discussion
: After receiving this comment I started implementing the following during lectures: I would explain a topic, ask whether there are any questions and answer it, then ask students to explain the topic to one another and then asked for questions again. This has resulted in very interesting and important questions being raised by the students. Students are then also able to quickly identify whether they do or do not understand the specific topic.
• Give more questions
: During each module I provide students with sufficient questions, but not too much. I have found if I give too much homework they do not do any of the homework questions since they feel overwhelmed. After this comment I referred students to the back of their question book for a list of questions sorted according to the different modules. Students can use these questions for additional questions as needed. At the beginning of the year I handed out solutions to all the questions in the book.

2013 evaluation
During 2013 the our Department moved to an evaluation performed through the Blackbaord system. No significant comments were received.



Student Feedback
Review of teaching material
I have not submitted my teaching material for a formal review, but do discuss it with my fellow Auditing colleagues (both internal and external colleagues) on a regular basis. When I develop new material I discuss and share it with these colleagues and incorporate any comments into the material. This has also resulted in some of my notes already being used in the second year Auditing class, e.g. the Audit process poster.

On 15 September 2010 I visited Prof Marianne van Staden, the former head of UNISA’s Auditing department. I shared the Audit process poster I developed, the Prezi I use and the methods of teaching different modules e.g. computers with her. She was very impressed with the information.
From 2010 I have attended the annual SAICA competency workshop on auditing. Auditing lecturers from all SAICA’s accredited universities attend these workshops. During these workshops I have shared my Auditing process poster and teaching techniques and have built a strong professional relationship with lecturers from most universities.

The following are emails and letters from colleagues. Post its are attached to explain the context.

E-mail received after a SAICA annual Competency Framework meeting
E-mail from Prof van Staden after a visit to UNISA.
2012 Nomination letter
Email from the Thutuka coordinator after I presented my "How to pass the exam" workshop.
Nomination letter
During 2012 the staff of Fort Hare could choose a university to visit. The Auditing ad Management Accounting department chose the UFS.
Feedback from Jeff Rolands after reading my Masters dissertation.
2012
E-mail received after a SAICA annual Competency Framework meeting
Please use either the arrows at the bottom of your screen or your keyboard arrow keys to follow this presentation.
To see the big picture click on the house on the right hand side of the screen.
Click on the +/- on the right hand side to increase/decrease anything.
2012
2010
Nomination Letters
2013
Request to build an electronic study guide around my Auditing poster. I'm busy following this up for possible collaborative research.
Audit Process Poster
Developed by Jana Lamprecht
Teaching strategies and methodologies
Mail.Messages and WhatsApp are used to communicate effectively with students. This has reduced the number of face to face consultations saving both me and the students time.
Mobile Learn (Blackboard) is used to manage my Blackboard account via the iPad.
Facebook makes it easier to communicate with students. See previous comments regarding Facebook.
Keynote is used for presentations during lectures.
iAnnotate PDF is used to tag and highlight documents. See previous comments.
VideoScribe is used to create videos. See previous comments on videos.
Pinterest is used to identify and manage quotes and resources to be used in my classes.
Explain everything is used to create videos. See previous comments on videos.
iMovie is used to edit videos created.
Easy QR, Chirp and Aurasma is new technology that was used to get students excited about information systems. This has lead to students sharing new technology with the class.
Notability is used for admin purposes (e.g. notes and minutes).
Prezi is used to design and present lectures following a picture approach. See previous comments on Prezi.
Research plan
Extracts from the "How to pass the exam" course
Audit survival Kit pamphlet
Extract from the Year program
Extract from module notes
Audit process poster
Audit process Prezi
Example of a mindmap
Example of a question (in PDf) that was annotated
Document to be completed for homework assignments.
Example of Pastel application controls
Example of items that were taken to class to discuss the risks associated with inventory.
Class on materiality and the audit report
Extract from the PwC Spoof video
Goal planning sheet
Example of Facebook posts
Example of open book resource material being highlighted
ifac.org video example
Extracts of self generated videos
Examples
iPad and iPhone apps used for teaching and learning
Broyles, I.L., Cyr, P.R. & Korsen, N. 2005. Open book tests: assessment of academic
learning in clerkships. Medical Teacher 27(5):456-462.

Buzan, T. 2003. Mind maps for kids: the shortcut to success at school. London:
Thorsons.


Gibbs, G. & Habeshaw, T. 1989. Preparing to teach. Bristol: Technical and Educational
Services Ltd.

An instrument to measure mathematics attitudes – M Tapia, G Marsh 2004

Wiersema, J.A. & Licklider, B.L. 2008. Developing responsible learners: expectations
and accountability are crucial. Journal of Ethnographic & Qualitative Research 2212-
221.

www.vark-learn.com

Sources

• National involvement:
Presented (and prepared part of the material) for the 2014 SAICA SME Technical Update.
Member of SAICA TRECO committee.
Presented study technique workshops at two other Universities.
National Auditing representative on SAAA national executive committee.
Co-author on two South African Auditing handbooks.
Curriculum Vitea
Examples will be provided for bold underlined text.
Feedback on workshop presented
• When setting assessments I do extensive research on what happened in South Africa as well as in the world wide business environment. This allows me to set questions that are close to real life situations. Here are some examples I have used in my assessments - a high tech herb farm, Kindle ebook sales, Security bags for luggage at airports, Online gambling, SABC, Chines formula milk scandal.
Full transcript