Overview of my Teaching Portfolio
Welcome to my teaching portfolio!
This site is designed to showcase my expertise, experience, and passion as an educator. Within this portfolio, you will find a collection of resources, reflections, and evidence of my teaching journey.
The portfolio is divided into several sections, each highlighting different aspects of my teaching practice. I firmly believe in creating a student-centered and inclusive learning environment that fosters growth and success for all learners.
My "Teaching Philosophy" details my journey in different roles and how learning theories have shaped my instructional methods.
My "Documentation of Teaching" lists the various didactic, pre-clinical and clinical courses I have taught as a course director in 3 departments.
The "Theory to Practice" section delves into my instructional strategies and pedagogical techniques. Here, you will discover my commitment to active learning, critical thinking, and technology integration. I incorporate innovative methods to engage students, promote collaboration, and cultivate a love for lifelong learning. You will find firsthand accounts of student achievements, projects, and collaborative initiatives.
The "Student Testimonials" section showcases the impact I have made on my students' lives. Through their words, you will gain insight into the positive learning experiences and the supportive relationships I have developed with my students. These anecdotes highlight my dedication to creating meaningful learning experiences and fostering a positive classroom culture.
The "Professional Development" section outlines my commitment to continuous improvement and professional growth. I provide details of workshops, conferences, and certifications that have enriched my teaching practice and expanded my knowledge base. I am passionate about staying up-to-date with the latest research and best practices in education.
I welcome collaboration, professional inquiries, and opportunities to contribute to the field of education.
Thank you for visiting my teaching portfolio! I hope this collection of experiences and reflections demonstrates my commitment to excellence in teaching and inspires you to explore further.
My Teaching Philosophy
Fostering Critical Thinking and Igniting Student Engagement: The Power of
Technology-Enhanced Learning
Socrates once said, "Education is the kindling of the flame, not filling of the vessel," and this quote has deeply resonated with my teaching journey. As a former Course Director in Restorative Dentistry, I discovered the importance of kindling the flame of critical thinking in my students. Through my experiences and observations, I realized that incorporating technology and active learning strategies was key to developing this vital skill in the field of dental education. When I embarked on developing a comprehensive Restorative Summative OSCE for graduating seniors, I encountered the challenge of defining and teaching critical thinking. However, I persevered and designed case-based questions that encouraged students to think critically. This experience sparked a determination to mentor both students and faculty in cultivating this crucial skill. I recognized that introducing complex factors in case-based discussions creates a context that fosters critical thinking. By providing students with opportunities to analyze real-world scenarios and encouraging thoughtful problem-solving, we enable them to develop critical thinking skills essential for their future practice.
Aristotle stated, "Those that know, do. Those that understand, teach." To demonstrate this, I have championed the use of technology as a catalyst for active learning and student engagement. By incorporating various technological tools, such as EdPuzzle, Kahoot, Jeopardy, and PollEverywhere, I enhanced the learning experience and kept students actively involved in the classroom. Technology facilitates interactive discussions, promotes collaborative learning, and provides immediate feedback, all of which contribute to the development of critical thinking skills.
Another practice based on Social Cognitive Theory and Constructivism is working in teams and learning from peers. By challenging students to create a treatment plan for a dental patient and justify it with evidence-based articles, they develop their skills in synthesizing information, critically analyzing evidence, and making informed decisions. This is an integral part of my Integrated Clinical Sciences II course for second-year students. As part of the case-based discussions, students are expected to do a Fishbone Analysis to understand the multifaceted systems of healthcare. This structured, organized methodical way to deconstruct what happened, identify root causes, critically analyze the scenario, and propose strategies for improvement. These activities draw upon social cognitive theory, as they emphasize the role of social interactions, observation, and reflection in learning and developing critical thinking skills.
Another theory that the Fishbone analysis is based on is the Cognitive Load Theory. Based on the complexity of the content, the balance needs to be maintained between the intrinsic load, the germane load, and the extrinsic load needs to be minimized or eliminated. If there is no space for understanding, there is no processing of information that creates the schemas, converting working memory into long-term memory. The Fishbone analysis exercise accomplishes the schema creation and the “ space for understanding”.
The clinical faculty have mentioned that the students are comfortable doing critical thinking in the clinic because of this exercise. Additionally, the teams are expected to complete a 3-2-1 report. Presenting three key takeaways from their learning experiences encourages students to summarize and articulate their newfound knowledge effectively. They are also required to present 2 assumptions that were debunked and 1 additional point for further inquiry. Sharing their own experiences regarding a patient with a similar condition helps cement the theory to practice. Peer Review of the treatment plan is another team-based assignment promoting professional communication, and collaborative learning and allowing students to benefit from the diverse perspectives and experiences of their peers.
We often encounter faculty who excel clinically but struggle with effective teaching methodologies in dental education. Motivating faculty to invest in effective teaching is vital to fostering critical thinking. Understanding the challenges involved, I emphasize the value of teaching to make a lasting impact on students' learning. I provide faculty with professional development opportunities, showcasing the benefits of modern pedagogies and active learning strategies. By demonstrating the positive impact of technology on student engagement and outcomes, I inspire faculty to embrace change and enhance their teaching practices. Additionally, I emphasize the importance of continuous learning and adapting to the evolving educational landscape.
In conclusion, my teaching philosophy revolves around igniting critical thinking and promoting active learning through the integration of technology and a range of learning theories. By designing guided learning questions, engaging in team-based assignments, analyzing treatment plans with evidence-based articles, conducting peer review, connecting theory to practice, utilizing fishbone analysis, questioning assumptions, gaining new perspectives, and summarizing key takeaways, I create a dynamic learning environment that cultivates critical thinking skills in dental students. Through these efforts, I empower students to become thoughtful and skilled dental professionals who can critically analyze complex situations, make evidence-based decisions, and continually enhance their clinical practice.
As a passionate educator, I strive to inspire faculty to embrace effective teaching methodologies and provide them with the necessary support and resources. I believe that it is possible to create a dynamic learning environment that prepares dental students for a lifelong love for learning.
Fostering Critical Thinking and Igniting Student Engagement: The Power of
Technology-Enhanced Learning
Socrates once said, "Education is the kindling of the flame, not filling of the vessel," and this quote has deeply resonated with my teaching journey. As a former Course Director in Restorative Dentistry, I discovered the importance of kindling the flame of critical thinking in my students. Through my experiences and observations, I realized that incorporating technology and active learning strategies was key to developing this vital skill in the field of dental education. When I embarked on developing a comprehensive Restorative Summative OSCE for graduating seniors, I encountered the challenge of defining and teaching critical thinking. However, I persevered and designed case-based questions that encouraged students to think critically. This experience sparked a determination to mentor both students and faculty in cultivating this crucial skill. I recognized that introducing complex factors in case-based discussions creates a context that fosters critical thinking. By providing students with opportunities to analyze real-world scenarios and encouraging thoughtful problem-solving, we enable them to develop critical thinking skills essential for their future practice.
Aristotle stated, "Those that know, do. Those that understand, teach." To demonstrate this, I have championed the use of technology as a catalyst for active learning and student engagement. By incorporating various technological tools, such as EdPuzzle, Kahoot, Jeopardy, and PollEverywhere, I enhanced the learning experience and kept students actively involved in the classroom. Technology facilitates interactive discussions, promotes collaborative learning, and provides immediate feedback, all of which contribute to the development of critical thinking skills.
Another practice based on Social Cognitive Theory and Constructivism is working in teams and learning from peers. By challenging students to create a treatment plan for a dental patient and justify it with evidence-based articles, they develop their skills in synthesizing information, critically analyzing evidence, and making informed decisions. This is an integral part of my Integrated Clinical Sciences II course for second-year students. As part of the case-based discussions, students are expected to do a Fishbone Analysis to understand the multifaceted systems of healthcare. This structured, organized methodical way to deconstruct what happened, identify root causes, critically analyze the scenario, and propose strategies for improvement. These activities draw upon social cognitive theory, as they emphasize the role of social interactions, observation, and reflection in learning and developing critical thinking skills.
Another theory that the Fishbone analysis is based on is the Cognitive Load Theory. Based on the complexity of the content, the balance needs to be maintained between the intrinsic load, the germane load, and the extrinsic load needs to be minimized or eliminated. If there is no space for understanding, there is no processing of information that creates the schemas, converting working memory into long-term memory. The Fishbone analysis exercise accomplishes the schema creation and the “ space for understanding”.
The clinical faculty have mentioned that the students are comfortable doing critical thinking in the clinic because of this exercise. Additionally, the teams are expected to complete a 3-2-1 report. Presenting three key takeaways from their learning experiences encourages students to summarize and articulate their newfound knowledge effectively. They are also required to present 2 assumptions that were debunked and 1 additional point for further inquiry. Sharing their own experiences regarding a patient with a similar condition helps cement the theory to practice. Peer Review of the treatment plan is another team-based assignment promoting professional communication, and collaborative learning and allowing students to benefit from the diverse perspectives and experiences of their peers.
We often encounter faculty who excel clinically but struggle with effective teaching methodologies in dental education. Motivating faculty to invest in effective teaching is vital to fostering critical thinking. Understanding the challenges involved, I emphasize the value of teaching to make a lasting impact on students' learning. I provide faculty with professional development opportunities, showcasing the benefits of modern pedagogies and active learning strategies. By demonstrating the positive impact of technology on student engagement and outcomes, I inspire faculty to embrace change and enhance their teaching practices. Additionally, I emphasize the importance of continuous learning and adapting to the evolving educational landscape.
In conclusion, my teaching philosophy revolves around igniting critical thinking and promoting active learning through the integration of technology and a range of learning theories. By designing guided learning questions, engaging in team-based assignments, analyzing treatment plans with evidence-based articles, conducting peer review, connecting theory to practice, utilizing fishbone analysis, questioning assumptions, gaining new perspectives, and summarizing key takeaways, I create a dynamic learning environment that cultivates critical thinking skills in dental students. Through these efforts, I empower students to become thoughtful and skilled dental professionals who can critically analyze complex situations, make evidence-based decisions, and continually enhance their clinical practice.
As a passionate educator, I strive to inspire faculty to embrace effective teaching methodologies and provide them with the necessary support and resources. I believe that it is possible to create a dynamic learning environment that prepares dental students for a lifelong love for learning.
Documentation of Teaching
Theory to Practice
Evidence-based Teaching Practices
My teaching philosophy is to develop critical thinking skills in dental students, in preparation for clinical excellence and instill the curiosity to be a lifelong learner. Some of the learning theories I have implemented in practice are the following: 1.Constructivism Theory 2.Social Cognitive Theory 3.Transformative Learning Theory 4. S-A-M-R Model of Technology Integration Constructivism: Constructivism is a powerful learning theory that highlights the dynamic and participatory nature of knowledge construction. It posits that learners play an active role in shaping their own understanding and that reality is shaped by their personal experiences. Instead of merely absorbing information, learners engage in reflective thinking, form mental representations, and integrate new knowledge into their existing frameworks. This approach fosters deeper learning and promotes a wholesome comprehension of concepts. By emphasizing the learner's active involvement in knowledge creation, constructivism offers an effective framework for facilitating meaningful educational experiences. Though introduced by Jean Piaget, a Swiss psychologist and expanded by Lev Vygotsky, a Soviet psychologist, John Dewey and Bruner also added other elements to the theory of constructivism. Social Cognitive Theory: Albert Bandura's Social Cognitive Theory is a prominent framework that explores how individuals learn and develop through their interactions with the social environment. According to Bandura, learning occurs through the reciprocal interaction between cognitive processes, behavior, and environmental influences. His theory emphasizes the importance of observational learning, where individuals acquire new knowledge and skills by observing others and imitating their behaviors. It underscores the significance of self-efficacy, which refers to an individual's belief in their own ability to succeed in specific tasks or situations. Reciprocal teaching is an instructional approach that promotes active engagement, collaboration, and critical thinking. Transformative Learning Theory: Mezirow's transformative theory offers valuable insights into the process of transformative learning, where individuals critically reflect on their previous ideas, experiences, and learnings, leading to a shift in their perspectives and beliefs. Educators can facilitate this transformative process by providing structured opportunities for critical reflection and critical review. Mezirow's ten phases of transformative learning provide a framework to understand this process. It starts with a disorienting dilemma, which challenges individuals' existing beliefs and assumptions. This leads to self-examination and a sense of alienation, prompting individuals to seek connections with others who share similar discontent. Exploring options for new behavior and building confidence in new ways follow, enabling individuals to plan a course of action. Acquiring the necessary knowledge to implement their plans is essential, which leads to experimenting with new roles. Finally, the process concludes with reintegration, where individuals assimilate their transformed perspectives into their lives. By understanding Mezirow's transformative theory and incorporating these phases, educators can create a supportive and transformative learning environment that encourages students to critically reflect, challenge assumptions, and experience personal growth and transformation. My role as the Course Director of Integrated Clinical Sciences II for second-year dental students is based on building on prior knowledge gained in their first year. This is based on constructivism as the basis of learning. Piaget and Vygotsky believed that learners constructed meaning out of their own experiences and as educators merely facilitated the learning. This is true of my seminar course designed as a flipped classroom. Students are in groups of 5 and they work on assignments where they organize the patient information into a structured case presentation format and create a customized treatment plan for that patient. Guided learning questions are provided that direct the learning in a methodical way. Another team assignment is the Critical Reflections which focuses on assumptions about that medical condition, new perspectives gained from working on the case, sharing individual experiences, 2 scenarios where they would apply what they have learned, and 1 additional discussion point. This type of collaborative learning is based on the Social Cognitive Theory where social interactions facilitate the learning. A Peer Review assignment was introduced last year for teams to challenge the treatment plan created by another team. Both teams were called upon to defend their rationale, using evidence-based dentistry articles of relevance. This process of peer learning, learning by observation is based on Bandura’s Social Cognitive Theory. By interweaving constructivism and social cognitive theory with the third theory on Transformative Learning, I have created a fun-filled, engaging, student-centered approach to teaching and learning. This was a journey as I transitioned from being a first-year course director to a second-year course director. This forced me to think about the major differences between pedagogy and andragogy. I realized soon enough that teaching new D2s was not the same as teaching the same cohort the previous year. A switch had flipped and now I had to seek collaboration from them to redesign my seminar course. I chose relevant topics based on the challenges they faced in the clinic and structured critical thinking exercises to develop critical thinking. The Fishbone Analysis on case reports resulting in adverse outcomes was a challenging assignment to launch but had favorable outcomes. Introducing an uncomfortable problem and asking the teams to analyze it and then reflect upon how they would have treated the patient differently was based on constructivism, social cognitive theory, and transformative theory. The metacognition from the class was amazing! This is where I was able to employ “ reciprocal teaching” by asking “Why do you say that” “Why do you think so” and “Why would you do that”. Generative AI to Create Educational Videos: The integration of generative AI technology into the process of creating educational videos represents a significant shift from previous methods. In the past, creating such videos required extensive collaboration with audiovisual experts and videographers, involving time-consuming tasks like editing and audio mixing. However, with the advent of generative AI, the production process is streamlined, enabling the creation of engaging and interactive multimedia content. This shift creates new possibilities for active learning in creating a treatment plan in Axium. By leveraging generative AI, students can now benefit from bite-sized, step-by-step explanations provided by an avatar, making complex concepts more accessible and easier to understand. This interactive multimedia approach enhances the educational experience, allowing students to actively engage with the content and actively participate in the learning process. Additionally, the use of generative AI opens the potential for incorporating question-and-answer sessions, where students can interact with the AI system to clarify their doubts or seek further explanations. This interactive element further increases the chances for active learning and student engagement. By providing a platform for Q&A with generative AI, students can actively explore and deepen their understanding of treatment planning in Axium. This dynamic and interactive approach fosters critical thinking and problem-solving skills, empowering students to actively participate in the learning journey. In summary, the integration of generative AI technology revolutionizes the creation of educational videos for teaching treatment planning in Axium. The shift from traditional methods to interactive multimedia content enhances the educational experience, allowing for active learning and increased student engagement. With the possibility of incorporating Q&A sessions, generative AI could form new avenues for deepening understanding and fostering critical thinking skills. This transformative approach paves the way for a more dynamic and interactive educational experience in treatment planning. I am eager to see what else I can implement based on evidence-based teaching methodologies! AI-generated Tutorial on Treatment Planning in Axium |
|
Awards and Student Testimonials
Examples of Instructional Strategies Implemented & ResultsFishbowl Activity |