My Not-Quite CMALT Portfolio
I have been working on a CMALT Portfolio for years (2015), if you want to know what this is follow the link. Meanwhile I am at a point where I can say: This started it in a different decade! Well, I have come close to submitting several times but always became stuck on Core 3 and just could not find the right voice for it. So instead of keeping telling myself that one day, one day I will pick this up again. I decided that this might just as well be a good place to begin gardening. I am officially declaring that I have given up on working on the portfolio–there you go. Phew! One more thing to fall off my cognitive load. Know when to cut your losses and all that. However, I do not want all the time that I have put into working on this to be lost. Besides the CMALT framework is also a good structure for reflexive practice so I might just as well share it–and begin gardening!
Gardening? What do you mean?
Well it’s 2021 now, and while I never might submit this portfolio it is a useful means for reflexive practice and record keeping. Last week I have read about digital gardens and I have it in my mind to use this blog as a digital garden. There were some great suggestions in the articles I read*, but the moment I read free software on Github my cognitive over-load comes crashing down. I would love to play and explore but as it stands right now, there is no time. So this simple to use platform with the new editor and a ton of templates will just have to do for now. One author suggested to use Notion and integrate pages into the digital garden–I might try this out at some point.
In the portfolio applicants are encouraged to reflect on their professional path and development:
My undergraduate degree is in Erziehungswissenschaften, which translates roughly into the Sciences of Education. Since then I have gotten an MPhil in Education (University of Glasgow), PhD in Education (University of Strathclyde), PGCert in Learning and Teaching in Higher Education, and a PGDip in Cognitive Coaching. During my studies I have held various roles teaching in formal and informal contexts, from teaching English in kindergarten over working with refugee and otherwise disadvantaged children in a charity to teaching at university level. Initially I wanted to go into teacher education: as cunning revenge for 12 years of pain and suffering in school–what better way than to make teachers better teachers? Right? Well I ended up in a profession in which I am teaching the teachers’ teachers so this is even more meta. Or a more impactful multiplier role.
The images display one of my favourite sayings which I can neither remember nor find the sources off. I think it was from a lecturer note from my undergraduate degree. It says learning in the principle and application in the matter or object. It means we learn based on the principle of a matter but applying it in the actual matter. You will find this echoed in my paper in which I describe how to go about implementing this axiom.