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Qualifications

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I design activities that necessitate active learning, student-to-student collaboration, and problem-solving. This allows for the application of course content in creative and original ways.

Dr. Indiana Robinson’s Teaching Style

My preferred teaching style is based on my own experience as a student and incorporates both the tutor/facilitator and mentor/demonstrator models. I also believe in project-based “real-world” applications to teaching and learning.

Tutor/Facilitator Activity Model

The tutor/facilitator model teaching style focuses on activities. This teaching style emphasizes student-centered learning, with more responsibility placed on the students to take the initiative to meet the demands of various learning tasks. Students who are comfortable with independent learning and can actively participate and collaborate with their peers will gravitate toward this approach. 

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Mentor/Demonstrator Model

Because the classroom is made up of students from different walks of life and with different learning styles, I tend to also run classes with an emphasis on Differentiated Instructions by using demonstration and modeling to mentor students who are more introverted. I will role-model some elements by demonstrating skills and processes and then act as a mentor/guide by the side in helping students develop and apply the taught KSAs (Knowledge, Skills, and Attitudes/Abilities).

As our motto states, students are expected to take responsibility for learning and to ask for help when they don't understand the material. My teaching style will encourage student participation. My presentations are geared towards various VAK (visual, auditory, kinesthetic) learning styles. I encourage students to employ critical thinking strategies, and I will endeavor to cater lessons in the following ways:

Visual-linguistic

Learner preference is towards written language – reading, ‘riting, and ‘rithmetic (reading, writing, and math).

Visual-Spatial

Learner preference is towards videos, charts, and illustrations – use imagination.

Auditory

Learner preference leans towards speech/inquiry, brainstorming, and teamwork.

Kinesthetic

Learner preference is towards moving around, drawing, and sketching.

Project-Based Teaching And Learning

PBL is a teaching philosophy that I embrace wholeheartedly. It is an instructional approach designed to give students the opportunity to develop KSAs (knowledge, skills, and abilities/attitudes) by engaging in processes set around challenges and problems they may face in the real world. This way, they will hone a triangle of success, as shown in the image below:

Triangle of Success

Skills

  • Setting objectives

  • Work productively

  • Logical thinking

  • Exchange information

  • Behaviors around others

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Attitudes

  • Internal

  • Believe in self

  • Strong moral values

  • Truthfulness

  • Good cheer

  • Keenness

  • Collaborative

  • Dedication 

Knowledge

  • Understanding

  • Comprehension

  • Mastery/ Command 

  • Awareness

  • Consciousness

  • Cognition

  • Recognition

  • Study

  • Investigate

  • Observe

  • Experience

General Knowledge

Learn gradually (familiarity)
Knowledgebase/expert knowledge/on-the-job-training

Explicit Knowledge

Gained from teaching, reading books, or from computers. Also gained from unawareness (riding a bike, learning how to walk, run, swim, brush hair/teeth).

Tacit Knowledge

Gained from personal experience such as working with team members.

Types of Knowledge

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About
Dr Indiana Robinson

Dr. Indiana Robinson is the author of over 100 books covering education academic writing, children’s works and activity books, health issues, family life and childlessness, autobiography and biography (The Pioneers), history of Jamaica, visual arts, culinary arts, poetry, music, novellas, ancestry, proverbs, herbs and roots, gardening, leadership, sports (cricket), and storms. She is also an educator who earned her doctorate in education over a decade ago.

Her Experience Spans Stints In Internal And External Consultancy In The Following Areas:

  • Attaining three graduate degrees – two master’s and a doctorate.

  • Studying international business at the bachelor’s, Master’s, and Doctoral levels.

  • Conducting professional development training in cohort learning for site administrators/field associates in student marketing, outreach, revenue projections, and retention strategies. 

  • Advising and mentoring classroom teachers of all levels at a higher education institution.

  • Certifying as a Human Resources Professional with HRCI.

  • Becoming a Society for Human Resources Management (SHRM) member.

  • Assisting professors at the doctoral level in Trends and Issues and SPED Law and Governance courses. 

  • Sitting on the Board of Advisors of JFK Tutoring Company.

  • Presenting at conferences on non-persisting students, on motivation vs. inspiration, and on art and APA in Dr. Charlene Desir’s research class (RES 8100). 

  • Writing a book, the ABCs of APA: An Incoming Student Inspirational Guide, to help doctoral students navigate APA.

  • Temping at a speech-language facility for children with autism. 

  • Tutoring at the elementary school level with the America Reads Federal Work Study program. 

  • Mentoring high school students in the Take Stock in Children (TSIC) Broward County youth program. 

  • Teaching high school students career discipline in the Summer Youth Employment Program (SYEP) Workforce One program. 

  • Undergoing Grants/Funding Management training. 

  • Applying for a university grant to teach adult coloring art to veterans suffering from post-traumatic stress disorder (PTSD). 

  • Donating school supplies, including animal toys, to elementary and middle school students in the USA and the Caribbean under the auspices of the Coalition of Jamaican Alumni Associations of Florida.

  • Exhibiting WowHerArt pieces at an Opa-Locka art gallery as part of the RHBC Writers Group annual conference in 2018.

  • Focusing a company, WowHerArt.com, on Caribbean women’s art and publishing a book based on the artworks.

  • Starting a business, InJa Ink PPP - People, Production, and Promotion encompassing all facets of the arts.

  • Volunteering at the Museum of Art (MOA) Shark exhibition (2013). 

  • Attending Guy Harvey’s seminar on shark conservation, writing books and poems on sharks, owls, ducks/other animals, and creating animal collages.

  • Creating animal-inspired institutional games, puzzles, and a scavenger hunt for conference warm-up and training exercises.

  • Pursuing the arts in her first computer class and taking a course in art history at a local community college.

  • Learning from guides by the academic side: Beryl Williams (escapism), May Muscarella (writing), G. I. Sullivan (art history), and Dr. Rupert Rhodd (internationalism), as well as mentors Rupert McKenzie (Jamaican history), Dr. Ralph Hogges (change agent/authorship), Dr. Delores Smiley (Black history),  Dr. Susan Davis (culture), Dr. Edna Suarez-Colomba (Women of Color in Higher Education) Dr. John Enger (Statistics), and Dr. Karen Bowser (T & D Games). All helped her to create a sense of expertise and belonging to build social capital. 

  • Treating children at Christmas under the auspices of Hi-Class Promotions at WAVS Radio (1170AM).

  • Cataloging children’s books while apprenticeship at a South Florida library.

  • Traveling with a reggae music artist and learning the ropes of artist management.

  • Forming a not-for-profit organization, EdArt Ink, for collaborating, advising, mentoring, and tutoring (non-curriculum) by:

Inducting students into the processes of non-fictional literary writing, Planning tutoring activities for children of all ages and levels in a summer camp online environment, Exploring the geography and the animals of the seven continents and the Caribbean, being knowledgeable in the arts, the Surrealism Movement, and Black Female Artists (BFAs) appraising others in ways to utilize medicinal herbs and roots for healing various ailments, studying the ABCs of APA in academic writing, schooling in the rudiments of mathematics in everyday life interpreting and applying proverbs to real-life situations, learning about the plight of women immigrants in higher education, women in the Surrealism art movement, and Black Female Artists (BFA), 
instructing leadership lessons through animal behaviors that lead to togetherness and peace in their habitats, discovering that animals are everywhere around us, metaphorically speaking, enticing picky children to eat foods using culinary animal art,
conducting a pilot study in creating a school zoo garden, using adult coloring to help veterans through their PTSD struggles, 
employing Critical Thinking Skills (CTS) to overcome barriers caused by Patois Language usage in classrooms and knowing the struggles that teachers face, and understanding the effects of South Florida’s hurricane patterns.

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