This document provides guidance for developing a teaching philosophy statement focused on adult learning in an online environment. It discusses key concepts in adult learning theory, such as the five issues addressed in andragogy. The document outlines the recommended sections to include in a teaching philosophy statement: conceptualization of learning, conceptualization of teaching, goals for students, implementation of the philosophy, and a professional growth plan. Specific questions are provided for each section to help articulate beliefs about adult learning and teaching approach.
This presentation discusses the following topics:
Teaching: definition and meaning
Characteristics of good teaching
Views of great thinkers and philosophers on teaching
Becoming a reflective teacher and his characteristics
My goals as a teacher
“It takes a perfect blend of several qualities to create a truly effective teacher who can have a lasting impact on virtually every student.” – Derrick Meador
After completion of the training workshop, the participants will be able to know:
- Four essential qualities of a good teacher:
- Knowledge
- Communication skills
- Interest
- Respect for students
- Personal characteristics of an excellent teacher
- General Qualities of a Good Teacher
- Specific Qualities of a Good Teacher
- Use of Knowledge
- What does an effective teacher look like?
- Characteristics and Abilities of Effective Teachers
This presentation discusses the following topics:
Teaching: definition and meaning
Characteristics of good teaching
Views of great thinkers and philosophers on teaching
Becoming a reflective teacher and his characteristics
My goals as a teacher
“It takes a perfect blend of several qualities to create a truly effective teacher who can have a lasting impact on virtually every student.” – Derrick Meador
After completion of the training workshop, the participants will be able to know:
- Four essential qualities of a good teacher:
- Knowledge
- Communication skills
- Interest
- Respect for students
- Personal characteristics of an excellent teacher
- General Qualities of a Good Teacher
- Specific Qualities of a Good Teacher
- Use of Knowledge
- What does an effective teacher look like?
- Characteristics and Abilities of Effective Teachers
Contracts TEMPLATEMethod Name GetCDByCDID()Class Name CDList.docxmaxinesmith73660
Contracts TEMPLATE
Method Name: GetCDByCDID()
Class Name: CDList
ID:
Clients (Consumers):
This method will mostly be called by a user interface module in response to an end user wanting to select and display more information for only one CD from the current list of CDs.
The current list of CDs is populated and maintained by a CDList object, and this method is one of the methods of the CDList class.
So the user interface layer module would call this method on a CDList object (called myCDList below), passing in the ID of the selected CD (value of 2 below) like this:
CD myCD = myCDList.GetCDByCDID(2);
Associated Use Cases:
Place Order
Description of Responsibilities:
This method searches the current list of CDs that the end user is working with and returns a CD whose ID matches the argument to the method. Otherwise, the method will return NULL (no CD with this ID).
Arguments Received:
int id
The ID of the selected CD to search for and return
Type of Value Returned:
A CD object or null (if no object is found)
Definition of the CD class follows (in Java):
class CD
{
public CD(int id, String title, String category)
{
this.CDID = id;
this.CDTitle = title;
this.CDCategory = category;
}
public int CDID;
public String CDTitle;
public String CDCategory;
}
Pre-Conditions:
1. The CDList object must be populated with a number of CD to select from by CDID. The object could be populated from records in the database, data from a file, or from memory before the method is called.
2. For testing purposes, it was decided that the CDList object will be populated with a number of CD in the constructor method of the CDList class. Thus the right sequence of calling this method is:
CDList myCDList = new CDList();
CD myCD = myCDList.GetCDByCDID(2);
Post-Conditions:
1. The method either returns a CD matching the CDID provided or returns null if no CD was found matching the provided CDID.
EDES 6103 Curriculum and Instructional Leadership
Spring 2014
Philosophy Statement
Philosophy of Education Statement
What are my core beliefs about teaching and learning?
What is it?
A philosophy is a set of beliefs that regulates actions. Because our brains are programmed to make decisions quickly, over time our experiences create an “automatic pilot” which influences the things we do. A philosophy statement of education is a concise summary of your personal beliefs about teaching and learning. What should the aim of education be? Should teachers focus on students or subject matter? Should students have a say in what they learn? Which subjects should be emphasized? What role do parents play in a student’s education?
Why write one?
To be an effective teacher/counselor, your beliefs about teaching and learning and assisting must be based on an explicit set of values. It is the first-step in becoming a Reflective Professional.
In his book The Skillful Teacher (1990), Stephen Brookfield explai.
At the end of the session, you shall be able to
Define educational psychology
List atleast 5 aims of education psychology
Describe the history of educational psychology
Apply the psychological theories to the life of a Student
Enumerate the types of learners
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Phyto-Pharmacological Screening, New Strategies for evaluating
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Welcome to TechSoup New Member Orientation and Q&A (May 2024).pdfTechSoup
In this webinar you will learn how your organization can access TechSoup's wide variety of product discount and donation programs. From hardware to software, we'll give you a tour of the tools available to help your nonprofit with productivity, collaboration, financial management, donor tracking, security, and more.
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This slides describes the basic concepts of ICT, basics of Email, Emerging Technology and Digital Initiatives in Education. This presentations aligns with the UGC Paper I syllabus.
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Synthetic Fiber Construction in lab .pptxPavel ( NSTU)
Synthetic fiber production is a fascinating and complex field that blends chemistry, engineering, and environmental science. By understanding these aspects, students can gain a comprehensive view of synthetic fiber production, its impact on society and the environment, and the potential for future innovations. Synthetic fibers play a crucial role in modern society, impacting various aspects of daily life, industry, and the environment. ynthetic fibers are integral to modern life, offering a range of benefits from cost-effectiveness and versatility to innovative applications and performance characteristics. While they pose environmental challenges, ongoing research and development aim to create more sustainable and eco-friendly alternatives. Understanding the importance of synthetic fibers helps in appreciating their role in the economy, industry, and daily life, while also emphasizing the need for sustainable practices and innovation.
2. • Andragogy, defined as "the art and science of helping adults learn," is credited to Knowles (2005) and refers to adult learner-focused education that is built around
five issues to be considered and addressed in formal learning. They include (1) letting learners know why something is important to learn, (2) showing learners how
to direct themselves through information, and (3) relating the topic to the learners' experiences. In addition, (4) people will not learn until they are ready and
motivated to learn. Often this (5) requires helping them overcome inhibitions, behaviors, and beliefs about learning.
• This Section introduces the concept of andragogy and engages learners to think about strategies, settings, and practical ideas for how to reach adult learners in the
modern classroom. This Section also challenges learners to create their own personal philosophy of teaching adults.
• Required Reading:
• Bach, S., Haynes, P., and Lewis Smith, J. (2007): Chapter 2
• Knowles, M., Holton, E., & Swanson, R. (2005): Chapter 6
• Reflect on and articulate your beliefs about adult learning by creating a Philosophy of Teaching Statement. Your statement should focus on adult learning in the
online environment. You may create your philosophy as a written statement or as a PowerPoint presentation with "speaker notes." Using Chism’s five components of
a teaching statement (The Ohio State University: University Center for Advancement of Learning), construct the statement with the following sections:
• Conceptualization of learning
• Conceptualization of teaching
• Goals for students
• Implementation of the philosophy
• Professional growth plan
• Essay Length: 5-7 pages (app. 350 words per page)
• Presentation Length: 12-15 slides (with a separate reference slide)
• Notes Length: 50-100 words for each slide
3. Developing a Teaching Philosophy
• Knowledge of learning methods
• Facilitation of learning
• Development of employee learning goals
• Evaluation of teaching style
• Implementation of elements in organization
• Evaluation of training delivery
• Establishment of future goals as a training
professional
5. How Do Adults Learn?
• Read/Write
• Kinesthetic
• Multimodal
6. Adults and E-Learning
• Principles of traditional learning still apply
– Students must find experiential meaning and
realistic application in new knowledge to increase
retention (Merriam, 2007).
– Break employees into small groups to increase
interaction and ease facilitation (Bach, 2007)
– Stay involved with learning process, do not leave it
to run itself (Bach, 2007)
7. Conceptualization of Learning
• Ask yourself such questions as “What do we mean by
learning?” and “What happens in a learning situation?”
Think of your answers to these questions based on your
personal experience. Chism points out that some teachers
have tried to express and explain their understanding of
learning through the use of metaphor, because drawing
comparisons with known entities can stimulate thinking,
whether or not the metaphor is actually used in the
statement. On the other hand, most instructors tend to
take a more direct approach in conceptualizing learning,
i.e., to describe what they think occurs during a learning
episode, based on their observation and experience or
based on current literature on teaching and learning.
8. Conceptualization of Teaching
• Ask yourself questions such as “What do we mean by teaching?”
and “How do I facilitate this process as a teacher?” Chism suggests
that personal teaching beliefs on how the instructor facilitates the
learning process would be appropriate for this section. Again, the
metaphor format can be used, but a common practice is a more
direct description of the nature of a teacher with respect to
motivating and facilitating learning. Along with the questions
above, you may also address such issues as how to challenge
students intellectually and support them academically and how the
teacher can respond to different learning styles, help students who
are frustrated, and accommodate different abilities. Furthermore,
you may talk about how you as a teacher have come to these
conclusions (e.g., through past experience as a student or teacher,
or as a result of literature reading or taking classes).
9. Goals for Students
• This section should entail the description of what skills
the teacher expects her/his students to obtain as the
result of learning. You may address such issues as what
goals you set for your classes, what the rationale
behind them is, what kind of activities you try to
implement in class in order to reach these goals, and
how the goals have changed over time as you learn
more about teaching and learning. For instance, you
can describe how you have expected students to learn
not only the content, but also skills such as critical
thinking, writing, and problem solving, followed by
elaboration on how you have designed/planned
individual sessions towards accomplishing the goals.
10. Implementation of the Philosophy
• An important component of the statement of a
teaching philosophy should be the illustration of how
one’s concepts about teaching and learning and goals
for students are transformed into classroom activities.
Ask yourself, “How do I operationalize my philosophy
of teaching in the classroom?” and “What personal
characteristics in myself or my students influence the
way in which I approach teaching?” To answer these
questions, you may reflect on how you present yourself
and course materials, what activities, assignments, and
projects you implement in the teaching-learning
process, how you interact with students in and outside
class, and the consequences.
11. Professional Growth Plan
• It is important for teachers to continue professional
growth, and to do so, teachers need to set clear goals
and means to accomplish these goals. Think about
questions such as “What goals have I set for myself as a
teacher?” and “How do I accomplish these goals?” You
can elaborate this plan in your statement of teaching
philosophy. For instance, you can illustrate how you
have professionally grown over the years, what
challenges exist at the present, what long-term
development goals you have projected, and what you
will do to reach these goals. Chism suggests that
writing this section can help you think about how your
perspectives and actions have changed over time.
12. References
• Chism, N. V. N. (1998). Developing a philosophy of teaching
statement. Essays on Teaching Excellence 9(3): 1-2. Professional and
Organizational Development Network in Higher Education.
• Fleming, N.D. (2008). VARK. A guide to learning styles. The VARK
Questionnaire. Retrieved from: http://www.vark-
learn.com/english/page.asp?p=questionnaire
• James, S., D’Amore, A., Thomas, Theda (2011). Learning
preferences of first year nursing and midwifery students: Utilising
VARK. Nurse Education Today 31(4): 417-423.
• Ohio State University (2009). Guidance on writing a philosophy of
teaching statement. University Center for the Advancement of
Teaching. Retrieved from
http://ucat.osu.edu/portfolio/philosophy/Phil_guidance.html
Editor's Notes
Developing a statement of teaching philosophy involves the analysis and evaluation of several elements. In determining an effective approach to training adult employees in an online environment, adult learning theory must be examined, specific goals must be established, and strategies must be developed to help fulfill these goals. These elements include having a thorough knowledge of how adults learn and various learning styles, understanding methods for how learning can and should be facilitated, developing employee goals for training, evaluating one’s own individual training style, having knowledge of how to effectively implement training theories within organizational constraints, having the ability to evaluate the effectiveness of training initiatives, and continually establishing and evolving one’s own future goals as a training professional.
As described by VARK designer Fleming (2007), there are five primary styles of learning preferences among learners. These include visual, aural, read/write, kinesthetic, and multimodal learning styles. The visual approach is more holistic than reductionist,meaning that a system and its properties are perceived wholly rather than as just a sum of its individual parts. A learner with a visual preference is significantly impacted by the visual look of learning material, and takes a marked interest in the color, layout and design used in training materials. Learners with an aural preference are focused on the verbal explanation of a learning topic rather than words. For this type of learner, the written word does not provide as much impact as a verbal explanation of the material, and they often have a desire to verbally discuss newly acquired knowledge with others.
Learners with a read/write learning style have a preference for written words and lists. These learners believe that the best knowledge delivery comes from a written explanation, and they prefer to use libraries and other sources of written references to provide support for their information. For learners with a kinesthetic style, their understanding of knowledge comes from experiential learning, meaning that as similarly described by Merriam (2007), ideas are only valuable if they are perceived as practical, realistic, and relevant. The kinesthetic learner must be able to apply and experience knowledge to their personal experiences to fully understand and retain the knowledge delivered. The multimodal learning style describes learners with no particular preference among the aforementioned learning styles. They may have one style that is somewhat more dominant, but they have the ability to either align or contrast their learning style with those around them depending on which suits their goals.
It is important to realize that e-learning is not, as Bach (2007) explains, a “magic solution” for solving training issues. Training teams should not assume that e-learning automatically lends itself to delivering knowledge to large groups of employees and allows trainers to provide information without hands-on involvement. Many of the same principles of traditional learning still apply to e-learning environments. For example, when learning new information, Merriam (2007) explains that adult learners must find meaning and be able to apply knowledge realistically to their own life experiences in order to relate and retain the information. Bach (2007) describes that it is important, as in traditional learning environments, to break employees into small groups to increase their interaction among each other and to make the facilitation process easier. It is also important for training teams to not simply distribute knowledge through e-learning methods and then remove themselves from the equation. Bach (2007) explains that e-learning training does not run itself, and trainers must stay involved in the process by ensuring that materials are kept up-to-date, that students are continually encouraged to provide feedback and given intervention when needed, and that trainers must be available as resources and tutors to aid in comprehension of the material. While e-learning is being increasingly embraced by organizations as an efficient training tool, it does not eliminate the need to stay involved in the training process.
As described in a study by James (2011), it is important to continually evaluate an organization’s learning participants using VARK or other learning style evaluation tools to make training more effective. By building awareness of how employees learn and by modifying training methods and strategies to adapt to these styles, training teams can improve learning outcomes and better evaluate training effectiveness.
