The document discusses collaboration between a teacher and librarian to develop and teach a lesson integrating technology. They decided to focus on identifying fiction vs nonfiction elements in zoo animal texts. They set objectives related to language arts, science, and technology skills. The librarian suggested using augmented reality apps and ebooks to enhance comprehension. They assigned roles with the teacher focusing on curriculum and the librarian on technology. They co-taught parts of the lesson, with the librarian demonstrating apps and the teacher leading reading and discussion. Both parties planned to evaluate student learning and the effectiveness of materials and strategies after teaching.
1How to Write a Statement of Teaching PhilosophyA pr.docxfelicidaddinwoodie
1
How to Write a Statement of
Teaching Philosophy
A practical workshop on what a
teaching philosophy is and how
to get started
Dr. Heather Doherty, PhD
Leder Human Biology Program
Curriculum Fellow
Today we are going to go through a series of activities with the goal of every
person leaving this classroom with a starter kit for writing their own teaching
philosophy. Does everyone have a packet? Okay, let’s get started.
2
Outline
1. Audience and Goals
2. Teaching Experience
3. Teaching Style
4. Teaching Values
5. Anatomy and Construction
6. Tips and Resources
Before you write, you need to know your audience and define the purpose of a
teaching philosophy. Then you need the content: your teaching experience,
your teaching style, and what you value in teaching. Once you have the parts, I
will show you how to put it together. We will finish with some tips and further
resources to consult as you write.
3
Who asks for a teaching
philosophy?
~33% of job ads for faculty
• ~60% will request it during the hiring process
• Others want it but won’t request it
– “…those who are truly interested in teaching will submit a
statement of teaching philosophy without being asked to do so;
therefore, we never asked for is specifically.”
• More commonly requested by:
– BS/MS colleges
– Candidates in the natural sciences
• Establish your and their commitment to teaching
Deborah Meizlish and Matthew Kaplan. “Valuing and Evaluating Teaching in Academic Hiring: A Multidisciplinary, Cross-
Institutional Study.” The Journal of Higher Education - Volume 79, Number 5, September/October 2008, pp. 489-512.
Meizlish and Kaplan as well as others have done research on what type and
what percentage of faculty job ads ask for a teaching philosophy. After looking
about 500 ads, they found about 33% ask for a teaching philosophy to be part of
the initial application package. Around another 30% to bring it to 60% total will
ask for a teaching philosophy at some point during the hiring process. More
importantly, there are other employers that won’t ask for it even though they
expect it as this quote illustrates. In general, teaching philosophies are most
often requested by schools who have an emphasis on training at the Bachelors
and Masters degree level, which is not surprising as teaching is often a larger
emphasis and a larger part of faculty efforts at these institutions. In addition,
candidates in the natural sciences are more often asked for a teaching
philosophy. This request at first seems a little surprising, but mostly has to do
with the fact that the average graduate student or post-doc may not have a lot of
teaching experience. A teaching philosophy lets the hiring institution know that
you value teaching and have thought about it. The institution asking for the
teaching philosophy lets you know what they value teaching.
4
What does a teaching philosophy
contain?
• Offers evidence of practice
• ...
1How to Write a Statement of Teaching PhilosophyA pr.docxfelicidaddinwoodie
1
How to Write a Statement of
Teaching Philosophy
A practical workshop on what a
teaching philosophy is and how
to get started
Dr. Heather Doherty, PhD
Leder Human Biology Program
Curriculum Fellow
Today we are going to go through a series of activities with the goal of every
person leaving this classroom with a starter kit for writing their own teaching
philosophy. Does everyone have a packet? Okay, let’s get started.
2
Outline
1. Audience and Goals
2. Teaching Experience
3. Teaching Style
4. Teaching Values
5. Anatomy and Construction
6. Tips and Resources
Before you write, you need to know your audience and define the purpose of a
teaching philosophy. Then you need the content: your teaching experience,
your teaching style, and what you value in teaching. Once you have the parts, I
will show you how to put it together. We will finish with some tips and further
resources to consult as you write.
3
Who asks for a teaching
philosophy?
~33% of job ads for faculty
• ~60% will request it during the hiring process
• Others want it but won’t request it
– “…those who are truly interested in teaching will submit a
statement of teaching philosophy without being asked to do so;
therefore, we never asked for is specifically.”
• More commonly requested by:
– BS/MS colleges
– Candidates in the natural sciences
• Establish your and their commitment to teaching
Deborah Meizlish and Matthew Kaplan. “Valuing and Evaluating Teaching in Academic Hiring: A Multidisciplinary, Cross-
Institutional Study.” The Journal of Higher Education - Volume 79, Number 5, September/October 2008, pp. 489-512.
Meizlish and Kaplan as well as others have done research on what type and
what percentage of faculty job ads ask for a teaching philosophy. After looking
about 500 ads, they found about 33% ask for a teaching philosophy to be part of
the initial application package. Around another 30% to bring it to 60% total will
ask for a teaching philosophy at some point during the hiring process. More
importantly, there are other employers that won’t ask for it even though they
expect it as this quote illustrates. In general, teaching philosophies are most
often requested by schools who have an emphasis on training at the Bachelors
and Masters degree level, which is not surprising as teaching is often a larger
emphasis and a larger part of faculty efforts at these institutions. In addition,
candidates in the natural sciences are more often asked for a teaching
philosophy. This request at first seems a little surprising, but mostly has to do
with the fact that the average graduate student or post-doc may not have a lot of
teaching experience. A teaching philosophy lets the hiring institution know that
you value teaching and have thought about it. The institution asking for the
teaching philosophy lets you know what they value teaching.
4
What does a teaching philosophy
contain?
• Offers evidence of practice
• ...
Ayesha Mehar create these slides to train teachers about theirselves and their kinds and habits also. They can develop theirselves with the help of this kind of training session.
UDL Lesson Plan Subject EnglishGrade First Grade.docxouldparis
UDL Lesson Plan
Subject: English
Grade: First Grade
Common Core State Standard(s): Common Core State Standards
· Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in which they name what they are writing about and supply some information about the topic.
· With guidance and support from adults, explore a variety of digital tools to produce and publish writing, including in collaboration with peers.
· Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood.
· Add drawings or other visual displays to descriptions as desired to provide additional detail.
Objective (*Three components are observable verb, learning outcome, and measurement. *Aligned to state standard and evidence of mastery):
· Students will learn comperhension by recalling details.
· Will correctly define 9/10 vocabulary words by writing the definition of each.
· Following along, reading, and summarizing simple stories with pictures
Teaching Procedures (to include introduction of the lesson, and step-by-step procedures for the activites to promote student inquiry and checking for students’ understanding over the course of the activites)
Gather the Corduroy books that I plan to use for the lesson (A Pocket for Corduroy by Don Freeman) along with a stuffed bear to use when students are ready to begin writing and piecing their own adventure stories together. This particular lesson will focus on the book, A Pocket for Corduroy. The students will attentively listen to the story and will be asked to create their own stories electronically. Corduroy will allow the students to gain a personal connection by having close interactions with a stuffed bear and develop their own adventures with Corduroy. I will also provide envelopes for children to use as pockets. Tell them to draw a picture of something to place in their pocket. On the outside of the envelope, children write clues about what is inside. The rest of the class reads the clues and tries to guess what the pocket contains.
UDL Technology Integration (describe one UDL component and explain how it will be integrated into the lesson):
In this particular lesson there is a flexibility and openness that is available to allow the students to demonstrate their knowledge and skills of the content. There are not any strict guidelines for how the student presents their electronic adventure, based on the Corduroy story.
The assignment is organized in multiple points for choice of presentation:
· Free choice of resource materials,
· Free choice of access (text, digital, audio),
· Free choice of response style.
Instructional Technology (describe one instructional technology device and explain how it will have class-wide incorporation into the lesson): .
I would also implement AAC devices. These devices will be particularly ...
State library conference_presentation_cody_versionCody Lawson
This presentation was given at the South Dakota State Library conference in the capital of Pierre. Two Assistant Professors in Teacher Education co-presented the session on Reading Across Content Areas and focused on our audience of Librarians in the Common Core Initiative.
Part of the Love to Learn campaign co-organised by Bring Me A Book and the Chen Yet-Sen Family Foundation, these slides are from Mr James Henri's presentation, "Creating A Learner's Paradise", held in Hong Kong in June 2013
The mobile learning revolution is alive and growing in popularity every day. When schools move toward mobile learning in the classroom, they can take advantage of electronic devices such as tablets and cell phones that offer portability and ease of use. Mobile learning technologies can offer teachers a flexible approach to learning with their students in a variety of locations, and encourage this learning to continue at home.
More and more teachers are finding success with using mobile devices in the classroom. As a new teacher, you will want to investigate the policy and attitudes of your school and administration regarding the use of mobile devices for learning. What is the written policy? What is the spoken policy? Are there other teachers, coaches or administrators in your school who are doing this? Find like-minded teachers and begin a discussion.
Success doesn't just happen. It takes strategic planning and putting the right building blocks in place for success. This means doing things like informing parents, teaching responsible use, updating classroom management techniques, carefully planning activities and including students, and teaching students about safety and etiquette
How to Split Bills in the Odoo 17 POS ModuleCeline George
Bills have a main role in point of sale procedure. It will help to track sales, handling payments and giving receipts to customers. Bill splitting also has an important role in POS. For example, If some friends come together for dinner and if they want to divide the bill then it is possible by POS bill splitting. This slide will show how to split bills in odoo 17 POS.
We all have good and bad thoughts from time to time and situation to situation. We are bombarded daily with spiraling thoughts(both negative and positive) creating all-consuming feel , making us difficult to manage with associated suffering. Good thoughts are like our Mob Signal (Positive thought) amidst noise(negative thought) in the atmosphere. Negative thoughts like noise outweigh positive thoughts. These thoughts often create unwanted confusion, trouble, stress and frustration in our mind as well as chaos in our physical world. Negative thoughts are also known as “distorted thinking”.
This is a presentation by Dada Robert in a Your Skill Boost masterclass organised by the Excellence Foundation for South Sudan (EFSS) on Saturday, the 25th and Sunday, the 26th of May 2024.
He discussed the concept of quality improvement, emphasizing its applicability to various aspects of life, including personal, project, and program improvements. He defined quality as doing the right thing at the right time in the right way to achieve the best possible results and discussed the concept of the "gap" between what we know and what we do, and how this gap represents the areas we need to improve. He explained the scientific approach to quality improvement, which involves systematic performance analysis, testing and learning, and implementing change ideas. He also highlighted the importance of client focus and a team approach to quality improvement.
Palestine last event orientationfvgnh .pptxRaedMohamed3
An EFL lesson about the current events in Palestine. It is intended to be for intermediate students who wish to increase their listening skills through a short lesson in power point.
Ethnobotany and Ethnopharmacology:
Ethnobotany in herbal drug evaluation,
Impact of Ethnobotany in traditional medicine,
New development in herbals,
Bio-prospecting tools for drug discovery,
Role of Ethnopharmacology in drug evaluation,
Reverse Pharmacology.
Instructions for Submissions thorugh G- Classroom.pptxJheel Barad
This presentation provides a briefing on how to upload submissions and documents in Google Classroom. It was prepared as part of an orientation for new Sainik School in-service teacher trainees. As a training officer, my goal is to ensure that you are comfortable and proficient with this essential tool for managing assignments and fostering student engagement.
The Art Pastor's Guide to Sabbath | Steve ThomasonSteve Thomason
What is the purpose of the Sabbath Law in the Torah. It is interesting to compare how the context of the law shifts from Exodus to Deuteronomy. Who gets to rest, and why?
How to Create Map Views in the Odoo 17 ERPCeline George
The map views are useful for providing a geographical representation of data. They allow users to visualize and analyze the data in a more intuitive manner.
The Roman Empire A Historical Colossus.pdfkaushalkr1407
The Roman Empire, a vast and enduring power, stands as one of history's most remarkable civilizations, leaving an indelible imprint on the world. It emerged from the Roman Republic, transitioning into an imperial powerhouse under the leadership of Augustus Caesar in 27 BCE. This transformation marked the beginning of an era defined by unprecedented territorial expansion, architectural marvels, and profound cultural influence.
The empire's roots lie in the city of Rome, founded, according to legend, by Romulus in 753 BCE. Over centuries, Rome evolved from a small settlement to a formidable republic, characterized by a complex political system with elected officials and checks on power. However, internal strife, class conflicts, and military ambitions paved the way for the end of the Republic. Julius Caesar’s dictatorship and subsequent assassination in 44 BCE created a power vacuum, leading to a civil war. Octavian, later Augustus, emerged victorious, heralding the Roman Empire’s birth.
Under Augustus, the empire experienced the Pax Romana, a 200-year period of relative peace and stability. Augustus reformed the military, established efficient administrative systems, and initiated grand construction projects. The empire's borders expanded, encompassing territories from Britain to Egypt and from Spain to the Euphrates. Roman legions, renowned for their discipline and engineering prowess, secured and maintained these vast territories, building roads, fortifications, and cities that facilitated control and integration.
The Roman Empire’s society was hierarchical, with a rigid class system. At the top were the patricians, wealthy elites who held significant political power. Below them were the plebeians, free citizens with limited political influence, and the vast numbers of slaves who formed the backbone of the economy. The family unit was central, governed by the paterfamilias, the male head who held absolute authority.
Culturally, the Romans were eclectic, absorbing and adapting elements from the civilizations they encountered, particularly the Greeks. Roman art, literature, and philosophy reflected this synthesis, creating a rich cultural tapestry. Latin, the Roman language, became the lingua franca of the Western world, influencing numerous modern languages.
Roman architecture and engineering achievements were monumental. They perfected the arch, vault, and dome, constructing enduring structures like the Colosseum, Pantheon, and aqueducts. These engineering marvels not only showcased Roman ingenuity but also served practical purposes, from public entertainment to water supply.
Operation “Blue Star” is the only event in the history of Independent India where the state went into war with its own people. Even after about 40 years it is not clear if it was culmination of states anger over people of the region, a political game of power or start of dictatorial chapter in the democratic setup.
The people of Punjab felt alienated from main stream due to denial of their just demands during a long democratic struggle since independence. As it happen all over the word, it led to militant struggle with great loss of lives of military, police and civilian personnel. Killing of Indira Gandhi and massacre of innocent Sikhs in Delhi and other India cities was also associated with this movement.
1. C O L L A B O R A T I O N
T E A C H I N G P R O J E C T
A R L I N P E R E Z
2. COLLABORATING WITH OTHERS
Schools and teachers benefit in a variety of ways when teachers work together. Some
example are: sharing of ideas, more than one teacher invested in a set of students,
you have two sets of eyes to observe students, and you have two people to evaluate
the lesson.
3. WHAT DOES COLLABORATION LOOK LIKE
Collaboration can be teachers meeting in teams to review student data and guide
instructional decision making. It can be getting regular support from a coach or lead
teacher. It can be getting together with the teacher next door and planning a lesson.
It can also be working together with other professionals on your campus like:
administrators, librarian, campus technology specialist, or fine arts teachers.
4. WHO CAN I WORK WITH?
• The first requirement is a willingness to work with others. The best way to find that help is by
asking questions.
• The second step is to seek out the support faculty and staff. Those are the people in the school
who know your students best. Schedule some time to sit down with the department chair and/or
the teacher who works with your students and pick their brains.
• The third requirement is to be humble. Listen to the wisdom gained by veteran teachers.
• The fourth step is to plan with other members of your grade level team. You might have a great
idea for presenting a lesson, but another teacher might be able to add to that idea and make it
better.
• Don't forget about the other professionals in your building. The librarian, art, physical ed, and
music teacher is an excellent resource and should be consulted frequently. Let him or her know
what you are teaching and ask for ideas or resources.
• Each person in your building has a variety of strengths and talents. Get to know each one so
you're better able to call on those different resources within the building.
5. WHO I CHOSE TO WORK
WITH
My collaboration started because I wanted to integrate technology into some of my
lessons. When thinking of someone who could help me in that area, the first person
who I thought of was Ms. Sloan, our librarian. Every time our class went to the
library Ms. Sloan had a new technology tool to show our students. I knew that she
was aware of the latest and best practices, when it came to technology tools. I was
sure that she would be the best person to help me achieve my goal.
6. HOW WILL YOU MAKE COLLABORATION
WORK
There hast to be:
• Clarity of Purpose
• Individual Commitment
• Time
• Understanding of Sharing and Listening to Ideas
• Communicating in a way that works for both people
7. HOW I MADE COLLABORATION WORK FOR
ME
I knew that if I wanted this collaboration to work, we would both have to put forth the effort
to find the time to meet. Thankfully, we both had the same conference time, this made the
scheduling conflict a lot easier. Then we made sure to set some dates, as this would hold us
accountable. We decided to meet four times. The first meeting, we would focus on setting
objectives. The second meeting, we would come with activities that we had in mind. For our
third meeting, we would show up with the materials we would be using, and we would come
up with two assessments. Finally, we would meet the week after doing our lesson to evaluate
how the lesson went. We were able to keep this schedule, while also using email to
communicate when we quickly wanted to share an idea. I knew that she was giving up her
free time to help me, so I made sure that I actively participated in this collaboration.
8. COMING UP WITH OBJECTIVES
When working on the purpose of your lesson, you want to make sure that you are
thinking of the needs of your students. Don’t base your lesson on a technology tool,
instead look at your objectives, and see where that tool could add something
different to your lesson. You want to make sure that this lesson isn’t centered around
learning how to use a technology tool, but that it is part of a bigger lesson.
9. HOW WE CAME UP WITH
OBJECTIVES
When we got together to come up with the purpose of our lesson. Ms. Sloan, who has been teaching many years, suggested
that the best thing we could do for my students would be to work on an objective that was coming up in our curriculum. I
wanted to focus on language arts TEKS, because I knew that not only was Ms. Sloan great at working with technology, but
she would also be able to suggest some great literature to fit our lesson. When narrowing in on language arts, I looked at
our TEKS, and saw that there was an objective coming up about identifying details in expository text. I wanted my students
to be able to identify the difference between fiction and nonfiction, as I knew that Ms. Sloan could give me a list of some
wonderful books. When I told her about my idea she mentioned that the library had just acquired Lightbox books, these are
informational texts about animals, that offer an e-book with various activities. I told Ms. Sloan that we could combine our
language arts objectives with science objectives, as we had a fieldtrip to the zoo coming up.
Subject / Overall Purpose of Lesson:
• Students will be able to identify the difference between fiction and nonfiction by reading about zoo animals
Curriculum Objectives to Cover:
• TEKS 4B ask and respond to questions about texts read aloud 9A identify the topic of an informational text heard 10A identify the
topic and details in expository text heard or read, referring to the words and/or illustrations VI.B.1 Child observes, investigates,
describes and discusses the characteristics of organisms.
10. TECHNOLOGY INTEGRATION
Technology should be integrated, not as a separate
subject, but as a tool to promote and extend student
learning on a daily basis. For some teachers a lack of
personal experience with technology presents and additional challenge. This is why
it is important to turn to people like librarians, who are trained on the best practices
for technology integration.
11. HOW I INTEGRATED
TECHNOLOGY
I asked Ms. Sloan for help with this part, we looked over informational literacy objectives, and she suggested that we look for an objective
that was similar to our language arts objective with the addition of technology. Since we were using some tools that were new to me,
she suggested we use the SAMR model, as this model allows for more flexibility.
Technology
Informational Literacy Objectives to Cover:
• 1.1.6 Read, view, and listen for information presented in any format (e.g., textual, visual, media, digital) in order to make inferences and gather
meaning
• 1.1.8 Demonstrate mastery of technology tools for accessing information and pursuing inquiry
Technology Integration Model
• SAMR- I decided to choose the SAMR model because I feel that when it is your first time using a particular technology tool, it is important to start
small. Using this model, gives the teachers the most flexibility and the ability to test out technology in the classroom. The purpose of the model is
to assist teachers in designing and developing lessons that utilize technology to transform the learning experiences for their students. I would put
the tools used in this lesson in the augmentation and modification stage of the SAMR model. I believe that tools like the Chatterpix app allow for
significant task redesign.
12. DECIDING ON ROLES
Collaboration often functions most effectively when
members have designated roles. These should be
determined by everyone involved in the collaborating
process. Many times the roles will be based on the goals of the assignment.
13. OUR ROLES
We decided that we both would stick to what we teach on a daily basis. I focused on curriculum objectives and
goals, while Ms. Sloan worked on technology goals.
Learning objectives taught by the teacher:
• Reading Comprehension
• Comparing and Contrasting
• Fiction Vs. Non-fiction
Learning objectives taught by librarian:
• Media Literacy
• Information and Communication Technology
• Creativity and Innovation
• Communication and Collaboration
14. CO-TEACHING
Teacher
Teacher will read the book Animal Strike at the Zoo. It’s True! Teacher will discuss fiction elements. Teacher will ask the
students questions about the setting, characters, and plot, and will do a quick activity on making predictions about what the
animals are going to do. We will discuss animal characteristics, and what jobs they could be good at.
Librarian Part of the lesson
Teacher will use a flipchart on the promethean board where students will have to choose which animals they would see in
fiction books and which animals they would see in nonfiction books.
Librarian
Librarian will explain that they will be using the app iA Animal Kingdom, along with the book, and they will get to experience
augmented reality. She will explain that she will give them some playtime so they can get used to the features of the app,
and then they will get to choose their favorite animal to research. She will also introduce students to Lightbox books; they
will look at the book Meet the Lion. They will read some interesting facts about lions. Librarian will then explain how the iA
Animal Kingdom app works. Students will be able to play with the app; they will then choose an animal to look up and will
listen to facts about their favorite animal.
Teacher Part of the lesson
The librarian will go over how to use the app Chatterpix and will give an example of how to use it. The students will then create
their own, and each student will present it to the class.
15. EVALUATION
Once objectives have been set for the lesson, all members should come up with a list
of how they will evaluate their work in this lesson. This will be done after the lesson
has been taught, where you will meet with all members to discuss your thoughts.
The evaluation will focus on: materials, student behavior, and teaching strategies.
16. EVALUATION
OF LESSON
Teacher Evaluation
Teacher will evaluate the lesson, by looking at student mastery. This will be done by
observation: story retell, answers to comprehension questions, and general understanding
of directions. The teacher will also be able to see if students achieved their learning goals
by looking at the work they did. Teacher will reflect on what worked and will come up with
solutions to what didn’t work.
Evaluation for Librarian
The librarian will be able to evaluate her part of the lesson, by looking at student mastery.
This will be done by observation: general understanding of directions, understanding of
how to use the tools provided, answers to questions about the tools they are working with.
The librarian will also be able to see if the students achieved their learning goals by looking
at the work they did using the technology tools. Librarian will reflect on what worked and
will come up with solutions to what didn’t work.
17. OUTCOME &
CHALLENGES
I believe that our lesson was successful, as the assessment scores showed that students had a good grasp
of fiction vs. nonfiction, their presentations proved that they were able to work with technology and
communicate facts on zoo animals.
Meeting with Ms. Sloan was a challenge because she is currently working at two schools, so her schedule is
not consistent. We made sure to plan ahead of time what days we were going to meet to avoid not being
able to catch each other. Besides meeting in person, we emailed each other when we had an idea or we
wanted to make changes to what was talked about in person. The good thing about planning ahead was that
we had time to process what this lesson would look like, and we were able to think and correct some
possible issues that may have caused the lesson to not work out the way we envisioned. Another factor was
time, as we don’t have a lot of library time so we knew that this could be an issue if the lesson went over our
library time, it also wouldn’t allow time for reflection. We decided that I would go over the language arts
objectives in the classroom and then we would head to the library for the technology piece. Then back to my
classroom for assessment and reflection, since this was her conference time we didn’t have to worry about
her finding someone to cover for her in the library.
18. WHAT I WOULD DO DIFFERENTLY
If I could do this differently I would use our PLC days to meet and plan out our lesson, as this
would give us more time to plan and not have to try to find each other. I think that was the
hardest part, actually finding the time to meet and plan, especially towards the end of the school
year where we are both really busy.
Overall, I really enjoyed collaborating with Ms. Sloan and really learned a lot about all the
technology tools that are out there that we don’t take advantage of. Collaboration allowed for us
to come up with some great activities, as we both gave each other ideas.
19. WHY YOU SHOULD COLLABORATE
Collaboration takes hard work and effort. Its not easy, but it's worth it. Ultimately,
your students are the ones who benefit, but you don't lose out either. In the process
of collaborating with different colleagues within your school, you are building
relationships, and making a place for yourself within the school community. Being a
team player is a win-win situation for everyone.