Game Theory. Technology | Academics | Policy - Teaching for Diverse Abilities and Learning Styles. Contents Why This Is Important Laws & Policies Universal Design for Learning Taking Action Resources References Why This Is Important Because every student has a unique profile of abilities, strengths, learning styles, and previous experience, educators are advised to "respect diverse talents and ways of learning" (Chickering and Gamson, 1987) (Fig. 1). Among other attributes, students differ in the ways they: perceive and comprehend information; are able to express their learning; are engaged or motivated to learn. Several theories and models articulate variations in learning styles or preferences (Fig. 1).
Additionally, Colleges and Universities in the U.S. must comply with the Americans with Disability Act and other pertinent policy. [contents] Laws & Policies Students who report disabilities comprise a small but significant percent of undergrads enrolled at 4-year doctoral-granting institutions (Figs. 2 & 3). Universal Design for Learning Taking Action Take action now! Resources At ISU WebAIM. Constructive & Project-based Learning. Writing a Teaching Philosophy Statement | The Teaching Center. Academic Services staff members are available to read and comment on drafts of Teaching Philosophy Statements written by graduate students and postdocs at Washington University. (To make an appointment, please contact Dr. Beth Fisher.) Gradutate students and postdocs should also ask faculty advisors, mentors, and peers to read your statement and provide feedback to help you improve its effectiveness and clarity. Note: This page was recently recommended in the Chronicle of Higher Education.
What is a Teaching Philosophy Statement? What is a Teaching Philosophy Statement? The Statement is a one- to two-page document that provides a clear, concise account of your teaching approach, methods, and expertise. 1. 2. 3. 4. The Teaching Philosophy Statement should include concrete examples of specific course topics, assignments, assessments, and strategies drawn from courses that you have taught or are or prepared to teach, or from past mentoring and advising experiences.
Return to top. Haugen, Lee. Background and Contexts for Teaching Philosophies. Introduction – Contexts for Teaching Philosophies: The Teaching Portfolio A Teaching Philosophy often appears as part of a Teaching Portfolio, which has two main uses—summative and formative— both of which involve evaluation: Summative Evaluation is used to demonstrate the quality of a person's work for hiring and promotion purposes or for purposes of passing a course of study.
Summative evaluation judges the outcome of one's work. Formative Evaluation is used as a means of assembling and examining one's work for the purposes of professional improvement. Formative evaluation seeks to identify areas to be improved and to suggest possible ways to make those improvements. In general, the Teaching Portfolio is most often used for summative evaluation; that is, for hiring and promotion. As such, it can be described as "a factual description of a professor's [instructor's or TA's] teaching strengths and accomplishments. Top What Is a Philosophy of Teaching Statement? Yes, absolutely. Learning Styles Online.com - including a free inventory. Project Based Learning Checklists. Background Knowledge & Theory. The Basics Features of Project-Based Instruction Issues Raised About Project-Based Learning The Student in Project-Based Instruction Instructional Sequence in Project-Based Instruction Summary Four Stages of Inquiry: Applying Theory to Projects in This Web Site Project "Warm-ups" in Social Studies Project-based learning is a comprehensive instructional approach to engage students in sustained, cooperative investigation (Bransford & Stein, 1993).
Within its framework students collaborate, working together to make sense of what is going on. Students pursue solutions to nontrivial problems by asking and refining questions debating ideas making predictions designing plans and/or experiments collecting and analyzing data drawing conclusions communicating their ideas and findings to others asking new questions creating artifacts (Blumenfeld et al., 1991).
There are two essential components of projects: 1. Top 1. Support is essential. Problem-based learning & project-based learning (Moore et al., 1996). Technology & Learning. Digital Differentiation ~ Cool Tools for 21st Century Learners. Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills. At it's most basic level, digital tools can be used to help students find, understand and use information.
When combined with student-driven learning experiences fueled by Essential Questions offering flexible learning paths, it can be the ticket to success. Here is a closer look at three components of effectively using technology as a tool for digital differentiation. Note: The interactive graphics you see below have been updated. They can be found in a newer post on this blog. The goal is to design student-driven learning experiences that are fueled by standards-based Essential Questions and facilitated by digital tools to provide students with flexible learning paths.
Essential Questions: Student-driven learning experiences should be driven by standards-based Essential Questions. An Updated Digital Differentiation Model. This is part of a Digital Differentiation model, my way i of weaving a web of flexible tools together for teaching and learning. To keep the model relevant, frequent updates are required, as new tools and trends emerge. To access the most current resources, please click on the tab at the top of this blog: Digital Differentiation - Current Updating Ten months ago I published a Digital Differentiation model on this blog.
Technology is a tool that can be used to help teachers facilitate learning experiences that address the diverse learning needs of all students and help them develop 21st Century Skills, an idea supported by the Common Core. At it's most basic level, digital tools can be used to help students find, understand and use information. The goal is to design student-driven learning experiences that are fueled by standards-based Essential Questions and facilitated by digital tools to provide students with flexible learning paths. 3 Components: Essential Questions Flexible Learning Paths.