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.) 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. Consider your Audience When you write your teaching philosophy statement, try to anticipate questions that a search committee would want your statement to answer. Formatting Conventions
Deliberate Practice For Musicians | how to make constant and consistent improvement in your playing National Ethics Application Form 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. In general, the Teaching Portfolio is most often used for summative evaluation; that is, for hiring and promotion. "The portfolio is not an exhaustive compilation of all the documents and materials that bear on teaching performance. For specific guidance regarding the inclusion of teaching materials in a faculty dossier for promotion and tenure, please contact your college dean's office. top What Is a Philosophy of Teaching Statement?
Khan Academy Human Research Ethics All Deakin staff members and students who plan to carry out research involving human participants, require ethical clearance from the Deakin University Human Research Ethics Committee (DUHREC) or a Faculty Human Ethics Advisory Group (HEAG) before proceeding. Research involving humans includes, but is not limited to: surveys interviews exercises experiments (both psychological and physical) close observation depiction (including photographs and videos) use of identifiable personal records Training All staff and students submitting a full ethics application for the first time at Deakin (either DUHREC or HEAG) need to complete human research ethics training. To gain access to online training you will need to log into CloudDeakin, click on self-register and select the Office of Research Integrity. The University Human Ethics website is updated regularly to reflect changes in policy and procedure and should be the principal reference for staff and students. Low Risk Research applications
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).
Linking feedback to the learning process — Faculty Development It is very important to ensure that the feedback given to the learner is aligned with the overall learning outcomes of the programme, teaching session or clinical activity in which the learner is engaged. Giving feedback can be seen as part of experiential learning. Kolb (1984) proposed that learning happens in a circular fashion, that learning is experiential (learning by doing), and that ideas are formed and modified through experiences. These ideas underpin the idea of the ‘reflective practitioner’ and the shift from ‘novice to expert’ which occurs as part of professional development. The learning cycle requires four kinds of abilities or learning contexts: This cycle is similar to the ‘plan – do – reflect – act’ cycle which is often used in appraisals. If we consider that one of the tasks of those giving feedback is to help the learner achieve their learning goals, then Hill (2007) suggests that we need to start with an understanding of: Print module to PDF Further information
active participation in on-line conferences Published in The Higher Education Journal. 26 (1): 62-64 W. R. (Bill) Klemm, D.V.M., Ph.D. An all-too-common problem with on-line conferencing as a learning environment is that too many students "lurk," that is watch what is going on without becoming actively involved. Anybody who has ever participated in a Listserv knows that many people on the list are "lurkers," people who read the postings but do not contribute postings of their own. Students have a job to do; namely, learn. So, if you are one of those teachers who have been tolerating lurking because you think you are doing students a favor, think again. Psychological and Social Forces. A common denominator for all students is the passive conditioning they have been exposed to by years of television and traditional classroom teaching. It is possible that teachers, who have also been exposed to a great deal of television and traditional lecture-mode teaching, may likewise be insensitive to the problem. 1. 2. 3. 4. 5. 6. 7. 8.
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
How Do You Communicate with Your E-Learners? Years ago, I was enrolled in a course on video production. Each week we were given assignments to do. At the end of the week, the whole class would sit down and we’d review our projects. One of the objectives was to have the other students share what they got out of the video before they knew what I intended to communicate. It was always eye opening to see how others perceived what I produced. Through that process, I learned that it’s not enough to just put information together and assume that somehow the viewer would understand what I meant. It All Starts with Understanding the Communication Process Clear communication is critical when you design your elearning course because what you present isn’t always received by the learner the way you intend it. Here’s a simple illustration of what happens as learners go through an elearning course. The first image below represents a screen from an elearning course on auto maintenance. The image below represents a basic communication process.
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