Teaching philosophy slides - [email protected]/32531/1/Corrall L2L workshop...
Transcript of Teaching philosophy slides - [email protected]/32531/1/Corrall L2L workshop...
Developing a Statement of
Teaching Philosophy
Sheila Corrall [email protected]
Department of Information Culture and Data Stewardship
“Ateachingphilosophystatementisaconcise,compellingillustra5onofyouasaninstructor,ausefulreflexiveexamina5onofyourteaching,andanecessarycomponentofmanyacademicjobapplica5ons”
(UniversityCenterforTeaching&Learning,
2017)
What Is a Statement of Teaching Philosophy?
Information Culture & Data Stewardship
Workshop Outline • Introduc5onandorienta5on
– defini5onandscopeofateachingphilosophystatement• Ac5vity1
– ar5cula5ngyourbeliefsaboutlearningandteaching• Ac5vity2
– ar5cula5ngyourgoalsforlearning• Ac5vity3
– ar5cula5ngyourstyleofteaching• Ac5vity4
– ar5cula5ngyourprac5ces• Reviewandconclusion
Information Culture & Data Stewardship
What is the Scope of a Teaching Statement? • Developedthroughindividualreflec5on,butoRenwithpeer
support/feedback,andusuallyintendedforawideraudience• WriVeninthefirstperson,typically1-2pages(1,000words)• Usedinjobapplica5ons,promo5oncases,grantsubmissions,
coursesyllabi,personalwebpages,strategydocuments,etc.• Keycomponentsincludeyourbeliefsandthoughtsabout
Ø howlearningoccursandhowateachercanfacilitateorintervene,Ø whatgoalsyouhaveforyourstudents(e.g.,knowledge/skills/abili5es),Ø howyouprefertobehaveandinteractwithlearners,andØ whatmethodsofinstruc5on,assessment,andevalua5onyouuse.
• Givespecificpersonalexamplestoillustrateyourprac5cesandexplainthedisciplinary/ins5tu5onalcontextofyourwork
• Includequotesorreferencestoilluminatepointsifapplicable
Information Culture & Data Stewardship
Activity 1 – articulating your beliefs about learning and teaching
1. Completethefollowingsentence:Forme,learningoccursbestwhen…
2. Considerthefollowingques5ons:Howcanateacherfacilitateorinterveneinthelearningprocesstohelplearningtooccur?Whoorwhathasinfluenced,informedorinspiredyourapproachtoteaching?
Information Culture & Data Stewardship
Orientations to Teaching and Learning Teaching-centred or Learning-centred? Teaching/learningorienta/onofacademicteachers
Desiredlearningoutcomes
Expecteduseofknowledge
Impar5nginforma5on Recallofatomisedinforma5on
Withinsubject
Transmi]ngstructuredknowledge Reproduc5veunderstanding
WithinsubjectforfutureuseProvidingandfacilita5ngunderstanding
Helpingstudentsdevelopexper5se Changeinwaysofthinking
Interpreta5onofrealityPreven5ngmisunderstandings
Nego5a5ngunderstanding
Encouragingknowledgecrea5on
(ExtractedandadaptedfromSamuelowicz&Bain,2001,p.306)
“From sage on the stage to guide on the side” (King,1993,p.30)
Information Culture & Data Stewardship
Intention and Strategy Components for Five Approaches to Teaching
Strategy
Inten/on Teacher-focused Student-teacherinterac5on Student-focused
Informa5ontransmission
A
Conceptacquisi5on
B C
Conceptualdevelopment
D
Conceptualchange
E
(Trigwell&Prosser,2004,p.413)
Information Culture & Data Stewardship
Theorganizersofthe2006LOEX-of-the-Westconferenceforinstruc5onlibrariansinvitedeachaVendeetosharethe5tleofoneortwobooksthathaveinfluencedtheirinstruc5onac5vi5es,teachingphilosophy,ormeaningofeduca5onandthentobrieflydescribethesignificanceofthebook(s). So, which books influence teaching in LIS?
Information Culture & Data Stewardship
Palmer,P.J.(1998).Thecouragetoteach:Exploringtheinnerlandscapeofateacher’slife.SanFrancisco,CA:Jossey-Bass.[15]
Grassian,E.S.,&Kaplowitz,J.R.(2001).InformaDonliteracyinstrucDon:TheoryandpracDce.NewYork:Neal-Schuman.[9]
Freire,P.(1970/2000).Pedagogyoftheoppressed.NewYork:Herder&Herder.[6]Angelo,T.A.,&Cross,K.P.(1993).Classroomassessmenttechniques:Ahandbookfor
collegeteachers(2nded.).SanFrancisco:Jossey-BassPublishers.[6]Rockman,I.F.(2004).IntegraDnginformaDonliteracyintothehighereducaDon
curriculum:PracDcalmodelsfortransformaDon.SanFrancisco:Jossey-Bass.[6]Jacobson,T.E.,&Xu,L.(2004).MoDvaDngstudentsininformaDonliteracyclasses.
NewYork:Neal-Schuman.[5]LaGuardia,C.,&Oka,C.K.(2000).Becomingalibraryteacher.NewYork:Neal-
Schuman.[5]Weimer,M.(2002).Learner-centeredteaching:FivekeychangestopracDce.San
Francisco,CA:Jossey-Bass.[5]Bain,K.(2004).Whatthebestcollegeteachersdo.Cambridge,MA:HarvardUniversity
Press.[4]Kuhlthau,C.C.(2004).Seekingmeaning:Aprocessapproachtolibraryand
informaDonservices(2nded.).Westport,CT:LibrariesUnlimited.[4]
Which Books Influence Your Teaching?
Information Culture & Data Stewardship
Cunningham,I.(1999).Thewisdomofstrategiclearning:TheselfmanagedlearningsoluDon(2nded.).Aldershot,UK:Gower.
Kolb,D.A.(2015).ExperienDallearning:Experienceasthesourceoflearninganddevelopment(2nded.).UpperSaddleRiver,NJ:Pearson.
Boyer,E.L.(1990).Scholarshipreconsidered:PrioriDesoftheprofessoriate.SanFrancisco,CA:JosseyBass.
Biggs,J.,&Tang,C.(2011).Teachingforqualitylearningatuniversity:Whatthestudentdoes(4thed.).Maidenhead,UK:McGraw-HillSocietyforResearchintoHigherEduca5on&OpenUniversityPress.
Levy,P.,LiVle,S.,McKinney,P.,Nibbs,A.,&Wood,J.(2010).TheSheffieldcompaniontoinquiry-basedlearning.Sheffield,UK:UniversityofSheffield,CentreforInquiry-basedLearningintheArtsandSocialSciences.
Anderson,L.W.,&Krathwohl,D.R.(Eds.)(2001).Ataxonomyforlearning,teaching,andassessing:ArevisionofBloom’staxonomyofeducaDonalobjecDves.NewYork:Longman.
Vai,M.,&Sosulski,K.(2016).EssenDalsofonlinecoursedesign:Astandards-basedguide(2nded).NewYork;Abingdon,UK:Routledge.
Wiggins,G.,&McTighe,J.(2005).Understandingbydesign(2nded.).Alexandria,VA:ASCD(Associa5onforSupervision&CurriculumDevelopment).
Which Books Influence My Teaching?
(Corrall,2014;2016)
Information Culture & Data Stewardship
What Keywords Characterize My Teaching? Flexibility–Personaliza5on–Real-worldengagementCo-curricularac5vi5es(UniversityofPiVsburghMLIS)
• Self-managedlearning(Cunningham,1999)• Experien5allearning(Kolb,1986)• Construc5vealignment(Biggs&Tang,2011)• Inquiry-basedlearning(Levyetal.,2010)• Backwardsdesign(Wiggins&McTighe,2005)• Cogni5vescaffolding(Cooperetal.,2003)Authen5cassignments–Deepdiscussion–Forma5vefeedbackHolis5cgrading–Transparentteaching(Winkelmes,2016)
“Modelling the process of research within the student learning experience”
Key
moresupport
PRODUCING
IDENTIFYING PURSUING
AUTHORING
lesssupport
tutor/client-framedinquiry student-framedinquiry
inquiryforknowledgebuilding:buildingnewknowledge
inquiryforlearning:exploringexis5ngknowledge
Informa5onframe
Discoveryframe
(Levyetal.,2010,p.8)
Inquiry-based Learning Modes and Levels
problem-based
studentresearch
Information Culture & Data Stewardship
Information Culture & Data Stewardship
Goals “Inyourstatementofteachingphilosophy,youshouldnotonlyconsiderwhatsubjectmaVeritemsyouthinkstudentsshouldlearn,butalsosomeofthebroaderissuesthataddvaluetotheeduca5onstudentscanbeexpectedtoobtainbyworkingwithyou.Youmightalsoconsidertheques5onofwhythesegoalsareimportant…”(Coppola,2002,p.449)
Consideralsohowyourgoalsshouldbeexpressed,e.g.,– whatstudentsshouldknow– whatstudentsshouldbeabletodo– howtheywouldusetheirknowledge,skillsandabili5es
Information Culture & Data Stewardship
Activity 2 – articulating your goals for learners learning
1. Considerthefollowingques5on:Whatgoalsdoyouhaveforstudentsas–learnersinthespecificsubjectmaUer–learnersingeneral
2. Completethefollowingsentence:Asaresultofworkingwithme,mystudentsdevelop…
Information Culture & Data Stewardship
Activity 3 – articulating your style of teaching or learning facilitation
1. Considerthefollowingques5on:HowdoyouseeyourrelaDonshipwiththelearnersyouworkwith?
2. Completethefollowingsentence:Asateacher,Iprefertobe…
Information Culture & Data Stewardship
Activity 4 – articulating your practices
1. Considerthefollowingques5ons:Whatmethodsdoyouusetosupportandassesslearning?Howdoyouevaluateyourteaching?
2. Completethefollowingsentence:MethodsIoVenuseinclude…
Information Culture & Data Stewardship
Examples of Beliefs, Goals, Styles, and Practices Associated with Educator Roles Educatorrole
Beliefs:“Learningoccursbestwhen…”
Goals:“Mystudentsdevelop…”
Style:“Asateacher,Iprefertobe…”
Prac/ces:“InstrucDonalformsIoVenuseinclude…”
Facilitator Itbeginswiththelearnersexperience
Empathyandunderstandingofothers
Crea5ve,warm,affirming
Classdiscussion,journals,personalstories
Expert Newconceptsareintegratedintoexis5ngmentalframeworks
Analy5candconceptualabili5es
Logical,authorita5ve
Lectures,readings,wriVenassignments
Evaluator Clearstandardsandfeedbackareprovided
Problem-solvingskills
Structured,outcome-oriented,objec5ve
Laboratories,gradedhomeworkassignments
Coach Ittakesplaceinareal-lifecontext
Abilitytoworkproduc5velywithothers
Applied,collabora5ve,risk-taking
Fieldprojects,role-plays,simula5ons
(Kolbetal.,2014,pp.218,222)“teaching is above all a profound human relationship”
Information Culture & Data Stewardship
References [seeReadings&ResourceListforfulldetailsofcita5ons] Brier,D.J.,&Lebbin,V.K.(2006).‘Ikeloa:Alistofinfluen5albooksshapingthe
instruc5onlibrarian’steachingandlearningphilosophy.ReferenceServicesReview,34(4),607-643.
Cooper,J.L.,Robinson,P.,&Ball,D.(2003).Theinterac5velecture:Reconcilinggroupandac5velearningstrategieswithtradi5onalinstruc5onalformats.Exchanges(October30).
Coppola,B.P.(2002).Wri5ngastatementofteachingphilosophy:Fashioningaframeworkforyourclassroom.JournalofCollegeScienceTeaching,31(7),448-453.
King,A.(1993).Fromsageonthestagetoguideontheside.CollegeTeaching,41(1),30-35.
Kolb,A.Y.,Kolb,D.A.,Passarelli,A.,&Sharma,G.(2014).Onbecominganexperien5aleducator:Theeducatorroleprofile.SimulaDon&Gaming,45(2),204-234.
Samuelowicz,K.,&Bain,J.D.(2001).Revisi5ngacademics’beliefsaboutteachingandlearning.HigherEducaDon,41(3),299-325.
Trigwell,K.,&Prosser,M.(2004).Developmentanduseoftheapproachestoteachinginventory.EducaDonalPsychologyReview,16(4),409-424.
Winkelmes,M.(2016).TheunwriVenrules:Decodeyourassignmentsanddecipherwhat’sexpectedofyou.UniversityofNevada,LasVegas.