Teaching Philosophy Statement - Western University · “A teaching philosophy statement is a...
Transcript of Teaching Philosophy Statement - Western University · “A teaching philosophy statement is a...
Definition
“A teaching philosophy statement is a systematic and critical rationale that focuses on the important components defining effective teaching and their impact on student learning in the post-secondary setting and is sensitive to contextual factors.”
Schonwetter, D.J., Sokal, L., Friesen, M., and Taylor, K.L. (2002). Teaching philosophies
reconsidered: A conceptual model for thedevelopment and evaluation of teaching philosophy statements. International Journal for Academic Development, 7(1), 83-97.
Where does it fit? Can be a stand alone document
Is also a central component of the Teaching Dossier or Teaching Portfolio
Teaching Philosophy Statement
Teaching Responsibilities
Evidence of Teaching Effectiveness
Components of a Teaching Philosophy Statement
Definition of Teaching
Definition of Learning
View of Learner and Student Development
Student/Teacher Relationship
Teaching Methods
Impact on Learner
Innovative teaching approaches
A good teaching philosophy needs to address: How students typically learn in your discipline
Some typical learning objectives in your classroom and how you achieve these goals
How you approach teaching
How you engage and motivate students
Where do I start?
Think of a recent time when you felt like a successful teacher, mentor, or advisor
OR
Name three key attributes that students in your discipline need to develop in order to be successful
Describe it in 3-4 sentences
Write for 3 minutes – do not let your pen leave the page.
Dr. Natasha Patrito - Carpenter
METAPHOR CHARACTERISTICS CONNECTION TO T & L
• Labourer who works long
hours, craftsman
• Builds the ‘skeleton’ of a
home
• Their work is essential, but
disappears beneath brick &
drywall
• I put a great deal of time
and energy into all aspects
of my teaching
• Lay out the key concepts of
subject matter, but allow
students to ‘decorate’
• Teacher is not central figure
in classroom, students must
take ownership of learning
Where do I start?
Metaphor
Food Network ™ Chef
METAPHOR CHARACTERISTICS CONNECTION TO T & L
• Appreciates creativity and
experimenting with new
flavour combinations
• Takes simple ingredients
and combines them to
create edible works of art
• Inspires others to cook with
their passion for food
• Tries new teaching and
active learning strategies to
enhance student
engagement
• Stresses the ‘big picture’ &
interconnections between
factual content
• Passion of instructor
inspires students to delve
deeply into the discipline
Where do I start?
Review what you wrote. Now write a response to one or more
of the following questions (3 minutes)
What does your answer indicate about your perspectives on: ... the role of the teacher? ... the role of the student? ... what needs to be learned in your class? ... how to teach your subject matter? ... how to teach competencies such as communication/critical thinking/ problem-solving? ... your own or your students' learning styles?
A good teaching philosophy…
Combines your BELIEFS about teaching with your actual PRACTICE and helps you set GOALS for the future
Overall philosophy “Students are at the core of all my teaching, and the
joy I receive from my career comes from helping them learn. I believe in the innate desire of all people to grow and become better at whatever they do, and my job is to figure out where my students are, where they’re heading, and to help them get there.”
Donald Gallehr, English Professor, George Mason University
http://cte.gmu.edu/Downloads/sample_statements/TeachingStatement_Gallehr.pdf
Teaching Practice: How do you act on your beliefs?
“From my perspective, much of a scientist’s skill lies in his or her ability to ask questions. Thought-provoking questions will inevitably lead students and, in the same way, scientists, to discovery. To that end, I create assessments that require students to ask meaningful questions. Among the most effective is an assignment whereby first year students interview an ‘expert’ in some facet of chemistry to determine…”
Chemistry Professor
Natasha Patrito Hannon, Teaching Support Centre © 2007
Be specific
“One example of a teaching strategy I employed that accomplished several objectives is an assignment I called an illness narrative. For this assignment, students interviewed individuals with a chronic disease to gain an appreciation for the human element, and not just the clinical components of pathophysiology.”
Nursing Professor http://cte.gmu.edu/Downloads/sample_statements/TeachingStatement_
Anon.pdf
Impact of the example: “The student comment that, ‘This was the best way to learn
about the disease and how to integrate the person and the disease and not just focus on the disease,’ reflects both the intent of the assignment and the prevailing evaluation of the assignment by my students. For me, the highlight of developing and teaching this course has been the many comments by students that they no longer fear pathophysiology, and they actually understand how it impacts their nursing care.”
Nursing Professor
http://cte.gmu.edu/Downloads/sample_statements/TeachingStatement_ Anon.pdf
Revise your teaching philosophy
Does it include your beliefs and values about teaching?
What is your motivation in teaching?
Under what conditions do you learn and others learn?
What outcomes do you expect from my teaching?
What student-teacher interactions do you strive for?
Think about how you might fill in any missing information
Other Questions Can you identify your discipline from it?
Does it include teaching methods you use?
Why do you select particular assignments/experiences for your students ?
Did you include examples of innovative assignments?
References Schoenwetter, Taylor, Sokal & Friesen (2003). Teaching
Philosophies Reconsidered: A Conceptual Model for the Development and Evaluation of Teaching Philosophy Statements. International Journal for Academic Development, 7 , 83-97.
Goddyear, G.E. & Allchin, D. (1998). Statements of teaching philosophy. In M. Kaplan(ED), To Improve the Academy. Stillwater, OK: New Forum Press and the Professional and Organizational Development Network in
Higher Education, p. 103-122.