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7/30/2019 Preparing to Teach, 2. Preparing Teaching Materials: PTT2_scd
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2012 DJ
Preparing to Teach
Module Workbook_2
Writing a Teaching Philosophy
Contributing Lecturer
David Jennings, Tim McMahon & Paul Surgenor
UCD Teaching and Learning
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4
AnExampleofaTeachingPhilosophyStatement
TeachingPhilosophyStatement.
Ibelievethatitisimportantforteacherstoguidestudentsintobeingableto
distinguishbetweenwhatisvital,whatisimportant,whatisuseful,whatis
peripheralandwhatisirrelevant.Consequently,Itrytoensurethatmyteaching
strategiesareappropriatelyfocussed.Ivaluequalityoverquantityandevidenceof
criticalthinkingovermerememorisation(Ennis2004,Norris1985).Thereis
considerableevidencetosuggestthatengagingstudentsinactivelearningrather
thanpassivelisteningimprovesboththespeedandqualityoftheirlearning.
(McKinney2008,Prince2004,Felder1992,TAConsultantsundated).Consequently,I
trytomakemyclassesasactiveandparticipativeaspossibleand,asateacher,seek
tocreateaclassroommilieuthatencouragesactiveparticipationbywayof
discussion,roleplayandstudentpresentations.
When,however,themostpressingneedofmystudentsistoreceivevital
informationasquicklyandeffectivelyaspossible,Iseektousepresentationaidsthat
helpthemtoidentifythekeylearningpointsandpromptthemtoconsiderkey
questions.Ialsotrytoensurethatkeyinformationisavailableonline.
Iexpectandencouragestudentstocontributetotheoveralllearningofeverybodyin
theclassbytakingpartinclassroomactivitiesandbeingwillingtoactasacritical
friendtotheirpeers(Loke&Chow2007,Boudetal2001).Ialsoexpectstudentsto
arrivepunctuallyatclassandtomeetallassignmentdeadlines.
Aboveall,Iexpectstudentstotakeresponsibilityfortheirownlearningbyapplying
themselvestothegoalsofthecourseandtoworkingwiththeirfellowstudents
(Aviram&Yonah2004,Boud1988).
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References:
AviramR&YonahY(2004)FlexibleControl:towardsaconceptionofpersonal
autonomyforpostmoderneducationEducationalPhilosophyandTheory36(1):3
17.
BoudD,CohenR&SampsonJ(2001)PeerLearninginHigherEducationRoutledge,
London.
Boud(1988)DevelopingStudentAutonomyinLearning2nd
Edition,KoganPage,
London.
EnnisRH(2004)ASuperStreamlinedConceptionofCriticalThinkingAvailableat
http://www.criticalthinking.net/SSConcCTApr3.htmlaccessed12th
January2008
FelderR(1992)HowAboutaQuickOneChemicalEngineeringEducation26(1):18
19Availableat
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Columns/Quickone.html
Accessed11thJanuary2008
LokeA&ChowF(2007)Learningpartnershiptheexperienceofpeertutoring
amongnursingstudents:aqualitativestudyInternationalJournalofNursingStudies44(2):237244
McKinneyK(2008)ActiveLearningavailableat
http://www.cat.ilstu.edu/additional/tips/newActive.phpaccessed12thJanuary2008
NorrisSP(1985)SynthesisofResearchonCriticalThinkingEducationalLeadership
42(8):4045.
PrinceM(2004)DoesActiveLearningWork?AReviewoftheResearchJournalof
Engineering.Education,93(3):223231)Availableat
http://www4.ncsu.edu/unity/lockers/users/f/felder/public/Papers/Prince_AL.pdf
Accessed12thJanuary2008
TAConsultants,(UniversityofCalifornia,Davis)(undated)ActiveLearningAvailableathttp://trc.ucdavis.edu/TRC/ta/tatips/activelearning.pdfAccessed12thJanuary
2008
Discussion
Criticallyreviewthephilosophy;whatarethekeyconceptsittackles,
canyouidentifyanyparticularstylisticstructures,inwhatwaydoestheuseofliteraryreferencessupportitetc
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Mymaingoalasateacherofisto
TherelationshipItrytoachievewithmystudentsis..
ThemostimportantthingthatIexpectofmystudentsis
Iknowateachingsessionhasbeensuccessfulwhen.
ThevaluesthatIseektoimparttomystudentsare.
Effectiveteachingis
Activity1Selectatleastthree(butpreferablyseveral)oftheincomplete
statementsandattempttocompletethem.
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TeachingPhilosophyStatements
SomeFurther(Real)ExamplesofPortfolioEntries
Example2(LecturerinUSLiberalArtsCollege)
Ibelievethatifaninstructortrulyenjoyswhatheorsheisdoing,andisenthusiastic
andexcitedaboutthesubject,thenthatenthusiasmcanbeinfectiousandwithany
luckmanyofthestudentswillcatchittoo.Also,thebestteachersIvehadhadagift
forknowingjusthowmuchinformationtogiveandhowmuchtoaskthestudentto
findout.IdontthinkIhavethatgift,butitissomethingIcontinuallyworkon.The
keyistohelpstudentsgetexcitedthemselvesaboutthesubject,towanttolearn
more,topushbeyondwhatiscoveredintheclassroom.
IfeelprivilegedtoteachataliberalartsinstitutionbecauseIstronglybelieveinthe
valueofaliberalartseducation.Yes,wewanttohelpdevelopcompetentcomputer
scientistsbutwealsowanttohaveourstudentsknowthatthereisfarmoretolife
thanbeingabletomovebitsandbyteshitherandyon.Asaliberalartsschool,weat
XXXCollegebelieveinthepracticalroleofpreparingitsstudentsforacareer,butwe
alsosupportthetraditionalroleofprovidingfortheexpansionoftheintellectual,
imaginative,andsocialawarenessofitsstudents.
Ibelievestudentslearnbestbydoing.Thusallofmycomputingclassesarelabbasedwithheavyprogrammingassignments.Receiveanassignment,thinkaboutit,work
onit,getsomehelp,thinksomemore,andgoagain.Mylectureclassesemphasize
demonstrations,studentinvolvement,andjustabitofwhatIthinkisbrillianthumor;
afeelinggenerallynotreciprocatedbythestudents,atleastifgroansareany
indication.
Mathematics,computing,andcomputersarefascinating,practical,andfun.Myhope
isthatIcanpassontheenthusiasmandloveIhaveformathematicsandcomputing
tomystudents.IwanttheexcitementIstillfeelforthesetwosubjectstobecome
infectiousandbecaughtbymanyofmystudents,sothattheymayexperiencemathematicsandcomputingasnotadry,technical,boringsubject,butaliving,vital,
exciting,practical,andtotallyabsorbingsubjectthatcanbringthemagreatsenseof
enjoymentandsatisfactionandaccomplishment.Iwantthemtonotavoida
challenge,orbeleeryofit,butwanttotryit,wanttotesttheirwings,wantto
experiencethejoyandsatisfactionofsolvingadifficultproblemorgettinga
particularlyrecalcitrantprogramtoruncorrectlyandefficiently.
Studentsarealldifferent.Ateacherwhorespectshisorherstudentsisbetterableto
helpthemlearnandsucceed.
Activity2Reviewthefollowingfourphilosophies;discussyourfindingswiththe
groupwhatfactorsmakeateachingphilosophyeffective?
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Example3(MajorUSStateUniversity)
GeneralTeachingPhilosophy
1.Educationistheabilitytorapidlyrelearnfamiliarthingsandtomaster
newthings.Themaingoalistoteach"howtolearn"ratherthantoteach
factsorevenconcepts.Factswilllikelybecomeoutdated;conceptswillbe
forgotteninmanycasesormaybesupercededbynewresearch.New
informationwillberequiredinaneverchangingworld.
2.Theprocessofcriticalthinkingisparamount.Studentsneedtoacquirethe
abilitytoconfront,evaluate,assimilate,andsynthesizenewinformationand
thentoapplythatinformationcritically,practically,andeffectivelyto
decisionmakingandproblemsolving.Thedevelopmentofcriticalthinking
requires"activelearning"andhandsonanalysis.
3.Allstudentshavetremendous,Godgivenpotentialandcanachievemuchofthatpotentialifindividuallymotivated,treatedwithrespectandfairness,
andexpectedtorisetowardthatpotential.Eachstudentneedstobeviewed
asanindividualwithgreatworthandpotential.Weobtainthebestresultsin
educationbyexpectingthebestfromeachstudent.
4.Tounderstandtoday'smaterialastudentmustpressaheadinto
tomorrow'smaterial.Initialexposuretonewfacts,concepts,ordecision
makingstrategiesisoften,atbest,onlyapartiallyenlighteningexperience.
Plannedrepetitionoffactualinformation,reviewofconcepts,useof
techniques,andpracticeinproblemsolvingareneededinordertofacilitateeffectivelearning.
5.Learningisoftenbestachievedinacollaborativeeffort.Thereneedstobe
clearandcomfortablechannelsofcommunicationbetweenthestudentand
theinstructorandbetweenthestudentandotherstudents.Thereneedsto
betheattitudeof"we'reallinthistogether."Apluralityofperspectives,
diverseexperiences,andvariedexpertisecancollectivelybebroughttobear
onthelearningendeavor;therebyalmostalwaysmakingthatendeavor
richerandmoresuccessful.
6.Enthusiasmiscontagious.Ateachermustbeenthusiasticnotonlyabout
teachingbutaboutlearningandmustconveythatexcitementtoher/his
students.Enthusiasmforlearningis,ofcourse,demonstratedbyone's
demeanorinthetheclassroom,butalsobyexplorationandapplicationof
newdevelopmentsinthediscipline,byexplicitapplicationofcoursecontent
tocurrentevents,andbyappropriateuseoflearningstylesresearch,active
learningtechniques,andinstructionaltechnology.
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Example4GeographyTeachingPhilosophy
1.Theprimarybenefitfromstudyinggeography(thescienceoflocation)is
attainmentofa"spatialperspective"ontheworld.Everythinghappens
somewhereforreasonsandwithconsequences.Mosteventsimpactother
events.Studentscanbetterunderstandlocal,national,international,and
environmentalsituationsbylearningtoevaluatethespatialrelationshipsthat
contributetothosesituations.
2.Thereispredictableordertomostspatialdistributions.Amajorgoalin
geographyistoidentifyandunderstandprocessesorforcesthatproduce
thatorder.Eventsandfeaturesoccurhowandwheretheydoforreasons.It
isasifhumanandnaturalsystemswererespondingto"unwrittenrules."A
geographerseekstodiscoverthose"rules."Forexample,withinagiven
regioncitiesofagivenpopulationareaboutthesamedistancefromother
citiesofapproximatelythesamesize;therearemarket,political,andtransportationprocessesthatareprimarilyresponsibleforthisobservable
pattern.Onecanfunctionmoreeffectivelywithinhumanandenvironmental
systemsifoneisawareofandunderstandstheseprocesses.
3.Geographyprovidesitsstudentsamentalframeworkorspatialfiling
system.Anunderstandingofworldlocationsandthefunctionsofmaps
providesastudentwithaframeofreferenceforthemyriadofeventsthat
shapeourlives.Justaslanguageandhistorygiveordertothinkingand
connectionsamongeventssogeographyaddsthecriticalelementofspaceor
locationasanorganizingconcept.
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Example5(FromanelectronicTeachingPortfolioavailableat
www.cs.nott.ac.uk/~lad/work/portfolio/teaching_philosophy.html
Ifeelitisimportanttostartmyteachingphilosophywithabriefwordabout
Research.ThereasonIamanacademicisbecauseIenjoyandwishtopursueresearch.InmyfieldofComputerScienceIcouldrelativelyeasilygetahighlypaid
jobasaprogrammerifIwishedanditisquiteclearinmyownmindthatIwould
prefertobeahighlypaidprogrammerthanapoorlypaidfulltimeteacher.Onthe
otherhandIwouldratherbeapoorlypaidresearcherwithsometeachingduties
thanahighlypaidprogrammer.
IstartedthisphilosophywithastatementaboutresearchbecauseIstronglybelieve
thatthesimplestandmosteffectivewaytodeliverabetterlearningexperienceto
studentsistodevotemoretimetothem.InparticularIbelievestronglyinthevalue
ofsmallgroup(lessthan5students)teaching,ifnotindividualmeetingsbetween
studentsandlecturers.Allmybestlearningexperienceshaveinvolvedonetoone
interactionswithateacherandIhavehadsomekindofapersonalrelationshipwith
everyteacherwhohasmadeasignificantimpactonmylifeintermsofinspiration
andmotivation.
Ialsobelieve,however,thatwithmoretimemylectures,practicalsandassessments
wouldbemorepolished,woulddrawonawiderrangeofmaterialsand,whereIam
notanexpertinasubject,wouldallowmetogainabettergraspofthematerialItry
toteach.Thiswouldmakeexplanationsofcomplexconceptsclearer,wouldremove
"accidental"difficultiesfrompracticalsandassessmentswherethetaskisnotmade
clearenoughtothestudentsandwouldequipmetodeliverinformationinwhichI
hadsomeconfidenceandallowmetoanswerunexpectedquestionsonthat
material.
Thisleadstoarealtensioninmyapproachtoteaching.Itismybeliefthatmore
investmentoftimewoulddramaticallyimprovethequalityofmystudents'learning
experiencebutthisistimeIamunwillingtoinvestbothasaresultofpersonal
preferencebutalsointermsofmycareerwhereIbelievemypromotionprospects
andgeneralsuccessdependfarmoreheavilyonthequalityofmyresearchoutput
thanonthequalityofmyteaching.
ApproachestoLearning
Therearemanyclassificationsoflearningstylesandthewaylearnerslearn(e.g.
[HoneyandMumford82,WolfandKolb84,Bulter87]asdescribedin[Fryet.al.
99]).Ingeneralthereseemtobethreeimportantsetsofcontrastingstylespresent
inthiswork.Firstlythedifferencebetweenstudentswhoprefertolearnby"doing"
insomesenseandthosewhoprefertolearnbycontemplatingorthinkingaboutthe
materialinamoreabstractfashion.Secondlythereisadifferencebetweenstudents
whowanttobepresentedwithopenendedmaterialandunansweredquestionsand
thosewhowishtolearnwithinacarefullyprescribedcurriculumwithclear
boundariesandanswers.Lastlythereappearstobeadifferencebetweenstudentswhowishtobepresentedinformationinalinearfashionandthosewhoprefera
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higherlevelviewandpossiblytheopportunitytoskipfocusfromoneareatothe
next.Obviouslythisisgrosslysimplifyingsomecomplexworkbutthesethree
contrastsappeartometobethemostimportantonestobeawareofwhen
approachingteaching.
Ingeneral,asadiscipline,ComputerScienceadheresstronglytoapractical
paradigm,evenifitisnot,strictlyspeaking,alabbasedscience.Practitionerspretty
muchuniversallybelievethattheonlywaytolearnprogrammingisthroughpractice,
oratleastthattheonlywaytoeffectivelydemonstratethatlearningisthroughthe
productionofrealprograms.Thiscontrastswithanecdotalevidencefromother
cultureswhereitcan,apparently,beverydifficulttogetbrightstudentstoactually
engagewithprogrammingactivity.Similarlyinoneoftheothermainareasofmy
teaching,mathematics,theonlywaytotrulydemonstratethatyoucando
mathematicalproofsisbyactuallyproducingsomemathematicalproofs.
Interestinglyinbothareasalotofbasictalentappearsalsotobeinvolvedandthere
aresomepeoplewhoafterbeingprovidedwithsomebasicmaterialcanproduceprogramsandproofswith(relative)easeandotherswhocontinuetostrugglefora
longtime.Asaresultitiscustomarytoprovidestudentswithalargenumberof
practicalexercises(bothformativeandsummative).Ingeneralitismyobservation
thatthestudentswhodoattempttheexercisesdobetterthanthosewhodon't
whichwouldsupportanassumptionthatstudentsofComputerSciencelearnbestby
"doing".Howeveritishardtobecertainwhethertheexercisesenablelearning
(whichistheassumption)ormerelyallowthestudentstodemonstratetheirmastery
oftherelevantskillswhichthey'veobtainedbyothermeans.However,inthe
absenceofstrongevidencetothecontrary,Ipursueateachingphilosophywhich
emphasisespracticalworkonexercisesastheprimarymechanismforlearning.ThisphilosophyextendsitselftotheuseoflecturesinG51SWTthatarecentredaround
theprocessofworkingthroughexamplesinasrealisticafashionaspossiblerather
thanthepresentationoffactsorelegantsolutionstoproblems.
IntermsoftheothertwocontrastsI'vepickedoutofthelearningstyleliterature.I
wouldsaythatoneoftheattributesaUniversityshouldpromoteinitsstudentsisa
movetowardsacceptingamoreopenendedapproachtolearningandobtaininga
highlevelviewofmaterial.Thatsaid,inspectionofmyownteachingatfirstyear
showsmemovingmoretowardscarefullyprescribedareasofknowledgeandtrying
toavoidasmuchaspossibledifficultproblemsandquestions.Thisispartlyinadesiretoseethestudentsmasterthebasicmaterialwhichtheyneedasthe
foundationsfortherestoftheirstudiesbutitdoesappeartohavecomeattheprice
ofmakingthematerialappearverymundanetothemoreimaginativelearner(ascan
beseenintheSET/SEMscoresformymodules).
ThelastdifferenceI'vepresentedasatensionbetweenlinearandtopdown
presentationsofinformation(orsay,betweenreadingabookandawebpage).In
bothcasestheinformationisstructured(althoughthereisasuggestioninsomeof
theliteraturethattherearelearningstylesthatfavourunstructuredinformation).I
hopeIpresentinformationinafashionappropriatetobothstyles.Lecturesprovidealinearthreadthroughtheteachingmaterial,butallinformationisavailableinamore
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topdownfashionfrommodulewebpagesandsocan,intheory,beapproachedby
studentsinanyordertheychose.
PrimaryTeachingAims
AsanidealIwantmyteachingtoinspirethestudentswithaninterestinand
understandingofthesubjectmatterforitsownsakeratherthanasaroutetoa
betterjoborhigherstatus.TothatendIstriveinmyteachingnotonlytoconvey
factsbuttoconveyasenseofwhytheyareimportantorinterestingandthe
situationsinwhichtheyproveuseful.ComputerScienceisaveryapplicationdriven
subjectandalotoflectureandteachingtimeisdevotedtotheteachingof
techniquesandskillsratherthanthestudyandanalysisofartifacts.WhenIteachI
wantwanttoprovidethestudentswithabasicgroundinginthosetechniquesand
skills.Ihopethiswilltheninformtheirowninvestigationsintothatsubjectasthey
continuethroughlife.Ialsohopemyteachingwillpromptthemtousethesubject
matterinprojectsundertakenfortheirowninterest,notbecausetheyhavebeenset
asexercises.Forinstance,ifIteachstudentsthePerlprogramminglanguageandexplainhowthiscanbeusedtoprocesstheinputfromformsonwebpagesthenI
hopethatmanyofthemwillcreateanddeveloptheirownwebpagesusingPerl,not
becauseitisanexercisethathasbeensetthembutbecausetheyaregenuinely
interestedindoingthisandIhaveprovidedthemwiththebasictoolsneededtoget
started.
WhileIhopethatmybestteachingendeavourswillinspiremystudentstotakeupa
subjectandextendtheirknowledgeundertheirownsteam.Ialsohopethatmy
worstwillnotcausethemtofail.Ifastudentfailsmymoduleandsubsequently,
perhapsfailstheyearandendsuponanordinarydegreeandfailstogetthejobtheywantthentheirUniversityexperiencehassingularlyfailedtodelivertheresultthey
hadhopedfor.Inmanycasesstudentsfailbecausetheysimplydonothavethe
abilitytodobetterordonotputthetimerequiredintotheirwork.Howeveritis
possibleforteacherstomakeastudents'lifemuchmoredifficult.Whenastudent
doesanexerciseIhavesetIwantthemtograpplewithandthinkaboutthe
intellectualcontentoftheexercise:understandingthetechnicalproblemorforming
anopiniononsomeissue.Idon'twantthemtobestrugglingtounderstandthe
questionIasked,grapplingwithtechnologythatdoesn'tworkorfightingoverthe
oneeditionoftherelevanttextbookthatexistsintheLibrary.FredBrooks[Brooks,
96]discussesessentialandaccidentaldifficultiesinsoftwareengineering.Theessentialdifficultiesarethosepartswhicharegenuinelyhardandalwaysrequire
carefulthoughtandplanning,theaccidentaldifficultiesarethosewhicharise
throughpoortoolsormanagementandarenotfundamentaltothetaskinhand.I
wanttojudgestudentsontheirabilitytoovercomeessentialdifficultiesinthe
material,nottheirabilitytoovercomeaccidentaldifficultiescausedbecauseI
phrasedquestionsbadly,orfailedtoinformthelibraryontimetopurchasenew
books(orbecausethelibraryfailedtoorderthebooksuntiltheweekbeforethe
modulestarted).Whilesuchproblemstendtobethrownintosharpreliefin
assessmentsandexercisessimilarconsiderationswillapplytolecturing,the
recommendationofreadingandotherteachingsituations.Idomybesttomakemyexplanationsasclearaspossible,toillustratethemwithwellchosenexamplesandto
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directthestudentstowardstextbooksandliteraturewhichareuptodate,
accessibleandappropriatetothelevelofthestudent.
IhavehighlightedthesetwoextremesbecauseIbelievethatpragmaticallyIdelivera
betterlearningexperiencetoawiderrangeofstudentsbyconcentratingonavoiding
mistakesthanIdoinstrivingtoinspire.Workingwithinthepragmaticsoflimited
time,ability(SET/SEMsuggestthestudentsdon'tfindmylecturingstyleparticularly
inspiring)andexperiencemyattemptstoinspirearelikelytotouchonlyhighlyable
studentsorthosealreadymotivatedbyaloveofthesubjectmatterwhereasthe
presenceof`accidental'difficultiesinteachingmaterialaffectsallstudents
irrespectiveoftheirsourceofmotivation,learningstyleortheirinnateability.
FortheaveragestudentIhopetoconveyanunderstandingofwhytheyneedto
knowtheinformationinthemodule,whenandhowtouseitandthelocationof
furtherinformationshouldtheyneedit.Thiswillbesufficientforthemtopassthe
courseandfollowwhateverpaththeyintendbeyonduniversityand,shouldthatpathinvolvetheskillsIamteaching,willprovidethemwiththebasicfoundations
neededtogainmasteryinthoseskills.
ReferencesfromFurtherTeachingPhilosophyStatements
[Brooks,96]FrederickP.Brooks.TheMythicalManMonth,20thAnniversaryEdition,
AddisonWesley,1996.
[Bulter,87]KathleenA.Butler,LearningandTeachingStyleinTheoryandPractice,
TheLearner'sDimension,Columbia,CT.
[Fryetal,99]H.Fry,S.KetteridgeandS.Marshall,AHandbookforTeaching&
LearninginHigherEducation:EnhancingAcademicPractice,KoganPage,1999.
[HoneyandMumford,82]P.HoneyandA.MumfordAManualofLearningStyles,
PeterHoney,Maidenhead.
[WolfandKolb,84]D.M.WolfandD.A.Kolb.Careerdevelopment,personalgrowth
andexperientiallearning,inD.Kolb,I.RubinandJ.McIntyre(eds)Organisational
Psychology:ReadingsonHumanBehaviour,4thedition,PrenticeHall.
Activity3Refertoactivity1;usingthestatements,selectandcombineasmany
asyouwishtocreateaframeworkdraftphilosophy,andbegintofill
inthegaps
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FortheNextSession
Beforethenextsession
1. ReviewthecontentsofWorkbook22. Producealistofanyquestionsyouwishhaveansweredatthe
nextsession.Youshouldalsouseittohelpyou
3. Producea(draft)teachingphilosophystatementbasedonyourviewsandbeliefsofteachingandlearning.(Guidewordcount:300
750words).Referencemustbemadetotherelevantliterature.
Bringtothenextsession
1. Bringxcopiesofyourdraftteachingphilosophytothenextmeetingwhenitwillbepeerreviewed
EndofWorkbook2
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