Teaching philosophy slides - [email protected]/32531/1/Corrall L2L workshop (June...“A teaching philosophy statement is a concise, compelling illustraon of

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


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


Activity 1 – articulating your beliefs about learning and teaching

1.  Completethefollowingsentence:Forme,learningoccursbestwhen…

2.  Considerthefollowingques5ons:Howcanateacherfacilitateorinterveneinthelearningprocesstohelplearningtooccur?Whoorwhathasinfluenced,informedorinspiredyourapproachtoteaching?


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)


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)


Theorganizersofthe2006LOEX-of-the-Westconferenceforinstruc5onlibrariansinvitedeachaVendeetosharethe5tleofoneortwobooksthathaveinfluencedtheirinstruc5onac5vi5es,teachingphilosophy,ormeaningofeduca5onandthentobrieflydescribethesignificanceofthebook(s). So, which books influence teaching in LIS?


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?


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)


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



Goals “Inyourstatementofteachingphilosophy,youshouldnotonlyconsiderwhatsubjectmaVeritemsyouthinkstudentsshouldlearn,butalsosomeofthebroaderissuesthataddvaluetotheeduca5onstudentscanbeexpectedtoobtainbyworkingwithyou.Youmightalsoconsidertheques5onofwhythesegoalsareimportant…”(Coppola,2002,p.449)

Consideralsohowyourgoalsshouldbeexpressed,e.g.,–  whatstudentsshouldknow–  whatstudentsshouldbeabletodo–  howtheywouldusetheirknowledge,skillsandabili5es


Activity 2 – articulating your goals for learners learning

1.  Considerthefollowingques5on:Whatgoalsdoyouhaveforstudentsas–learnersinthespecificsubjectmaUer–learnersingeneral

2.  Completethefollowingsentence:Asaresultofworkingwithme,mystudentsdevelop…


Activity 3 – articulating your style of teaching or learning facilitation

1.  Considerthefollowingques5on:HowdoyouseeyourrelaDonshipwiththelearnersyouworkwith?

2.  Completethefollowingsentence:Asateacher,Iprefertobe…


Activity 4 – articulating your practices

1.  Considerthefollowingques5ons:Whatmethodsdoyouusetosupportandassesslearning?Howdoyouevaluateyourteaching?

2.  Completethefollowingsentence:MethodsIoVenuseinclude…


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”


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.

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Teaching philosophy slides - [email protected]/32531/1/Corrall L2L workshop (June...“A teaching philosophy statement is a concise, compelling illustraon of