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Teaching Philosophy Revised (Dec. 2nd Reflection)

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Teaching Philosophy Revised (Dec. 2nd Reflection)

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When people place themselves at one point on a value line, such as being more gritty or more resilient, but perceive "most people" as being at a different point, they are implicitly acknowledging a difference between their own experiences and those of others. This is a natural tendency where we often view ourselves as exceptions, more unique, or somehow more capable than the general population. In an educational context, this difference can manifest in how educators perceive their own teaching practices versus what they think their students need. For example, a teacher might believe they are highly skilled at creating inclusive environments, but they might assume that “most students” are not as open-minded, adaptable, or resilient. If educators place themselves on the value line as highly inclusive or understanding but view their students as less capable or less resilient, this can reinforce an assumption that students are lacking in some way rather than viewing them as inherently capable and diverse in their own experiences and strengths. This tendency can influence the approach to teaching and the expectations placed on students. For instance, a teacher might expect some students to excel in a task without additional support, while expecting other students to need more help. This bias could inadvertently create barriers to true inclusion.

Inclusive pedagogy emphasizes equity over equality, recognizing that different students have different needs and starting points. If a teacher assumes that "most people" are not as resilient or resourceful as they believe themselves to be, they might fail to see the strength and potential in all students. This can lead to teaching practices that unintentionally undervalue or overlook students' unique experiences and strengths, rather than providing opportunities for all students to thrive. When thinking about "most people" versus "I," there is also an inherent power dynamic at play — particularly in teaching, where educators often hold authority and influence. A teacher might unconsciously create an environment where they see themselves as more capable or as the standard, thus leading to a less inclusive approach. This could impact how they relate to students, especially students from marginalized or underrepresented backgrounds. To practice truly inclusive pedagogy, educators must move beyond viewing themselves as "exceptional" or more "gritty" than others and recognize that everyone brings unique strengths and challenges to the table. The key here is empathy: the ability to understand and value the diverse experiences and abilities of students.

In short, the way we perceive ourselves versus the general population can influence how inclusive we are. Moving from a mindset that assumes a default “lack” in others to one that recognizes and values diversity and potential is central to inclusive pedagogy.

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How did it feel to flow through Kolb’s Cycle?

Flowing through Kolb’s cycle feels a little scary. I think it's because of the unknowns associated with it. The experimentation and experience side can be overwhelming especially in a foreign space, or a space that feels cluttered or unorganized. Ultimately, I think finding flow in Kolb’s cycle is essential given the everchanging nature of life.

Which of Columbia’s Principles/UDL are exemplified in this learning activity?

Of Columbia’s five principles I think the one that exemplifies Kolb’s cycle the best is principle three: select course content that recognizes diversity and acknowledges barriers to inclusion. I think principle three is most closely aligned to Kolb’s cycle because it lends itself to the four-part process that is experience, reflection, conceptualization, and experimentation. Principled three lends itself to this process by making space for the four steps by recognizing diversity and acknowledging barrier to inclusion.  This is helpful, I think, in the experiential process when so much is new and possibly overwhelming. With principle three in mind I feel that teacher will be better able to meet students where they are at while also practicing new methodologies for teaching.

If this were an activity that were evaluated for purposes of grading a student, what additional elements of Columbia’s Principles might we want to integrate?

If this activity were being evaluated for purposes of grading a student, I think it would be valuable to add principle two and four to this activity, set explicit student expectations and design all course elements for accessibility. By integrating these two principles educators can ensure that students clearly understand what is being asked of them and what is expected, while also feeling like they have the tools necessary to achieve the desired outcome.

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Values: My journey into teaching is rooted in a passion for conservation and wildlife biology which was sparked by early academic experiences where I realized the profound impact of engaging and supportive teachers. I am committed to teaching because I believe that education can transform not just students understanding of course content but their entire approach to the world around them. I hope to create a learning environment where students feel seen, heard, and valued as whole individuals with diverse interests, goals, and learning styles. Teaching, for me, is an opportunity to foster meaningful connections and inspire academic and personal growth.

Goals: My primary goal as an educator is to cultivate students from a variety of backgrounds and help them become more knowledgeable and reach their full potential. It is my goal to foster well developed critical thinking skills, creativity, and self-reflection so that students walk away with relevant knowledge and skills and a curiosity that encourages lifelong learning and personal growth. These outcomes are meaningful to me because I believe that education should empower students to become active, thoughtful participants in their own learning journey. Simultaneously, my own goal as an educator is to continuously evolve, learning from students and refining my teaching practices to better meet their needs. This is of critical importance because the body of research surrounding teaching is constantly evolving and it is my job as an educator to evolve with it.

Pedagogy: I seek to ensure that my students not only engage deeply with the material but also feel cared for, seen, and appreciated. These goals are created to be effective and align with my values of inclusivity and student-centered learning. I plan to ensure that my classroom is accessible to all learners, and, importantly, accessible in a variety of ways. This goes beyond reaching students who may be struggling with a mental, emotional, or physical handicap, but also works to engage the vast array of different learners that exist in every classroom. Additionally, I want to foster a classroom climate that prioritizes emotional engagement and mutual respect and acknowledgment. Recognizing that students bring their whole selves into the classroom, I want to make space for their personal and academic passions to influence their learning, thus promoting autonomy and self-motivation.

Assessment: I would plan to create thoughtfully designed assessments that align with the learning outcomes I set for my students. My goal is to combine formal assessments with reflective assessments to gauge student progress and provide feedback that helps students not only understand where they are at in growing their understanding but also how they can continue to push their bounds of knowledge.

Metacognition and Growth: One paradigm shift I had to undergo as an undergraduate and budding researcher was understanding how I learn. I think many students survive high school without knowing how they survived, in other words, like me, they got by without learning. An important tenant I hope to uphold as an LA is helping students become aware of their own learning processes. To do this I would prompt students to reflect on how they learn most effectively and challenge them to try learning and studying techniques. I think this would help them become more informed learners that are better able to navigate future challenges. In addition to student growth, I want to continue to grow as a lifelong student and consistently evaluate areas for improvement in my teaching that support both student and educator growth and acknowledge the ever-changing body of research regarding the cementing of knowledge, especially in the context of learning in STEM fields.

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Teaching Philosophy (Revised November 4)

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Teaching Philosophy (Revised November 4)

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I really loved Columbia's 5 principles, as well as the Mim Watson adjusted version :). Personally, the principle that stood out the most to me the most was the first one, “Establish and support a class climate that fosters belonging for all students”. Thankfully, the practice of teaching is moving away from a one size fits all style, to a more compassionate and expansive practice that looks to not only include a more diverse body of students but practice a more diverse way of teaching. To me, establishing and fostering an accepting classroom climate goes beyond kindness and the acknowledgement of the full person that makes the student, but also extends to the modes of teaching, and thus learning, found within a classroom. In establishing and supporting a positive classroom climate, I think one inadvertently upholds the other 4 principles laid out by Columbia. If classroom leaders are compassionate and thoughtful in the way the set up an maintain a classroom than I think the expectations that are explicitly set at the beginning of a semester are more easily upheld. Additionally, unspoken rules are more readily upheld, for instance, not interrupting fellow students when they are sharing an idea. I also think that when you are intentionally practicing the first principle, the third, fourth and fifth principles fall into place very naturally.  The first principle makes me feel very hopeful that the future of teaching will continue to morph into something that more effectively reaches students and inspires the next generation of learners.

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Teaching Philosophy (Revised October 21)

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Teaching Philosophy (Revised October 21)

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Team based learning provides an additional dimensions to classroom settings as it provides students with the opportunity to seek perspectives form their peers. If students are going into a class ill prepared TBL can help students catch, if they specifically were ill prepared for class, or find a voice, if material is missing from class. I think it is also important to examine, however, the competitive nature of many students. I know that in the past I have wanted to come across and well grounded in the topics being discussed in class and therefore don't reach out to my peers to clarify topics and avoid conversation in class. This approach to TBL is obviously destructive and leads to isolation within teams, but, I think, is all to common in the classroom. Additionally, I have observed time and again students who are extremely well versed in the topics being discussed in class and avoid conversations with their table groups or other classmates. Both approaches do more harm than help in the classroom setting.

When your are a student forging without sufficiently reviewing necessary material before class with TBL in mind should increase inner-table conversations, although I think many students who feel ill-prepared may have a tendency to feel embarrassed or stick to themselves.

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Teaching Philosophy (Revised October 7)

 

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Teaching Philosophy (Revised October 7)

 

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This week in Best Practices Active Learning we revisited the past (kind of) by taking class back to zoom. Interestingly, I think there is a kind of PTSD associated with this mode of learning, at least for me. Despite already being familiar with this course, I found that my level stress felt higher tonight then when regularly attending class. I think this is because of a variety of reasons, including having to find a quiet area so I can participate in class, making sure I have a stable WIFI connection and assuring that my computer will function properly. I did find it extremely helpful and inviting, however, when class began with some calm laid back music, although I did think my study playlist was acting up for a little bit. Having a place to engage outside of Zoom but still in class via Padlet was also very nice and seeing participants present in both spaces. I still feel that a major challenge with online courses is how easy it is to get distracted. Personally, I found myself thinking that, given any down time I should check my email or continue proofreading a  paper. I think it is easier become distracted in Zoom because doing “small” things like checking your email or flipping between screens is less invasive than opening your computer and actively being disengaged in class.

This week’s reading, I thought, provided an interesting way to tackle the above problem and provide insight into how a class can be more engaging and make success achievable by the students and quantifiable by the instructors. To begin, structuring one’s class in a “backwards” way is a thoughtful and nuanced insight into reaching class goals, for students and teachers. This approach, I think, allows instructors to view their course outline from a different perspective and provide more structure and look more in depth at what resources will empower students rather than perhaps allowing their course material to fall into step with a regular exam schedule and chugging through the semester this way. As it relates to learning online, I think approaching a course “backwards” would be imperative. In the online space I think it is even more important for students to have clear goals and standards to work towards and within. It is also incredibly important, I feel, for students in the online space to have alternate ways to interact, such as the Padlet platform. To often when teaching in a space like Zoom I think many educators resign themselves to simply saying “it’s just not the same and won’t be the same”, or something very similar, when instead they should be approaching this novel issue by saying “it’s not the same so I have to learn and grow as well”. Part of this learning and growing process could be structuring the class from the top down, or “backwards”, and exploring alternate ways to measure success and encourage students.

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Teaching Philosophy Revised (Sept. 30 reflection)

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Teaching Philosophy Revised (Sept. 30 reflection)

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Today in class we analyzed Freeman’s et al 2013 article, Active learning increases student performance in science, engineering, and mathematics. Freeman and colleagues found that active learning had the greatest impact on classes with 50 or fewer students, this highlights the importance of group work, especially in a large classroom setting. By breaking down a large classroom into smaller table groups more students are encouraged and given the opportunity to engage and have their voices heard. Additionally, I thought it was fascinating that Freeman et al found that “recent work indicate[s] that active learning confers disproportionate benefits for STEM students from disadvantaged backgrounds and for female students in male-dominated fields”. In analyzing this one of my group members offered the very relevant hypothesis that perhaps the reason that minorities experience greater impacts from active learning is because they are given an opportunity to be heard and engage in the class in a way that they may not have previously had in a more traditional setting. I also thought it was interesting that Freeman explored the impacts of active learning on K-12 groups and found that it had less of an impact in this environment, which was contrary to what I would have thought. In discussing this with my table group we wondered if the reason this was occurring was because mandatory physical exercise is already part of many K-12 students daily education. Additionally, another group member offered that perhaps this is occurring because K-12 students, more or less, have to attend school and because of this are less engaged than those receiving higher education, as more often than not those attending college made the choice to attend and are having to pay for this attendance. Lastly, I thought that the future research opportunities or “second generation” research topics were very interesting, particularly exploring which aspects of instructor behaviors are most important for achieving the greatest gains with active learning. This question led me to explore how the behavior of a perceived leader impacts the outlook of a perceived “follower”. In the study I looked at the engagement of an infant with toys was examined as the parent figure was engaging in two different conversations with a researcher, one was a positive, easygoing conversation and the other was a staged argument. The study found that when the parent was engaging in a laid-back conversation and appeared to be happy the infant was interacting with the toys, making eye contact and smiling, whereas when the parent was engaging in the staged argument the infant was withdrawn, not interacting with the toys and actively trying to move away from the researcher. I wonder how this same philosophy applies to teaching and how the teachers’ interactions with other faculty members and students impacts learning outcomes.

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Teaching Philosophy (September 23 reflection)

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Teaching Philosophy (September 23 reflection)

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During this session of LAMP we dove into the topic of the neuroscience of learning. Through discussion in class as well as readings provided before class we found that there is a body of research that points to active learning as a key piece of retaining information. Most notably, engaging several parts of the brain, such as sight, hearing, speaking and feeling. As discussed both in class and in the pre-readings, the human brain is a relic of our evolution as humans, and although it is very malleable and learns and grows with us, it still functions at the highest level when it is being trained in familiar ways. Importantly, physical movement is a key player in retaining information as it replicates an ancient form of human observation, movement. Traditionally, humans were constantly on the move and encountering challenging, and sometimes perilous, situations. By trying to stuff a brain that has been developed to flourish in that type of stress and constant commotion, and then place it in a cubicle, it is impossible for effective learning to take place regularly.

Additionally, and very importantly, stress can impact ones ability to retain information. While many times this is out of the control of the instructor, teachers can aid in creating a welcoming and inviting space that aids in stress reduction and consequently information retainment. It is also important to remember that while it does not fall upon an instructor to pry into the lives of students, if the instructor is made aware of the fact that a student is experiencing insecurities with food or other necessities, the instructor can offer a guide to on campus resources. Additionally, if the instructor is made aware of any physical, mental, or emotional harm that is occurring to any student, they have a duty to report.

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Teaching Philosophy Revised (Sept. 16th Reflection)

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Teaching Philosophy Revised (Sept. 16th Reflection)

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On Monday we discussed collaborative communication and growth mindset. These are both integral parts of effective pedagogy and inspiring lifelong learning. Beginning with collaborative communication, in reflecting upon this, I considered how professors communicated with me throughout my education but especially throughout my college career. All too often communication in a classroom setting is a one-way street, with the professors telling and the students, ideally but rarely, receiving. While I think the traditional lecture hall is one that does work for some students, it fails to reach the majority. I think integrating collaborative communication is one method that could help educators reach a broader range of students. If I were to implement this in a learning scenario, I think it would look like asking open ended questions that require thoughtful review of information and setting up opportunities for discussion, both on the small group level and class wide level, This would hopefully lead to further questioning on the students part and grow confidence in the material. I think it would be important to ensure that these discussions occur at a variety of difficulty levels, it is important, I think, to give students the opportunity to answer questions that may be considered “easy” to grow confidence. Additionally, as student confidence is growing, it is important to offer questions that may be more difficult and that calls for thoughtful pondering over the material.

Nurturing a growth mindset in students can be challenging, however I think it goes hand in hand with collaborative communication. That is to say, giving students the opportunity to succeed by providing an “easy” task or question that still requires students to engage with their peers or the material, and then complimenting these questions with more difficult ones. I think growth, as the jungle tiger video suggests, comes from challenging ones self, whether that be presenting information to a group or the whole class, studying the material, or offering an answer to a question. Teachers can help facilitate this by engaging with students, being genuine in their interactions and being mindful to not shut down or call out students, but rather thoughtfully critique their response if it is incorrect or enthusiastically accept their response if it is correct. Above all, I think the best way to nurture a growth mindset is by having an accepting and welcoming environment where students do not feel like they must mask themselves to be comfortable. By creating this environment teachers allow their student to more fully focus on the material being presented.

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Teaching Philosophy Revised (Sept. 9th Reflection)

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Teaching Philosophy Revised (Sept. 9th Reflection)

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In light of our discussion on Monday evening I think I would add to my teaching philosophy in a number of ways. While I still believe in my initial post and the importance of creating a safe space and being an attentive and caring instructor, I feel somewhat enlightened in how I would create this environment. I think creating a safe space goes hand in hand with creating a space where all students are given the opportunity to succeed, not just in the course in general but also in small, more routine ways. For instance, a student who is perhaps struggling with their confidence or having a hard time finding their voice in a large group setting may benefit from working in smaller, more familiar groups where their voice is more readily heard and sharing thoughts is maybe less daunting. Additionally, I think it would be important to provide opportunities for students to be engaged in a variety of ways, as observed Best Practices learning this past Monday.

Providing several modes for students to engage in class is important because learning, of course, is not a “one size fits all” adeventure. Everyone learns in different ways and if an instructor were to persist in only teaching a certain method or engaging students in a limited way, several students may fall through the cracks. By reaching out to students via different learning methods, such as getting up and physically moving or becoming experts in a certain topic then sharing that with their table group, one is providing far more modes of understanding, thereby engaging more students and providing more opportunities to learn and inspire.

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As I dive into L.A.M.P and begin deeply learning about deeper learning my initial thoughts on what my personal teaching philosophy is include fostering a safe learning environment, creating a welcoming space and sharing knowledge in a compelling way. I think practicing these three points must be accomplished in a mindful and authentic way so as to subconsciously convey ones own genuine interest in not only the class material but about teaching as well. Personally, I find these three points of the utmost importance because I think they are the foundation for learning and understanding rather than the all too common hearing and regurgitating then promptly forgetting. If students feel that they are in a safe space where their whole person is welcome and that what is being studied in the course is being passionately shared and not routinely administered, then learning and questioning can more readily and effectively take place.

I think accomplishing this would look like the teacher making a conscious effort to set up subconscious cues for students to receive. For example, I believe that an organized, punctual, and calm teacher that looks students in the eyes helps set the foundation for a safe space. An active, smiling and enthusiastic teacher that takes time to engage with students instead of trying to multitask not only conveys passion but also creates a welcoming space and commands attention. Humans are herd animals, so if someone who is seen as a leader can demonstrate that they think that what they are sharing is really cool, and that it’s normal hold space for others, than the student body will more readily follow.