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Helping Students to Grow Holistically Instead of Just Within the Traditional Bounds of the Classroom

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Helping Students to Grow Holistically Instead of Just Within the Traditional Bounds of the Classroom

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1. All Shared a personal story

2. Shared their values for collaborative learning

3. What they've done or plan to do to implement active learning in their environments.

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Kelly's 3 Similarities:                                                                   1. Team-Based Learning

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Kelly's 3 Similarities:                                                                   1. Team-Based Learning

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3. Open-Ended Questions/ Inquiry-Based Learning

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3. Open-Ended Questions/ Inquiry-Based Learning

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1. Anecdotal experiences were used to derive the teaching philosophy.

2. Belief in student success lead to a positive teacher expectancy outcome.

3. Being specific about student learning outcomes is crucial for students to succeed.

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-A personal experience that relates to the introduction of their own personal teaching career.

-Positive and lofty learning expectations in students creates an increased in understanding for all.

-Places for improvement in academia from personal lived experiences.

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1. Their own personal experiences that have led them to where they are now and/or inspired them to pursue their current path

2. The learning environment that they hope to create for their students in order to manifest their teaching philosophy

3. Interactions they've had with other educators that have improved their own teaching style, or things they have learned from their past teachers

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Reading through these learning philosophies and personal statements, I was actually quite surprised with how similar the overarching themes were.

1. The first reoccurring theme was that curriculum should be student centered. This took several forms including a student developed syllabus, adapting coursework to students interests and curiosity, and creating adaptive classrooms through a cyclical feedback process.

2. The second reoccurring theme was teaching critical thinking and metacongnition as a skill. Several of these pieces spoke not only to the content, but in engaging thought with students. This paralleled the process of the scientific method such as finding the gap in knowledge (or developing an RQ) then going through the full process of testing and proving (or disproving) various hypothesis. The discovery of knowledge, which lights the fire for students, bringing it into the first point.

3. Engagement and development of community was another key theme in many of these statements. The de-segregation of disciplines and deconstruction of classical classroom hierarchy (i.e. lecturer vs. the lectured) via techniques like team based learning.

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1. A deeper care for student learning

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2. Student focused learning and adaptability

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3. How to measure student learning

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1. Each philosophy has a pinnacle moment in their lives that follows them through their own learning experience and influences their upcoming teaching philosophy.

2. Heavy emphasis on both the independence of learners as well as their shared learning experience with others in the classroom (teachers, students, researchers, etc.)--how those interconnect for the best learning outcomes.

3. The learning experience is based in critical thinking with empirical/research evidence to support what is being learned.

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1. All of the teaching philosophies were clearly very personal to each individual. They all shared personal examples that helped shape their teaching philosophies.

2. Learning/teaching is a science, and should be treated as such. There is evidence and data supporting the ideas of student learning success, so good, meaningful teaching is crucial.

3. Teaching and learning is not independent-- it requires a community in a way. Interaction between students and their peers, student-teacher interactions, and environment matter.

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1. Different forms of engagement are noted in all the teaching philosophies. While reading, there were a couple that discussed IRAT quizzes and their benefits. Having engagement before, during, and after class helps students cement their understanding of the material. It also provides many ways students can test their knowledge while progressing through the semester and module(s).

2. Having a good experience during education encourages learning and understanding the material. Positive learning experiences also help students continue striving for their goals and passions.

3. Each person has some experience within the class they are teaching, which influences how they approach homework, lectures, and tests.

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1. A personal anecdote, something that has greatly influenced their teaching philosophy

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2. A focus on the student, the vast differences between types of learners, and how teachers must value those differences

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3. A focus on team-based learning, teaching students collaborative and cooperative skills