Sample Teaching Philosophy: Education (Deb Wingert)

Myphilosophyofteachingevolvedfrommanyyearsofteachingexperience.AsIreflectonmybeliefsregarding teachingandlearning,Ifindthatmymissionasateacheristhreefold: topromotepositivelearning tosparklearnerenthusiasmforlearning andtoprovideastrongfoundationforlifelonglearning. Toaccomplishthis,Ienjoyapplyingawidevarietyofstrategiesbasedonessentialeducationalprinciples encompassingcognitivefunctioning,learningtheory,diversityissues,instructionalplanningandassessment. Cognitivefunctioninglevel(s)ofthelearner:Consideringthecognitivefunctioningoflearnersisessentialinorderto implementandapplystrategiesthatareappropriateforeitherconcreteoperationaland/orformaloperationallearners. Iroutinelyplanactivities,suchasbriefwritings,thatcanhelpmedeterminethecognitivelevelsofmystudentsand tailormyinstructionaccordingly.Withoutthisconsideration,Iwouldriskthepossibilityofmystudentsexperiencing hitormisslearning. Learningtheory:Ihavevaluedmanyyearsofopportunitiestoapplysignificantcontributionsfromvariouslearning theories.Behavioraltheoryoffersawealthofprinciplesthat,whenusedappropriately,canbenefitclassroomlearning andmanagementatalllevels.Inconcertwiththis,cognitivelearningprinciplesoffersignificantcontributionsfromthe stateoftheartneurosciences,particularlyinbrainbasedresearchregardingmemorysystemsandactiveprocessing ofintellectualoperations.Someofmyfavoritesthatarewellreceivedbystudentsinclude:thinkpairshare, classroomjigsawactivities,constructivecontroversies,andinteractivelectures. Culturaldiversity,groupcultureandlearningstyle:Understandingboththelearningstyleofindividuallearnersandthe culturaldiversityoftheclass/grouphelpsmebothdesignandtailoreffectiveinstructionbyimplementingappropriate globaland/orconcretestrategies.Althoughavarietyoflearningstylesarelikelyrepresentedbylearnersinanylarge class/groupsetting,Iroutinelydesignmyinstructionusingtheresearchbasedlearningcyclethiscycleprovidesthe frameworkformetoencompassarepertoireofeffectivestrategies,whichcanbothaccommodateindividual preferences,engagediverselearners,andhelpestablisharespectfordifferingpreferencesandperspectives. CurriculumandInstructionalPlanning:Anessentialconsiderationforteacherspertainstooverallcurriculumand instructionalplanning.Whethertheinstructionalapproachisbasedonabehavioralmodel(directinstruction,mastery learning),acognitivemodel(exposition/presentation),oraconstructivistmodel(inquirybased/Socraticmethods, cooperativelearning),Iplanandimplementlessonsthatclearlyidentifythelessonobjective,anticipatoryset, strategiesforeffectivestudentengagement,andassessmentoptionstomeasurestudentmastery.Thishelpsme teachwithbothclarityandfocus. Assessment:Istronglybelievethatonecanemploynumerousoptionstoaccuratelyassessunderstandingofcourse contentamongdiversegroupsoflearners.Tothisend,Ihavedeveloped(andcontinuallyuse!)afirmfoundationin assessmentbasics,fromalternativetypesofassessment(rubrics,checklists,projects,portfolios, performance/diagnosticchecks,presentations,etc.)totraditionalexams/testconstruction. Followingthesebasicprincipleshelpedmegrowinmyloveforteachingandlearning.Moreimportantly,Ihave discoveredthat,bysharingmypassionforteachingandlearning,andusingtheseprincipleswithenthusiasmand empathyconnectswithlearners.Asaresult,teachingwithclarity,passion,empathy,andsincereenthusiasm, effectivelyimpactslearners,ultimatelyconnectingthemtotheirpassionandlifelonglearning.