Statement of Philosophy and Teaching Methods
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Good teaching centers on organization, solid content preparation, and the ability to modify and adapt instruction to the needs of the learner. Students must be provided with the best possible sets of relevant learning activities in the classroom. I take special pleasure in working with adult learners who come from diverse backgrounds, and adjusting my instruction to fit and meet the needs of the students’ learning styles and life experiences.
My fundamental view of learning is predicated on the notion that multiple representations of core concepts enrich the learning environment for the student. It is important to avoid both oversimplification and undo complication. Classroom activities must allow students to engage in constructing more authentic representations of reality thus acquiring more meaningful and interconnected knowledge, skills, and attitudes. Knowledge construction by the student is more important then knowledge reproduction. Instruction and associated classroom exercises and activities must be approached so as to make them as authentic as possible.
A meaningful context engages and motivates the learner more easily and enduringly than an abstract set of activities that are out of context. Learning experiences situated in authentically-based settings are more instructionally productive than predetermined sequences of instruction based on the classical model of the student passively assimilating knowledge. Integrating classroom activities into students’ past experiences or relating new concepts or activities to what they already know is important[1]. Critical thinking and thoughtful reflection are core skills and attitudes that assist students in acquiring behaviors that lead to attitudes and actions that foster life-long learning.
A very important part of learning is working with others. Consultation and collaboration are very important skills and dispositions in all human activity. Indeed, many employers nation-wide recognize the importance of good communication and cooperation in the workplace. The classroom needs to be set up so that these skills are constantly challenged and exercised. This must be done in such a way to enable students to help one another while maintaining a strong desire to take responsibility for their own learning. Collaborative learning activities involving knowledge construction and not competition, assure the optimum opportunity for students to learn. Collegial and consultative communication styles are important in the workplace, and thus we need to model the attitudes and activities in the classroom and nurture them in our students.
Assessment is a very important part of the educational process. Assessing a student’s knowledge, skill, or dispositions require assessment be done with a range of tools. The tools can range from written tests to activities that engage the student in real- time projects. A variety of tools provide a varied battery of assessment indicators to measure student performance. Assessment must not be limited to one modality, like written tests or written work, but varied dependant upon the outcomes being assessed. More authentic learning activities often require assessment be made in real-time and provide immediate feedback to students as they are engaged in performing a task.
In the broader perspective I believe that a program must be structured to meet the needs of student’ s career aspirations and the business world. It is important to continue to monitor program effectiveness by using formative and summative evaluations to insure that programs remain current and consistent with the needs of the times. A standards based curriculum is important to insure that the courses are consistent with other post-secondary programs. Course syllabi should be reviewed at least yearly and more if required by changing circumstances. Course content must be consistent with the matriculation requirements of other courses, programs, and sister institutions.
I believe all students should having a working knowledge of application software like word processing, databases, spreadsheets, presentation software, and telecommunication resources. It is critical every student graduating from our program has a working familiarity with these applications and conversant with problem solving and trouble shooting skills associated with their use, particularly as they relate to their area of specialization. In summary I believe students should be well trained in context based learning and problem solving skills and strategies that serve them beyond their experiences at college. It is critical that teachers and students continue to grow and learn in an information rich world.
[1] As indicated in Prickel, D., What we know about teaching, but are afraid to try: A workshop on learner-centered strategies. In-service: Southwestern Oregon Community College. September 13, 2001.