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  • Teaching Philosophy Session Descriptor - UCD - CTAG
    this section will take in the region of c 2hrs to work through Be sure to sign in and avail of saving and editing your exercises And always remember to avail of the further References listed under the Literature and Resources Section Teaching Philosophy Continue to Teaching Philosophy Session Map Retrieved from http www ucdoer ie index php title Teaching Philosophy Session Descriptor oldid 1005 Page tools Printable version A

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  • Teaching Philosophy Session Map - UCD - CTAG
    Teaching Philosophy Continue to Teaching Philosophy Session Materials Retrieved from http www ucdoer ie index php title Teaching Philosophy Session Map oldid 1009 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17 Talk for this IP address Log in create account Bookmark and share Upload a file Views Page Discussion View source History Becoming a Better University Teacher

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  • Teaching Philosophy Session Materials - UCD - CTAG
    and Learning References that appear in this section and additional materials may be accessed here Teaching Philosophy Back to the Homepage Retrieved from http www ucdoer ie index php title Teaching Philosophy Session Materials oldid 1033 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17 Talk for this IP address Log in create account Bookmark and share Upload

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  • Exploring Your Own Conceptions of Teaching and Learning/Exercise 3 - UCD - CTAG
    happens in a learning situation Your conception of teaching Chism suggests that personal teaching beliefs on how a teacher facilitates the learning process would be appropriate for this section Furthermore you may talk about how you as a teacher have come to these conclusions e g through past experience as a student or teacher or as a result of literature reading or taking classes The goals you set for your students and the expectations you have of them This section should explain what skills knowledge you expect your students to obtain as the result of learning You may address such issues as what goals you set for your classes what the rationale behind them is what kind of activities you try to implement in class in order to reach these goals and how the goals have changed over time as you learn more about teaching and learning For instance you can describe how you have expected students to learn not only the content but also skills such as critical thinking writing and problem solving followed by elaboration on how you have designed planned individual sessions towards accomplishing the goals How you implement your philosophy In this section you need to show how your concepts of learning and teaching and the goals you set for your students are transformed into classroom activities You might want to reflect on how you present yourself and why you use the course materials and activities you do You might also comment on how you interact with students in and outside class and the consequences Your professional development plan Chism suggests that writing this section can help you think about how your perspectives and actions have changed over time In summary these are the main questions Chism suggests are answered in a teaching philosophy statement How

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  • Exploring Your Own Conceptions of Teaching and Learning/Introduction - UCD - CTAG
    teaching As Biggs 2003 6 says Wise and effective teaching is not simply a matter of applying general principles of teaching according to rule those principles need adapting to your own personal strengths and to your teaching context A characteristic of award winning university teachers is their willingness to collect student feedback on their teaching in order to see where their teaching might be improved Dunkin and Precians 1992 Expert teachers continually reflect on how they might teach even better Brookfield 1995 points out that one of the hardest things for teachers to learn is that the sincerity of their intentions does not guarantee the effectiveness of their practice Teaching always takes place in social setting with all of the cultural psychological and political complexities that complicate all human relationships including those between students and teachers Brookfield goes on to warn against what he calls teaching innocently by which he means assuming that the meanings and significance that teachers place in their actions are the ones that students will take from them Since we rarely if ever have a full awareness of how others perceive our actions teaching in this way is naïve and potentially dangerous because it can lead to a misreading of what is happening in the classroom Taking an uncritical stance towards teaching can result in teachers being either unaware of or unable to change the blocks to learning experienced by their students On the other hand becoming a critically reflective teacher one who continually seeks to understand what students are going through and how they can be helped to maximise their potential can enable teachers to have be much more effective facilitators of learning One technique shown to prompt such a critical stance is the production of a teaching philosophy statement Goodyear Allchin 1998 Back to

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  • Exploring Your Own Conceptions of Teaching and Learning/Teaching Philosophy Statement - UCD - CTAG
    2008 Prince 2004 Felder 1992 TA Consultants undated Consequently I try to make my classes as active and participative as possible and as a teacher seek to create a classroom milieu that encourages active participation by way of discussion role play and student presentations When however the most pressing need of my students is to receive vital information as quickly and effectively as possible I seek to supplement my lecture with handouts and OHTs that help them to identify the key learning points and prompt them to consider key questions I expect students to contribute to the overall learning of everybody in the class by taking part in classroom activities and being willing to act as a critical friend to their peers Loke Chow 2007 Boud et al 2001 I also expect students to attend all classes arrive punctually and to meet all assignment deadlines Above all I expect students to take responsibility for their own learning by applying themselves to the goals of the course and to working with their fellow students Aviram Yonah 2004 Boud 1988 You might like to take the opportunity to look at some of the many other examples of teaching philosophy statements that have

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  • Exploring Your Own Conceptions of Teaching and Learning/Writing your own teaching philosophy statement - UCD - CTAG
    understanding of student learning At their best they are intellectually revealing rather than simply describe your teaching experience they demonstrate how you think about your teaching http www princeton edu mcgraw library for grad students teaching statement Many people have found that Exercise 1 below is a useful starting point for the reflection necessary to produce an effective teaching philosophy statement It is also useful for generating text that may later be incorporated in such a statement Exercise 1 Consider the following incomplete statements and attempt to complete them My main goal as a teacher of is to The relationship I try to achieve with my students is The most important thing that I expect of my students is I know a teaching session has been successful when The values that I seek to impart to my students are Effective teaching is Having completed the above begin to combine the statements to form an initial philosophy statement Cut and paste the relevant statements into the box below and expand and or provide linking text to each Exercise 2 Now take the best one or two of your completed statements and post to the group via the Discussion page tool Submit

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  • Teaching Philosophy Module Descriptor - UCD - CTAG
    section you should be able to write a teaching philosophy statement that facilitates reflective practice Teaching Philosophy Continue to Teaching Philosophy Session Map SocialRewardingRecommend SocialRewardingRecommend SocialRewardingMostViewedArticles show true SocialRewardingMostViewedArticles Retrieved from http www ucdoer ie index php title Teaching Philosophy Module Descriptor oldid 965 Page tools Printable version A Z glossary of terms Who s online Most recent additions Your account 91 105 69 17 Talk for this IP address

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