Statement of Teaching Philosophy
My philosophy of teaching evolved from my teaching experiences as a literacy tutor for children with special needs in an elementary school, and as a graduate teaching assistant in the university. My teaching philosophy is driven by my belief that each student is a unique individual who has potential and ability to learn differently through activities and discussions. My role is to enable my students to articulate their goals and reach their full potential in learning. As I reflect on my pedagogical development regarding teaching and learning, I have integrated a variety of research-based principals and evidence-based practices of instructional strategies into teaching. My ultimate goal as a teacher in special education is to promote positive learning of diverse learners to have successful experience that will provide a strong foundation for lifelong learning. To accomplish this goal, I have applied a variety of teaching approaches based on educational principles encompassing research-based neuroscientific information; the use of technology to enhance teaching and virtual learning; Universal Design for Learning and differentiate instruction; and instructional planning and assessment.
Growing knowledge of neuroscience is generating fresh perspectives on education. With the knowledge of neuroplasticity, the effects of emotion in learning, the executive functions, the brain pattern building, the transformed knowledge, and the lifelong intelligence growth, my belief in learning is every individual can learn to his/her utmost potential. Educators can empower students to put more efforts to learning. It is important for educators to learn about the basic of neuroscience in order to address the importance of brain knowledge contributing to individual students' learning. It would be great benefits to students if educators would have background knowledge in the neurology of learning because students do not always learn in the same ways. Educators can support students' learning with the brain knowledge about human brain that has unlimited potential to learn and to grow in memory and intelligence. Educators will therefore encourage, motivate, and support students to be the active learners in an enrich natural environment. As a result, students would be able to have successful learning experiences in the classroom and in other aspects of life.
Technology can transfer how students learn. I provide several ways to facilitate learning by integrating digital technology and implementing the Universal Instruction Design (UID) concept into teaching in order for my students to get access to the curriculum. To help students get access to the curriculum promotes inclusion for all diverse students. My students will regularly use a discussion board in the Blackboard to communicate, exchange ideas, submit assignments, and work on group projects. Google docs, Prezi, LiveBinder and PowerPoint will be used for presentation. Audio Podcase with transcripts will be used for lectures and additional resources. To facilitate distance-learning, Fuze, Skype for Business, and/or Tegrity will be integrated into real-time class meeting. I will create Google Docs for each learning topic and share with my students. My students can raise questions and write their messages on shared Google Docs in the classroom. All students will eventually take notes on Google Docs.
As contemporary classrooms become increasingly diverse, teachers and school administrators pay attention in seeking approaches in teaching that cater students with a variety of learning profile (Subban & Sharma, 2006). Diversity and inclusion are integral parts of higher education and will continue to influence both campus and classroom life (Neumann, 2011). Diversity must be addressed in today's schools that include student readiness, language and culture, disability issues, student interests, and individual learning profile (Hoover & Patton, 2014). Gartin, Murdick, Imbeau, and Perner (2002) described that differentiated instruction become one of teaching methods that educators implemented to address this challenge in the classroom (as cited in Bender, 2012; Forgarty & Pete, 2011; Timlinson (2014); Tomlinson et al., 2003; Tomlinson & Imbeau, 2010; Tomlinson & McTighe, 2006). This approach provides a perspective in rethinking of the structure, management and content of the classroom; as a result, learners are engaged in the learning process and context (Subban & Sharma, 2006).
To address the needs of students, informal assessment methods help teachers understand students' use of executive function processing and identifying why and how particular students may be struggling. Performance-based assessments and portfolio assessments are examples of classroom measurements (Fuchs & Fuchs, 2991). A variety types of assessment can accurately assess understanding of course content among diverse groups of learners. Therefore, alternative types of assessment such as rubrics, checklists, individual and group projects, presentation and traditional test constructions will be used for student coursework.
To this end, being an effective teacher in special education who promotes inclusive education, it is critical for me to provide accessibility to all diverse learners by implementing the concept of Universal Design for Learning into teaching. The course content and materials must be accessible to diverse students, including students with exceptionality. The concept of accessibility and inclusion can be applied into teaching in all educational levels, including K-12 and higher education. The ultimate goal for teaching and learning is students' success in academic and in life. Inspired by special education study, I do believe that the commitment to inclusive teaching can create equitable learning environment where all learners can be successful. These teaching methods and practices promote inclusion regardless of difference in identity background and ability.
References
Bender, W. N. (2012). Differentiating instruction for students with learning disabilities: New best practices for general and special educators (3rd ed.). Thousand Oaks, CA: Corwin.
Forgarty, R. J., & Pete, B. M. (2011). Supporting differentiated instruction: A professional learning communities approach. Bloomington, IN: Solution Tree.
Fuchs, D., & Fuchs, L.S. (1991). Framing the REI debate: Conservationists vs. abolitionists. In J. W. Lloy, N. N. Singh, & A.C. Repp (Eds.), The regular education initiative: Alternative perspectives on concepts, issues, and models (pp. 241-255). DeKalb, IL: Sycamore.
Gartin, B. C., Murdick, N. L., Imbeau, M., & Perner, D. E., (2002). How to use differentiated instructions with students with developmental disabilities in the general education classroom. Arlington, VA: Council for Exceptional Children.
Hoover, J. J., & Patton, J. R. (2004). Differentiating standards-based education for students with diverse needs. Remedial and Special Education, 25(2), 74-78. Doi: 10.1177/07419325040250020101
Meltzer, L. (2010). Promoting executive function in the classroom. New York: The Guilford Press.
Michael Stephen Schiro (2013). Curriculum Theory: Conflicting Visions and Enduring Concerns. Sage Publications.
Neumann, E. (2011). The value of diversity, inclusion in higher-ed. Retrieved from http://www.brillneumann.com/wp-content/uploads/021811_OnDiversity-2.pdf
Subban, P., & Sharma, U. (2006). Teachers' perception of inclusive education in Victoria, Australia. International Journal of Special Education, 25(3), 211-218.
Tomlinson, C. A. (2014). The differentiated classroom: Responding to the needs of all learners (2nd ed.). Alexandria, VA: ASCD.
Tomlinson, C. A., Brighton, C., Hertberg, H., Callahan, C. M., Moon, T. R., Brimijoin, K., … Reynolds, T. (2003). Differentiating instruction in response to student readiness, interest, and learning profile in academically diverse classrooms: A review of literature. Journal for the Education of the Gifted, 27(2/3), 119-145.