My teaching philosophy and approaches are founded on the Curriculum Transformation Framework of UWC and its commitment to curriculum change and disruption to foster an inclusive and equitable learning environment that celebrates diversity.
With a passion for cultivating an atmosphere where every student feels valued and heard, I employ a range of teaching approaches designed to accommodate diverse learning styles and backgrounds. By embracing equity, inclusion, and diversity, my goal is to create a space where intellectual growth flourishes, and students are empowered to thrive both academically and personally. This philosophy extends beyond the classroom, influencing my pedagogical decisions and interactions to contribute positively to the broader educational community.
I prioritize fostering a sense of community within the classroom. Acknowledging the unique perspectives each student brings, I encourage open dialogue and actively seek out diverse voices in course materials. Through these efforts, I aim not only to impart knowledge but also to cultivate critical thinking skills and a deep appreciation for diverse perspectives. Assignments and assessments are designed to reflect the varied experiences of our student body, promoting a sense of belonging and relevance. Furthermore, I make a concerted effort to be aware of potential biases in my teaching materials and continuously strive to present a curriculum that is representative and respectful.
Ultimately, my teaching philosophy revolves around creating an educational experience that goes beyond the transmission of information—it seeks to empower students, celebrate diversity, and prepare them for a world that values and embraces the richness of human differences.
Embedded within my teaching philosophy are various pedagogies that actively contribute to the realization of equity, inclusion, and diversity in the university classroom. The following two theorists greatly influence my learning and teaching pedagogies: i) Paulo Freire – empowerment and critical thinking and ii) Jack Mezirow – transformative learning and perspective transformation. I also integrate Benjamin Bloom's work on educational taxonomy in my teaching philosophy and more specifically for my curriculum design. This is because it provides a framework for understanding and categorizing educational goals and learning outcomes and it cuts across my pedagogies and their related theories.
I deploy the following pedagogical approaches and strategies and more detail about their application, Freire and Mezirow as well as my curriculum renewal principles are discussed in the Curriculum Development & Renewal section of my portfolio:
Universal Design for Learning (UDL) (Theorists: David H. Rose and Anne Meyer), which guides the development of instructional materials and activities that cater to a wide range of learning styles and abilities. By employing UDL principles, I ensure that my teaching methods are flexible and accessible, removing barriers to learning and accommodating the diverse needs of the students.
Incorporating Culturally Relevant Pedagogy (CRP) (Theorist: Gloria Ladson-Billings), is another integral aspect of my approach. This pedagogical framework recognizes and leverages the cultural backgrounds and experiences of students to inform the curriculum. By incorporating diverse perspectives into the course content and highlighting contributions from underrepresented groups, CRP fosters a sense of belonging and relevance in the learning process.
Active Learning strategies (Theorist: Michael Prince), such as collaborative group work and problem-based learning, play a crucial role in promoting inclusivity. These methods not only engage students actively in the learning process but also create opportunities for diverse voices to be heard. Through collaborative projects, students learn from one another and gain insights from different perspectives, enriching the overall educational experience.
Critical Pedagogy (Theorist: Paulo Freire), is woven into the fabric of my teaching philosophy, challenging students to question assumptions, think critically about societal structures, and engage in meaningful discussions about social justice issues. This approach encourages students to become active participants in their own education, fostering a sense of agency and empowerment.
Assessment for Learning (AfL) practices (Theorists: Paul Black and Dylan Wiliam), focusing not only on evaluating student performance but also on providing constructive feedback that supports continuous improvement. This approach ensures that assessments are fair, transparent, and aligned with the diverse learning objectives of a varied student body.
By integrating these pedagogical approaches and strategies into my teaching philosophy, I aim to create an educational experience that is not only academically rigorous but also responsive to the unique needs and backgrounds of each student, promoting a culture of equity, inclusion, and diversity in the university setting.
References:
Universal Design for Learning (UDL): Rose, D. H., & Meyer, A. (2002). Teaching Every Student in the Digital Age: Universal Design for Learning. ASCD.
Culturally Relevant Pedagogy (CRP): Ladson-Billings, G. (1995). But That's Just Good Teaching! The Case for Culturally Relevant Pedagogy. Theory into Practice, 34(3), 159–165.
Active Learning: Prince, M. (2004). Does Active Learning Work? A Review of the Research. Journal of Engineering Education, 93(3), 223–231.
Critical Pedagogy: Freire, P. (1970). Pedagogy of the Oppressed. Continuum.
Assessment for Learning (AfL): Black, P., & Wiliam, D. (1998). Assessment and Classroom Learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7–74.