Scholarship of Learning & Teaching

Teaching Philosophy and Approaches

Core  Beliefs:  

o Outline  your  fundamental  beliefs  about  teaching  and  learning.  Discuss  how these beliefs inform your approach to education.

Educational  Goals:  

o Define  the  primary  objectives  of  your  teaching.  For  example,  fostering critical thinking, encouraging collaboration, or preparing students for real-world challenges. 

Pedagogical  Approach:  

o Describe  the  pedagogical  strategies  you  employ.  Consider  social justice  and  transformation  theorists  such  as  Paulo  Freire  –  empowerment  and  critical thinking  and  ii)  Jack  Mezirow  –  transformative  learning  and  perspective  transformation together  with  social  justice  methodologies  such  as  Universal  Design  for  Learning  (UDL), Culturally Relevant Pedagogy (CRP), and Active Learning. 

Reflective Practice and Critical Analysis 

o Self-Reflection:  Explain  how  you  regularly  assess  and  refine  your  teaching  practices. Mention and share specific tools or methods (upload examples) you use for reflection.

o  Feedback Integration:  Discuss  how  you  use  feedback  from  students,  peers,  and evaluations to enhance your teaching. 

o  Adaptation to Change:  Highlight  how  you  adapt  to  new  educational  trends, technologies, and student needs.

Curriculum and Assessment Design 

o  Curriculum Development:  Detail  how  you  design  and  update  your  curriculum  to  align with your teaching philosophy and the needs of your students. 

o  Assessment Strategies:  Describe  your  approach  to  assessment,  emphasizing  formative assessments and feedback that support student learning and improvement.

Diversity and Inclusion 

o  Equity and Inclusion:  Discuss  how  you  incorporate  principles  of  equity,  inclusion,  and diversity  in  your  teaching.  Provide  examples  of  how  you  address  diverse  learning needs and backgrounds.

o  Cultural Relevance:  Explain  how  you  integrate  culturally  relevant  content  and perspectives into your curriculum.

Theoretical Foundations 

o  Influential Theorists:  Reference  educational  theorists  that  influence  your  teaching philosophy,  such  as  Paulo  Freire,  Jack  Mezirow,  and  Benjamin  Bloom.  Describe  how their theories inform your practice.

o  Application of Theories:  Provide  examples  of  how  these  theories  are  applied  in  your teaching strategies and curriculum design.

Pedagogical Approaches 

o  Specific  Strategies:  Outline  the  specific  pedagogical  strategies  you  use,  such  as  UDL, CRP,  and  Active  Learning.  Describe  how  these  strategies  are  implemented  in  your teaching.

o  Impact on Learning:  Discuss  the  impact  of  these  strategies  on  student  engagement and learning outcomes.

Evidence and Outcomes 

o  Supporting Evidence:  Include evidence of the effectiveness of your teaching practices.  This could be in the form of student feedback,  peer  reviews,  or  examples of student work.

o  Outcomes and Achievements:  Highlight any  notable  achievements  or  outcomes resulting from your teaching approach.

Conclusion 

o  Summary:  Summarize your teaching philosophy and its impact on your students and the broader educational environment. 

o  Future  Goals:  Outline your future aspirations in teaching and how you plan to continue evolving as an educator. 

Example Supporting/Guiding References: 

o  Universal  Design for  Learning  (UDL):  Rose,  D.  H.,  &  Meyer,  A.  (2002).  Teaching  Every Student in the Digital Age: Universal Design for Learning. ASCD. 

o  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. 

o  Active  Learning:  Prince,  M.  (2004).  Does  Active  Learning  Work?  A  Review of the Research. Journal of Engineering Education, 93(3), 223–231. 

o  Critical Pedagogy: Freire, P. (1970). Pedagogy of the Oppressed. Continuum. 

o  Assessment for  Learning  (AfL):  Black,  P.,  &  Wiliam,  D.  (1998).  Assessment and Classroom  Learning.  Assess