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As many individuals attending college,
I experienced post
secondary education primarily through lecture format courses. During my
graduate work, I was exposed to other styles of teaching that were able
to
capture the attention of undergraduate students, even in a large class.
As I
continued to experience new teaching styles and classroom management, I
began
rethinking my personal teaching experience. I found myself teaching as
I was
taught through the traditional lecture style. I tried my best to
incorporate
some of techniques for engaging students, but I found quickly that my
teaching
philosophy needed revision. I have, since, revised my teaching
philosophy so
that it is centered on four themes I find effective in the classroom.
First and foremost, I believe that
science should be taught
for scientific literacy. This is important for all students of science,
whether
science major or not. Students need to be exposed to the practical
application
of the content in any course. In my courses, this is often accomplished
using
current topics and issues related to the content we are covering. I
incorporate
weekly news items relevant to the content to illustrate the
practicality of the
material being discussed. Discussion often follows the presentation of
the news
item so that students have a chance to voice questions and opinions
about the
subject. I encourage students to use the news items as a point for
further
investigation.
Inquiry based methods also contribute
to my philosophy on
student research. One way in which students are able to create their
own
knowledge is to conduct guided research. I have found that this is
effective in
a lab setting, through group presentations, survey research, and
research papers.
I have used research papers, both individual and group, to guide
students
through critical analysis of available literature and exploration of
topics
otherwise not discussed. I have also developed and used inquiry-based
laboratory exercises and have found student taking personal interest in
science. I use a variety of exercises to
promote student research within each of the courses I teach.
I construct all of the courses I
teach, regardless of size,
to include a discussion component. I have found that students are more
engaged in
an environment where opinions and questions are welcome. All topics
covered in
any of my courses are open for discussion. In some cases, discussions
are
guided to incorporate the variety of viewpoints and evidence. Students
are
encouraged to format personal opinions on the content discussed and
challenge
those opinions with competing viewpoints. In other cases, the
discussions are
student initiated and free flowing. I believe it is important to
capitalize on
all possible teaching moments.
Finally, I strive to use as much
technology inside and
outside the classroom as possible. This includes presentations using
computer
software, email correspondence whenever possible, real-time electronic
discussions with students, a web page interface for the course, online assessment, the use of a Personal Response System during class, and the
use of
visual media and the internet to compliment my teaching in the
classroom. The
fast paced and full lives of many students require flexibility on the
part of
the instructor. I strive to use technology in a way that generates a
positive
educational experience for my students.
As an
instructor of biology in a quickly changing
world, I have the responsibility to teach for scientific literacy.
Students
need to leave post secondary education with the knowledge and practical
experience to make educated and responsible decisions relating to the
biological world. Through inquiry based teaching methods and student
research,
I help create a safe and comfortable environment in which learning
takes place.
My use of discussion allows students to voice viewpoints and have those
viewpoints challenged in that comfortable environment. Reaching
students
through as many means as possible has allowed me to connect with
students and
make courses I teach an enjoyable experience for the students and me regardless of the size of class. I
pride
myself in a continual revision of my teaching philosophy to incorporate
new
ideas and practices that encourage a rich learning and teaching
experience. |