My Philosophy of Teaching
embraces core values geared towards empowerment and development of individuals to be value-oriented and committed to truth, service, justice, unity, and peace. My approach to teaching is one that is strongly committed to the achievement of lifelong learning and professional excellence; emphasizes on respect for the dignity and potential of all individuals; integrates the goals of service to the society, and understanding and practice of ethics.
I am also dedicated to the integration of the use of current teaching approach. Gange’s instructional model, Ellen Langer’s view on mindful-learning, and John Dewey’s principle of “learning by doing” are at the heart of my approach to instruction.
Gagne’s instructional model serves as framework for my goal or objective setting; planning of instructional materials and strategic learning activities that should facilitate the achievement of learning objectives; and, design and use of effective assessments and summative evaluations of learning outcomes.
I find Langer’s advocacy for mindful-learning to be quite in consonance with John Dewey’s principle of “learning by doing.” I have always used instructional principles and strategies that promote active learning, active student engagement. Students must be involved in various learning activities that lead them to greater understanding and enable them to apply the concepts, theories and principles learned into productive learning output.
In addition, the use of reflective learning journals and maintaining learning portfolios definitely heighten students’ involvements in the learning process.
I am a strong promoter of collaboration and cooperation in the classroom, giving emphasis to sharing practical experiences in relation to the theoretical knowledge being studied. I believe that linking theoretical knowledge into actual work or life experiences is the best way to truly bring about lifelong learning. In order to develop professional competence, I give emphasis to developing communication skills. I value the use of critical thinking and problem solving techniques. As practitioner in Research, I always incorporate information utilization or research in my classroom learning activities.
The instructional design model I use for instruction tells more.
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I view instruction as a highly purposeful communication that occurs within the complex flow of human interactions. Thus, of importance too is the crafting of clear and effective communication materials to facilitate learning through discovery, exploration and independent execution of learning activities by the students. I believe that effective use of technology can augment learning through enhanced students’ engagement in online discussions, online team learning, information sharing and collaboration.
To evaluate learning outcomes, I adapt various measures such as: a) individual and collaborative work output; b) critical, creative and reflective writing (learning journals); c) learner’s portfolio; d) presentation with use of available multi-media technology; e) combined creative, reflective, critical thinking activities (written or verbal); f) student’s contribution to discussions and feedback; g) various activities that apply multiple intelligence abilities; and, h) concept summaries.
With all these at the core of my philosophy, I unceasingly strive to improve myself through reflective self-evaluations and I endeavor to keep my knowledge and expertise in the fields of Communication and Education updated. I value feedback from my students, mentors, superiors and colleagues as a means to enhance my potentials and capabilities in my teaching profession.
Maintaining a non-threatening environment is also crucial in order to allow the productive flow of communication exchange between students and the instructor and among students themselves. Learning materials, activities, assessments and summative evaluations of learning outcomes must cater to the diverse learning styles, talents and capabilities, educational, social, and cultural backgrounds of students.