This seminar provided strategies for developing a teaching philosophy that engages the audience, shares the most relevant information with future employers, and articulates personal teaching beliefs. Dr. Coke presented examples and resources for writing a philosophy statement, helped the attendees brainstorm essential personal values, and helped us begin to write our teaching philosophies.

 

This information directly applies to creating my teaching philosophy statement. The workshop was extremely helpful in understanding the components of a good teaching philosophy. I found that efficacy and independence are two values that I want to bring into the classroom for my students. Empowering students to have control over their education is a cornerstone of my teaching philosophy and pedagogy.

This seminar discussed the effectiveness of the “mastery model” of practice testing for student learning and engagement. Cognitive psychology research has correlated improved learning and information retention with the use of practice testing alongside spaced study. Canvas allows for automated practice tests that are tailored to each student’s mastery of the topic and needs.

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The mastery model of practice testing fits into my teaching philosophy and classroom goals of promoting student efficacy and independence in their learning. The students have control over their learning as they work through the practice tests and gaining mastery. The feedback from the practice tests can direct the students to the information they missed and motivate them to revisit the concepts. The student can take the test as many times as they choose for the grade they desire and control their level of preparedness. I would alter the format from Dr. DeLosh however. He chooses to provide the correct answer to the students with an explanation of why it is correct. To increase the efficacy and independence of my students I would instead provide the information and resources where the correct answer can be found. For example, I would provide the page numbers or chapters where the concept is located in their textbook, the lecture that covered that concept, or examples from class.

This workshop discussed strategies to enhance learning and retention in the classroom. Research has established that lectures are the least effective method of teaching, however, most classrooms are structured that way. This workshop assessed techniques to enhance learning alongside the traditional lecture format to accommodate multiple learning modes.

 

The focus on agency in student learning is the key concept for my teaching philosophy. Utilizing many strategies for learning allows students to identify with the type of learning that suits them the most. Teaching students what strategies work the best for them will allow them to be more independent moving forward. Some students may learn from lecture, others from practice testing, some by hands-on or demonstrations, and others still by visual cues. Incorporating lecture capture, annotated PowerPoint, and group assignments can be easily integrated into a curriculum to make a more inclusive classroom environment.

Students at CSU are reporting that they are struggling in a variety of things, which impacts their academic and general well-being. This seminar brings resources for approaching situations to increase the effectiveness of instructors and leaders in the classroom. Some of the tools that this seminar helped to promote included tips to have difficult conversations, contact information for services, and how to evaluate a situation properly.

 

Agency and creating student independence is something I strongly believe in, and sometimes students need additional help in order to help themselves. I will use this information to recognize and facilitate a conversation that will lead to empowerment in struggling students. Jack did a great job in this example of suggesting solutions while leaving the ultimate decision up to Erica. He gently pushed counseling and other resources while continuously checking in with what Erica was comfortable with. I believe we have to help them help themselves; this is diffusing the initial situations, providing a variety of resources, and following up on their decision.

This workshop discussed strategies to incorporate creativity into the classroom. All students have their own voice that should not be silenced through academia. This workshop provided information on creativity across disciplines, exercises to find your voice, and how to help students find their voice.

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​This concept relies heavily on self-efficacy. My philosophy is focused on helping students help themselves and take control of their learning. Allowing for creativity and pushing students to think outside the box will contribute to their sense of positive control. I agree that strict confines will keep students from reaching their full potentials. Every student has a different learning style. I want to support and foster unique products that stem from these differences; I want students to connect with their writing because it has their voice.

This workshop addressed strategies to help students develop their thesis and determine the claims they want to focus on. Many writers are not comfortable making claims or do not understand how to properly support those claims.

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​The outlining of an essay can provide the foundation and framework to give students confidence in their writing. I want my students to feel confident and empowered in their educational pursuits. This process can allow students to take control of the knowledge that they have, and then they have a place to fill in the gaps. Writing out their claims and fleshing out the details on paper in an outline can provide the visual cues to show students how much they know. Proper outlining of arguments can also allow students to research further. They can see exactly what they don’t understand and have the power to gain more information in those areas.

This short course was an orientation to the various learning disabilities that CSU students may be affected by. This course was extremely helpful because I learned about symptoms and aid for a variety of mental and learning disabilities within my classrooms.

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​My pedagogy is focused on student agency and efficacy, so understanding some of the barriers that may prevent a student from feeling successful is important for my teaching philosophy. Students must take the initiative to talk to me about his or her disability, but once they take that step I feel more capable of meeting their needs and inspiring them. 

This short course was an orientation to theories and practices useful when developing online courses. The online course was set up in modules with activities to emphasize the practices that we were learning about. Through the course, I developed a syllabus, practiced creating online quizzes, and experienced education in a digital platform.

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My pedagogy is focused on student agency and efficacy, so creating online quizzes with multiple attempts and modules that only unlock after the completion of materials will be extremely useful in my goal of empowering my students. Online quizzes give each student the opportunity to practice and try applying the concepts at a rate that they deem fit. Unlike a traditional test, which is one and done, the online quizzes allow students to learn and try until they have a grade they like. The multiple quiz system also encourages students to learn the material more effectively because more metacognitive structures are engaged rather than simple memorization for a one-time test. I also like that I can post materials in advance on Canvas to allow students to work ahead if they see fit.

"Theories and best practices associated with writing integration in the academic core"

--- From the 201790 Course Catalog (Fall 2017)

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This course engaged with strategies for stronger feedback, high and low stakes assignments, and managing writing courses. I was able to learn from my peers across the University to grow as an instructor. The tools gained from Dr. Jacobi informed my future work.

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This workshop discussed strategies to understanding and building a toolkit to promote and engage with cultural diversity and the variety of perspectives present within learning environments. Negotiating diversity is a skill set that includes strategies, which were covered in this workshop, to enhance our abilities as facilitators in the classroom.

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​Being an instructor, I often listen in a problem-focused and action-oriented sense when conversing with students (I listen and interrupt with my own advice and solutions). While this is necessary and a part of my job, I will more actively engage in empathetic listening first to encourage the student in problem-solving on their own. Agency and self-efficacy are the bedrocks of my philosophy, so incorporating more opportunities for my students to talk through a problem without my automatic advice-giving will be an important pedagogical addition. Once the student has the time to talk through the issue with me, reflect and try to problem-solve, and generate new questions, I will offer directions and advice.