Teaching Methods
“Courage is the first of human qualities because it is the quality which guarantees the others.” - Aristotle
In teaching, my overarching goal is to develop a student-centered environment. I want students to actively participate, rather than passively learn. When planning a course of instruction, I identify a set of objectives and skills. Next, I compile a rationale for each objective and skill. I design a course plan that emphasizes the application of critical thinking skills to foster deep learning, and the use of collaborative learning skills to facilitate “real-world” problem solving. I also embed activities in the instructional process that are designed to help students develop research and writing skills—readily transferable across disciplines—as they engage in learning of content material.
Teaching Philosophy
Teaching Methods
Teaching Experiences
The Case Method Teaching
E-Learning PhilosophyThroughout the teaching and learning process, I incorporate multiple choices and pathways through the learning materials. I encourage students to engage in open-ended formative and summative evaluation of the course (what’s working, what’s not). I also ask students to self-evaluate individual progress. Finally, my course design includes a data-driven evaluation component, which focuses on systematic outcomes and results, that are clearly tied to course goals and objectives. I follow these principles in teaching: being enthusiastic for each class and letting it show; learning about the students in the course; organizing each class well; using a presentation style that maximizes student interest; and using a variety of teaching methods to present the material. I use humour in my presentations to spark student interest and make my presentations engaging. I vary my teaching techniques in class (cases, discussion groups, lecture, etc.). I extensively utilize e-learning platforms (Moodle), PowerPoint software and all elements of multimedia (documents, music CDs, videos, web sites, etc). These forms are also used to structure the students into class teams. I keep these forms on file so I can be available to the students as a reference.
The constancy of change in contemporary teaching and learning environments behooves one to think critically about a teaching philosophy. In the 21st century, a new literacy has emerged—the ability to use appropriate technological tools in an Information society. For example, the personal computer and associated technological innovations, e.g., the Internet and E-mail, have become commonplace.
Alvin Toffler, futurist, and author of the classic Future Shock , puts it best, when he says: “The illiterate of the 21st century will not be those who cannot read and write, but those who cannot learn, unlearn, and relearn“. Faculty must critically examine and re-examine teaching philosophies, as the environments in which teaching and learning become increasingly diverse and varied.
Evaluation
To measure student learning, I provide multiple assessments. Over my 8 years of teaching experience, these assessments have included:
- Collaborative research projects
- Formal scholarly research papers
- Portfolios Presentations (Speaking, Multimedia)
- Quizzes Review activities
- Student written newsletters
- Non- Traditional exams
- Writing Activities
- Written concept summaries
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