Philosophy of Teaching

Another living document that speaks to where I am currently at, as I collaborate with other learners to create the courageous space for inquiry, discovery and application:

Purpose of Teaching

We are each in our vocation, because others chose to invest time to let us learn and grow. That is to spark and create the interior dialogue of learning- our life; the scholarship; and the mentor- that we process then connect with others to continue. This is the collaborative courageous dialogue that others invested in my own vocational formation, that I am wanting to share with others.

It is a way to invest in learners, to truly know their intrinsic worth as a person. Find the sense of belonging in community, and vocation to continue as a lifelong learner.

Essentially to ignite or fan the passion to be a curious member of community.

Teaching objectives

My values are simple, each person has intrinsic worth, and a path they are meant to be on. The learning in life is part of the equipping and growth for this. We learn through our lived life, and the classroom experience coming together in dialogue.

Essentially to ignite or fan the passion to be a curious member of community.

The specific goal overall in the classroom experience is for learners to have the aha moments of how the theoretical and practical connect in their own lives and vocation.

Teaching methods

Within my own teaching I use things such as universal design; the flipped classroom; creating courageous spaces of inquiry with the learners.

Specifically, this can look like case studies, tied into authentic assessments. With group projects, allowing low risk engagement for the group formation process for in class learning activities so they can be better equipped to work together for success.

Using rationales to tie together the learning, assessments and what this looks like in the field which can take the form of simulations.

Constantly encouraging inquiry, and discussion throughout the time together.

It is seeing the diversity, connecting students with appropriate supports, and understanding their current context in regards to their learning and what is possible.

Evaluation and Assessment

Sharing key rationales on the application of the assessment beyond the scope of GPA. For example, APA format, aids the learner in applying their knowledge base in a learned communication style.

There needs to be an opportunity for connection, resource, and practice before the assessment. This may be through workshops by others, or in class taking time with application of theory, to learn the different pieces of assignments.

Grades are only effective by creating more space for curiosity and learning further.