10.3 My Philosophy of Teaching

Purpose

My goal in the classroom is to inspire and facilitate student exploration and discovery. Through the use of modeling and executing integrated digital experiences, I have found it to foster creativity, innovation, collaboration and communication skills. Students learn to problem-solve, develop critical thinking and decision-making capabilities. Guided inquiry and project-based learning helps students to locate, organize, synthesize and share knowledge about real-world issues.

With much attention being given to the need for preparing students for 21st century careers, a robust education in STEM is critically important. According to the NSPE (National Society of Professional Engineers), the “continued economic prosperity and national security of the United States” relies upon a strong foundational understanding of STEM concepts and practices, and that the elementary and middle school is the prime time to lay this foundation for students.

Presentation

In the classroom, using a variety of media to present the lesson is crucial. Equally as important is students sharing what they have learned through technology, as it is an essential 21st century skill.

Staying on top of the latest trends in public school education is important to me. I also believe that it is important to be a lifelong learner. In addition, I believe in giving back to the community through professional speaking engagements and workshops.

Curriculum

Delivering learning experiences which are aligned with the CCSS and the NGSS is essential. Lessons should always begin with the desired results, followed by determining acceptable evidence. This allows for planning meaningful learning experiences and instruction that sets the stage for successful learning.

Assessments are formative and summative,  including traditional tests and quizzes, yet  moving beyond to student rubrics, project notebooks, journals, self-assessments, peer-to-peer assessments and more.

Questions I ask when planning for learning:

1. What do my students need to know and be able to accomplish?
2. How will my students demonstrate that they know and are able to do it?
3. How are my students going to learn what they need to know and be able to do?
4. How will I know that they have learned?

Classroom Environment

At the heart of a solid STEM program lies a solid foundation for student empowerment. In the classroom, the following is apparent:

• Clear expectations set by the teacher
• A well-defined and supportive framework for the learning activities which are created from instructional goals
• Meaningful technology is used to support learning
• Differentiated learning occurs consistently through a variety of learning activities
• Assessment is authentic, using a variety of modes and includes student self-assessments and peer-to-peer evaluations.

Motivation, Engagement and Conduct

Motivating and sustaining student interest, engagement and appropriate conduct is always my goal. Of course, letting the class flow and having fun is also important!

Having students who are self-directed, interested and engaged in their activities allows for deeper learning and a higher level of involvement and expression. This can be accomplished with learners of all types and abilities through differentiation and variety of hands-on activities.

Theory, Application and Diversity

As an educator, I have a firm belief in infusing all learning experiences with multiple paths to learning and and allow for different modes of presentation and assessment. Each student is different, and learns differently. Applying Gardner’s theory of multiple intelligences. Students learn uniquely within intelligences which include visual-spatial, bodily-kinesthetic, linguistic, logical-mathematical as well as intrapersonal and interpersonal. Applying these has become much easier with the advent of meaningfully integrated technology and thoughtful planning for learning on all levels.