Construct a 500-750 word philosophy of teaching that incorporates the learning paradigms and learning theories you identify with the most.
Your teaching style is directly related to your philosophy of what it means to know and learn. The rationale for making particular teaching choices becomes more apparent when you reflect on what you believe about teaching and learning. Much of what you believe comes from your own experiences as a student, the images of teaching you hold, and your experiences as a teacher.
Consider your experiences as a student and any experience of teaching that you may have had. Construct a 500-750 word philosophy of teaching that incorporates the learning paradigms and learning theories you identify with the most. Remember that this is a philosophy of teaching that is applicable in higher education, one that a search committee would likely be reading when you apply to be a faculty member at their institution.
Support your findings with 3-4 scholarly resources.
Prepare this assignment according to the guidelines found in the APA Style Guide, located in the Student Success Center. An abstract is not required.
Rubic_Print_Format
| Course Code | Class Code | Assignment Title | Total Points | |||||
| EDU-534 | EDU-534-O500 | Philosophy of Teaching | 50.0 | |||||
| Criteria | Percentage | Unsatisfactory (0.00%) | Less than Satisfactory (74.00%) | Satisfactory (79.00%) | Good (87.00%) | Excellent (100.00%) | Comments | Points Earned |
| Content | 80.0% | |||||||
| Learning Theories/Learning Paradigms | 40.0% | Not addressed. | Learning Theories/Learning Paradigms are not specific and are not relevant to the instructor’s discipline. | Learning Theories/Learning Paradigms are articulated and specific and but do not go beyond the knowledge level. Learning Paradigms are sensitive to the context of the instructor’s discipline. | Learning Theories/Learning Paradigms are articulated and specific and go beyond the knowledge level, including skills, attitudes, career goals, etc. Learning Paradigms are sensitive to the context of the instructor’s discipline. | Learning Theories/Learning Paradigms are clearly articulated and specific and go beyond the knowledge level, including skills, attitudes, career goals, etc. Learning Paradigms are sensitive to the context of the instructor’s discipline. They are concise but not exhaustive. | ||
| Teaching Style | 40.0% | Not addressed. | Includes details about teaching methods but methods may not be appropriate. The methods are connected to learning, but may not be appropriate. | Includes details about teaching methods. The methods are connected to learning theories/paradigms. At least one example of the methods in use within the disciplinary context is given. | Includes details and rationale about teaching methods. The methods are connected to learning theories/paradigms and are appropriate. Specific examples of the methods in use within the disciplinary context are given. | Includes details and rationale about teaching methods. The methods are clearly connected to learning theories/paradigms and are appropriate. Specific examples of the methods in use within the disciplinary context are given. | ||
| Organization and Effectiveness | 20.0% | |||||||
| Mechanics of Writing (includes spelling, punctuation, grammar, language use) | 10.0% | Not addressed | Frequent and repetitive mechanical errors distract the reader. Inconsistencies in language choice (register) or word choice are present. Sentence structure is correct but not varied. | Some mechanical errors or typos are present, but they are not overly distracting to the reader. Correct and varied sentence structure and audience-appropriate language are employed. | Prose is largely free of mechanical errors, although a few may be present. The writer uses a variety of effective sentence structures and figures of speech. | Writer is clearly in command of standard, written, academic English. | ||
| Documentation of Sources (citations, footnotes, references, bibliography, etc., as appropriate to assignment and style) | 10.0% | Not addressed | Documentation of sources is inconsistent or incorrect, as appropriate to assignment and style, with numerous formatting errors. | Sources are documented, as appropriate to assignment and style, although some formatting errors may be present. | Sources are documented, as appropriate to assignment and style, and format is mostly correct. | Sources are completely and correctly documented, as appropriate to assignment and style, and format is free of error. |