"Engage and Empower”
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Teaching Philosophy
“The competitive advantage of a polytechnic education for graduates is the seamless transition from education to employment, fostered by experiential learning opportunities.” – Polytechnics Canada
Though this is an attribute of an institution as a whole, contribution of faculty is vital.
My teaching philosophy has changed quite a bit since I started teaching. Earlier, my focus was mainly on the courses I was teaching and their specific outcomes. I wanted the students to be successful in my course(s) and program. However, as I started getting more and more involved in developing courses and other program activities, I realized that my role is multi-dimensional. Now, my focus is more towards the big picture - help students lay a strong foundation and become successful professionals in their chosen field of studies (and contributing members of the community).
Based on this ongoing transformation, my reflection questions at this point include:
“How can I contribute to student success in their future professional life?
How to incorporate lifelong learning skills/attitudes?
What kind of learning opportunities can I create/connect them to, outside of class?
How can I develop courses and projects are close to industry trends and expectations?
How do I figure out what impact my contributions have led to and what changes can I make to improve?”
The process of discovering the answers to these is ongoing (as the educational and technological landscape keeps changing). However, focusing on the present day scenario, I would like to reference data from a recent report on top 10 skills to thrive in the 4th industrial revolution:
Though this is an attribute of an institution as a whole, contribution of faculty is vital.
My teaching philosophy has changed quite a bit since I started teaching. Earlier, my focus was mainly on the courses I was teaching and their specific outcomes. I wanted the students to be successful in my course(s) and program. However, as I started getting more and more involved in developing courses and other program activities, I realized that my role is multi-dimensional. Now, my focus is more towards the big picture - help students lay a strong foundation and become successful professionals in their chosen field of studies (and contributing members of the community).
Based on this ongoing transformation, my reflection questions at this point include:
“How can I contribute to student success in their future professional life?
How to incorporate lifelong learning skills/attitudes?
What kind of learning opportunities can I create/connect them to, outside of class?
How can I develop courses and projects are close to industry trends and expectations?
How do I figure out what impact my contributions have led to and what changes can I make to improve?”
The process of discovering the answers to these is ongoing (as the educational and technological landscape keeps changing). However, focusing on the present day scenario, I would like to reference data from a recent report on top 10 skills to thrive in the 4th industrial revolution:
My answers to ‘what needs to be done’ revolves around ‘helping students achieve the above skills within and outside the scope of coursework’
My answers to ‘how to achieve this goal’ revolves around incorporating two key ideas in to my teaching practice- Experiential Learning and Intrinsic motivation
Experiential learning:
In a professional environment, many people work in teams with specialists in different disciplines to address complex problems without a known answer. Traditional courses do not typically address this until possibly in the later years of studies.
In experiential classrooms, “students can process real-life scenarios, experiment with new behaviors, and receive feedback in a safe environment. Experiential learning assignments help students relate theory to practice and analyze real-life situations in light of course material” (Lewis & Williams, 1994).
In my program as with most programs in Applied Technology, “learning by doing” is a considerable part of coursework achieved through laboratory work and projects. The lab work includes a set of step-by-step instructions and exercises for application of knowledge. Course projects and capstone projects provide good avenues to build upon these skills listed. However, upon reflection, I realize that they fall behind in reflecting the principles of experiential learning.
Experiential learning strategies can be organized into a spectrum, from strategies implemented within the classroom, to the community and beyond to the work environment. I need to work on two levels, 1) in this classroom -- enhancing learning activities and 2) go beyond the classroom scenarios in to the community and work environment.
In the classroom, there are several strategies to bring in experiential learning. The one I would like to highlight is the approach I piloted for my TEP educational project that uses Problem-Based learning. In this approach, learners acquire new knowledge while solving an authentic real-life or simulated problem. It was piloted for a short period, but it will be extended for another term and assessed more closely.
The coursework that I have on hand is typically too busy to include the community or work related activities. At this point (until I find better methods), these efforts remain as “Co-curricular” or “Extra-curricular”. Some of the related tasks that I have adopted or considering for future include,
Intrinsic motivation:
In the past, I have reflected on what motivates people (including myself) and I believe more in ‘having a sense of purpose and belonging’ as opposed to carrot ‘n’ stick approach. I think this why I chose my present profession. But it was through the discussion on ‘intrinsic motivation’ during the TEP program (Work by Daniel Pink) that helped me make the connection to the work I am doing as an educator.
Daniel Pink’s idea points that intrinsic motivation is based on three key factors – Autonomy, Mastery and Purpose. I am exploring ways to adopt this idea and harness student motivation. Some of them include:
Feedback from students and past graduates is important to validate my methods and make continuous improvements. This ideally should go beyond the classroom, program and in to professional life. I look forward to spending more time and energy in this direction.
There are some attributes that I consciously try to exemplify and believe make a major difference in the learning experience, such as, respecting student views, being approachable and inclusive, establishing equity & meeting learning styles/needs and enthusiasm. Reflecting on the teaching practices on a regular basis will help me make ongoing improvements in this direction.
All of this sounds to me like a neat plan – I realize is essentially a part of “Andragogy!!?”. Looking forward to more adventures as an educator :-)
My answers to ‘how to achieve this goal’ revolves around incorporating two key ideas in to my teaching practice- Experiential Learning and Intrinsic motivation
Experiential learning:
In a professional environment, many people work in teams with specialists in different disciplines to address complex problems without a known answer. Traditional courses do not typically address this until possibly in the later years of studies.
In experiential classrooms, “students can process real-life scenarios, experiment with new behaviors, and receive feedback in a safe environment. Experiential learning assignments help students relate theory to practice and analyze real-life situations in light of course material” (Lewis & Williams, 1994).
In my program as with most programs in Applied Technology, “learning by doing” is a considerable part of coursework achieved through laboratory work and projects. The lab work includes a set of step-by-step instructions and exercises for application of knowledge. Course projects and capstone projects provide good avenues to build upon these skills listed. However, upon reflection, I realize that they fall behind in reflecting the principles of experiential learning.
Experiential learning strategies can be organized into a spectrum, from strategies implemented within the classroom, to the community and beyond to the work environment. I need to work on two levels, 1) in this classroom -- enhancing learning activities and 2) go beyond the classroom scenarios in to the community and work environment.
In the classroom, there are several strategies to bring in experiential learning. The one I would like to highlight is the approach I piloted for my TEP educational project that uses Problem-Based learning. In this approach, learners acquire new knowledge while solving an authentic real-life or simulated problem. It was piloted for a short period, but it will be extended for another term and assessed more closely.
The coursework that I have on hand is typically too busy to include the community or work related activities. At this point (until I find better methods), these efforts remain as “Co-curricular” or “Extra-curricular”. Some of the related tasks that I have adopted or considering for future include,
- Getting students involved in the community, for example in STEM outreach activities
- Applied Research projects with a student team
- Field trips
- Supporting students in preparing for their career search
- Encouraging students to be a part of professional organizations and conferences
- Guest speakers and seminars
- Connect students with co-op opportunities
Intrinsic motivation:
In the past, I have reflected on what motivates people (including myself) and I believe more in ‘having a sense of purpose and belonging’ as opposed to carrot ‘n’ stick approach. I think this why I chose my present profession. But it was through the discussion on ‘intrinsic motivation’ during the TEP program (Work by Daniel Pink) that helped me make the connection to the work I am doing as an educator.
Daniel Pink’s idea points that intrinsic motivation is based on three key factors – Autonomy, Mastery and Purpose. I am exploring ways to adopt this idea and harness student motivation. Some of them include:
- Adopting small group self-directed Problem-based learning
- Providing students a chance to choose their class projects and activities
- Explaining or having student reflect on the purpose of class activities or examples
- Use of flipped class to provide a choice of when and how students want to learn
Feedback from students and past graduates is important to validate my methods and make continuous improvements. This ideally should go beyond the classroom, program and in to professional life. I look forward to spending more time and energy in this direction.
There are some attributes that I consciously try to exemplify and believe make a major difference in the learning experience, such as, respecting student views, being approachable and inclusive, establishing equity & meeting learning styles/needs and enthusiasm. Reflecting on the teaching practices on a regular basis will help me make ongoing improvements in this direction.
All of this sounds to me like a neat plan – I realize is essentially a part of “Andragogy!!?”. Looking forward to more adventures as an educator :-)