Philosophy of education
How students learn effectively
I think every student should be allowed to learn in a way that suits them in order for them to be successful. According the Ontario Ministry of Education (2013), “three goals of the equity and inclusive education strategy are as follows: shared and committed leadership by the ministry, boards, and schools to eliminate discrimination through the identification and removal of biases and barriers equity and inclusive education policies and practices to support positive learning environments that are respectful and welcoming to all accountability and transparency with ongoing progress demonstrated and communicated to the ministry and the community.
In James Mannion’s online article Learning is Multidimensional -- Embrace the Complexity! (2016), he posits nine dimensions of learning, which depict the multidimensional ways in which learning takes place. He outlines the complexity of learning through the various ways that people take in new information and demonstrate what is considered learning. When one thinks of how many ways there are to learn it can be an overwhelming task to cater to all students.
Additionally, in Dr. Howard Gardner’s The theory of multiple intelligences (1983), eight specific strands of intelligence are defined, but traditionally not included when referring to what makes someone intelligence. When students’ knowledge is assessed by one evaluation method, it ignores all the students that do not excel in that one area. It can be no wonder the process of learning is not a simple one.
Any given classroom includes students with various academic and personal challenges and various interests. When students are represented in the curriculum they can relate to the material being taught because they associate the context with their own lives. This will help the relate to the curriculum. Students are interested in their learning when teachers connect with their students by adopting these various types of intelligences and learning methods, learning about what your students like, providing a safe, positive, and trusting environment, and assessing them based on multiple ways of evaluation.
In order to teach a group of students who will have various needs, strengths, and interests, one needs to first determine what those are, and then adopt teaching strategies to promote an environment that allows them to be equitably successful.
Learning theories and teaching methods
In my teaching practice, I would utilize the Universal Design Learning perspective where curriculum is accessible to all students by addressing the specific needs in the classroom (Ontario Ministry of Education, 2013). By differentiating instruction for students, we can follow the principle of universal design learning. According to Learning for All, differentiated instruction is based on the premise that students have different learning capabilities and by altering the learning medium or method, student are provided alternative instruction and assessment (2013).
When students in the classroom are struggling, a teacher needs to use accommodations such as assistive technologies. According to Assistive Technology Tools, differentiating instruction with assisted technology, can improve student literacy and independence (Sider & March, 2014). These technologies include computer programs like Kurzweil which will aid in comprehension by converting text to read aloud speech. Alternatively, there are others like Dragon Naturally Speaking which transcribes speech into text.
By using universal design learning, differentiating instruction, and incorporating assisted technologies, students would all have the tools needed to be successful in their learning.
How theory relates to teaching
Research provides us with the systematic approach to teaching and learning methods that can provide same with strategies that have been tested to work. This may not mean that all methods will work for each student, but that this is a pool to pull information from credible sources.
I have applied theories mentioned above in my teaching practices. Examples of this are giving students the opportunity to ask questions and explore their own intrinsic curiosity. When I had tactile learning students use the three-dimensional objects on the geometry quiz rather than just the pictures on their paper it allowed them the feel of the object that could be used as a cue to trigger their knowledge.
I have used accommodations such as noise-cancelling headphones, fidget toys, extended time, quiet area, Google translate, and Chromebooks in order to assist every student that needed these with the aim that all students could benefit from these options.
Teaching methods and assessment strategies
In order to have students focus on their learning and be open to that process, it is essential to provide a positive environment that promotes well-being in the classroom “through positive relationships with supportive friends, congenial social opportunities, involvement in meaningful activities, and the effective management of stress and conflict” (Ontario Ministry of Education, 2013, p. 16). As a teacher, this means living by example of taking care of my own mental health and living a balanced life, in order to be that role model for students.
When assessing students in the classroom, it is vital that students know what and how they are being assessed. Tierney (2013) outlined six strategies of fair classroom assessment, namely, transparency; opportunity to learn; opportunity to demonstrate learning; equitable treatment; reflective interaction; and constructive environment. These can be used in the classroom to provide all students clear expectations and equitable opportunity to demonstrate their understanding of their education.
Personal teaching experience relating to theory
In my practicum, it was crucial to differentiate my teaching by ensuring I was teaching in an inclusive way that would allow for different learning needs and exceptionalities. I had to first establish what they know, by determining their prior knowledge in a non-graded way that just provided me with what information pertaining to my intended topic of instruction that they may already be familiar with. This helps me as a teacher to understand where I need to start, and where I can build upon that prior knowledge with new teaching.
When I would teach my lessons, I would use differentiated instruction by providing students with words, colours, pictures, and my voice when giving them new information, as well as providing them with a wipe-off board to replicate. Then, I would use inquiry-based strategy and asks students what they observed, or what they thought would happen next in order to trigger their own problem-solving skills. These methods would encourage my students to be interactive and actively participate in their learning.
What can be accomplished in teaching
Our society is based on the work and ideas of people. That begins with childhood, building their foundation of learning through supportive encouragement and inclusive teaching tools through the principle of equitable learning.
By building a rapport with students I develop mutual respect and build a working relaltionship with teacher and student. This ensures I my teaching is geared towards teaching the whole student by taking into account what is happening in their lives which provides smoother classroom management.
I believe that when students are allowed to take ownership of their own learning by exploring their own interests in their own way, they will be intrinsically motivated to strive for more self-instructed exploration of their own imagination and creativity, to innovate.
I think every student should be allowed to learn in a way that suits them in order for them to be successful. According the Ontario Ministry of Education (2013), “three goals of the equity and inclusive education strategy are as follows: shared and committed leadership by the ministry, boards, and schools to eliminate discrimination through the identification and removal of biases and barriers equity and inclusive education policies and practices to support positive learning environments that are respectful and welcoming to all accountability and transparency with ongoing progress demonstrated and communicated to the ministry and the community.
In James Mannion’s online article Learning is Multidimensional -- Embrace the Complexity! (2016), he posits nine dimensions of learning, which depict the multidimensional ways in which learning takes place. He outlines the complexity of learning through the various ways that people take in new information and demonstrate what is considered learning. When one thinks of how many ways there are to learn it can be an overwhelming task to cater to all students.
Additionally, in Dr. Howard Gardner’s The theory of multiple intelligences (1983), eight specific strands of intelligence are defined, but traditionally not included when referring to what makes someone intelligence. When students’ knowledge is assessed by one evaluation method, it ignores all the students that do not excel in that one area. It can be no wonder the process of learning is not a simple one.
Any given classroom includes students with various academic and personal challenges and various interests. When students are represented in the curriculum they can relate to the material being taught because they associate the context with their own lives. This will help the relate to the curriculum. Students are interested in their learning when teachers connect with their students by adopting these various types of intelligences and learning methods, learning about what your students like, providing a safe, positive, and trusting environment, and assessing them based on multiple ways of evaluation.
In order to teach a group of students who will have various needs, strengths, and interests, one needs to first determine what those are, and then adopt teaching strategies to promote an environment that allows them to be equitably successful.
Learning theories and teaching methods
In my teaching practice, I would utilize the Universal Design Learning perspective where curriculum is accessible to all students by addressing the specific needs in the classroom (Ontario Ministry of Education, 2013). By differentiating instruction for students, we can follow the principle of universal design learning. According to Learning for All, differentiated instruction is based on the premise that students have different learning capabilities and by altering the learning medium or method, student are provided alternative instruction and assessment (2013).
When students in the classroom are struggling, a teacher needs to use accommodations such as assistive technologies. According to Assistive Technology Tools, differentiating instruction with assisted technology, can improve student literacy and independence (Sider & March, 2014). These technologies include computer programs like Kurzweil which will aid in comprehension by converting text to read aloud speech. Alternatively, there are others like Dragon Naturally Speaking which transcribes speech into text.
By using universal design learning, differentiating instruction, and incorporating assisted technologies, students would all have the tools needed to be successful in their learning.
How theory relates to teaching
Research provides us with the systematic approach to teaching and learning methods that can provide same with strategies that have been tested to work. This may not mean that all methods will work for each student, but that this is a pool to pull information from credible sources.
I have applied theories mentioned above in my teaching practices. Examples of this are giving students the opportunity to ask questions and explore their own intrinsic curiosity. When I had tactile learning students use the three-dimensional objects on the geometry quiz rather than just the pictures on their paper it allowed them the feel of the object that could be used as a cue to trigger their knowledge.
I have used accommodations such as noise-cancelling headphones, fidget toys, extended time, quiet area, Google translate, and Chromebooks in order to assist every student that needed these with the aim that all students could benefit from these options.
Teaching methods and assessment strategies
In order to have students focus on their learning and be open to that process, it is essential to provide a positive environment that promotes well-being in the classroom “through positive relationships with supportive friends, congenial social opportunities, involvement in meaningful activities, and the effective management of stress and conflict” (Ontario Ministry of Education, 2013, p. 16). As a teacher, this means living by example of taking care of my own mental health and living a balanced life, in order to be that role model for students.
When assessing students in the classroom, it is vital that students know what and how they are being assessed. Tierney (2013) outlined six strategies of fair classroom assessment, namely, transparency; opportunity to learn; opportunity to demonstrate learning; equitable treatment; reflective interaction; and constructive environment. These can be used in the classroom to provide all students clear expectations and equitable opportunity to demonstrate their understanding of their education.
Personal teaching experience relating to theory
In my practicum, it was crucial to differentiate my teaching by ensuring I was teaching in an inclusive way that would allow for different learning needs and exceptionalities. I had to first establish what they know, by determining their prior knowledge in a non-graded way that just provided me with what information pertaining to my intended topic of instruction that they may already be familiar with. This helps me as a teacher to understand where I need to start, and where I can build upon that prior knowledge with new teaching.
When I would teach my lessons, I would use differentiated instruction by providing students with words, colours, pictures, and my voice when giving them new information, as well as providing them with a wipe-off board to replicate. Then, I would use inquiry-based strategy and asks students what they observed, or what they thought would happen next in order to trigger their own problem-solving skills. These methods would encourage my students to be interactive and actively participate in their learning.
What can be accomplished in teaching
Our society is based on the work and ideas of people. That begins with childhood, building their foundation of learning through supportive encouragement and inclusive teaching tools through the principle of equitable learning.
By building a rapport with students I develop mutual respect and build a working relaltionship with teacher and student. This ensures I my teaching is geared towards teaching the whole student by taking into account what is happening in their lives which provides smoother classroom management.
I believe that when students are allowed to take ownership of their own learning by exploring their own interests in their own way, they will be intrinsically motivated to strive for more self-instructed exploration of their own imagination and creativity, to innovate.
References
Gardner, H. (1983). Frames of mind: The theory of multiple intelligences. New York: Basic Books.
Mannion, J. (2016). Learning is multidimensional -- Embrace the complexity! The Learning Scientists. (Blog post). Retrieved from http://www.learningscientists.org/blog/2016/12/6-1
Ontario Ministry of Education. (2013). Policy/Program Memorandum No. 119. Toronto, ON. Retrieved from http://www.edu.gov.on.ca/extra/eng/ppm/119.pdf
Ontario Ministry of Education. (2013). Supporting minds: An educator’s guide to
promoting students’ mental health and well-being. (Draft version). Retrieved from
http://www.edu.gov.on.ca/eng/document/reports/SupportingMinds.pdf
Ontario Ministry of Education. (2013). Learning for All: A guide to effective assessment and instruction for all students, kindergarten to grade 12. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf
Sider, S., & Maich, K. (2014, February). Assistive Technology Tools: Supporting literacy learning for all learners in the inclusive classroom. What Works? Research into Practice. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_TechnologyTools.pdf
Tierney, R. D. (2013, June). Fair classroom assessment: Six recommendations for practice. Education Canada, 53(2). Retrieved from http://www.cea-ace.ca/education-canada/article/beware-bicycle
Mannion, J. (2016). Learning is multidimensional -- Embrace the complexity! The Learning Scientists. (Blog post). Retrieved from http://www.learningscientists.org/blog/2016/12/6-1
Ontario Ministry of Education. (2013). Policy/Program Memorandum No. 119. Toronto, ON. Retrieved from http://www.edu.gov.on.ca/extra/eng/ppm/119.pdf
Ontario Ministry of Education. (2013). Supporting minds: An educator’s guide to
promoting students’ mental health and well-being. (Draft version). Retrieved from
http://www.edu.gov.on.ca/eng/document/reports/SupportingMinds.pdf
Ontario Ministry of Education. (2013). Learning for All: A guide to effective assessment and instruction for all students, kindergarten to grade 12. Retrieved from http://www.edu.gov.on.ca/eng/general/elemsec/speced/LearningforAll2013.pdf
Sider, S., & Maich, K. (2014, February). Assistive Technology Tools: Supporting literacy learning for all learners in the inclusive classroom. What Works? Research into Practice. Retrieved from http://www.edu.gov.on.ca/eng/literacynumeracy/inspire/research/WW_TechnologyTools.pdf
Tierney, R. D. (2013, June). Fair classroom assessment: Six recommendations for practice. Education Canada, 53(2). Retrieved from http://www.cea-ace.ca/education-canada/article/beware-bicycle