My Teaching Philosophy
My approach to teaching has a central focus on student-centred learning. I define teaching and learning as a co-creation of knowledge and understanding between the student and the teacher. To accomplish this co-creation of knowledge and understanding, communication and active learning strategies play a big role.
According to Seel (2011), active learning is any class activity that involves students in doing things and thinking about the things they are doing. MacVaugh and Norton (2012) offer a similar view, describing active learning practice as focusing on a variety of tools that cognitively engage learners to explore ideas, accumulate knowledge and develop schema. They argue that this has several proven advantages, including increased personal motivation, reduction of strategic learning behaviour, improving deep understanding, development of critical thinking and development of reflexive abilities that support life-long learning. MacVaugh and Norton (2012) explain that all of this has become part of the articulated outcomes for higher education worldwide. There are many approaches to active learning and these include: action learning (Revans, 1998 in Bradbury and Reason 2007); experiential learning (Kolb, 1984); work-based learning (Gibbs, 1988 in Moon 2006); inquiry-based learning (Healey, 2005 in Lee 2012) and problem based learning - PBL (Savin-Baden, 2003). In my classroom these are manifested in the techniques of: group work; case studies; worked examples; action research findings; peer reviews and peer teaching; project work; debate and the use of learning games.
In the learning environment, the challenge for me is to create the right balance of collaboration and knowledge transfer which may include: critical discussions on theory and application in a classroom setting or online; encouraging innovation and creative experimentation; providing opportunities for peer learning and student led learning; creating learning communities and mentoring circles to support each other; engagement with technology enhanced learning tools; providing a wide range of assessments to challenge the learners. For me, the defining features of a module or programme I lead, is to provide the learner with flexibility, choice, blended and online learning engagement opportunities, problem-based learning, peer learning strategies, creative and innovation challenges and access to a range of teaching and learning experts in Ireland and internationally.
Vygotsky (1978) believed strongly that learning communities play a central role in the process of making meaning and he stressed the fundamental role of social interaction in the development of cognition. Like Vygotsky, I believe that learning requires deep understanding that can only come when students learn co-operatively and then actively apply knowledge in creative and meaningful ways. In my classroom, I use collaborative and active learning strategies and create assignments with a practical focus that develop creativity and innovation, require reflection, encourage analytical and critical thinking skills and engagement with technology enhanced learning tools. I endeavour to provide a learning environment where students feel comfortable in expressing their opinions and needs openly and I believe that the entire class benefits and learns from this process. In any class I teach, I hope that students challenge the concepts and theories and build on the course material and sign posts presented to them. I believe this approach empowers students to articulate ideas and process concepts in ways that are meaningful to them.
Bradbury, H. and P. Reason (2007) The SAGE Handbook of Action Research: Participative Inquiry and Practice, SAGE Publications.
Kolb, D. A. (1984) Experiential learning: experience as the source of learning and development. Prentice-Hall.
Lee, V. S. (2012) Inquiry-Guided Learning: New Directions for Teaching and Learning. John Wiley & Sons.
MacVaugh, J. and M. Norton (2012) Introducing sustainability into business education contexts using active learning. International Journal of Sustainability in Higher Education 13(1): 72-87.
Moon, J. (2006) Learning Journals: A Handbook for Academics, Students and Professional Development. Taylor & Francis.
Savin-Baden, M. (2008) Problem Based Online Learning. Taylor & Francis.
Seel, N. M. (2011) Encyclopedia of the Sciences of Learning. Springer.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.
According to Seel (2011), active learning is any class activity that involves students in doing things and thinking about the things they are doing. MacVaugh and Norton (2012) offer a similar view, describing active learning practice as focusing on a variety of tools that cognitively engage learners to explore ideas, accumulate knowledge and develop schema. They argue that this has several proven advantages, including increased personal motivation, reduction of strategic learning behaviour, improving deep understanding, development of critical thinking and development of reflexive abilities that support life-long learning. MacVaugh and Norton (2012) explain that all of this has become part of the articulated outcomes for higher education worldwide. There are many approaches to active learning and these include: action learning (Revans, 1998 in Bradbury and Reason 2007); experiential learning (Kolb, 1984); work-based learning (Gibbs, 1988 in Moon 2006); inquiry-based learning (Healey, 2005 in Lee 2012) and problem based learning - PBL (Savin-Baden, 2003). In my classroom these are manifested in the techniques of: group work; case studies; worked examples; action research findings; peer reviews and peer teaching; project work; debate and the use of learning games.
In the learning environment, the challenge for me is to create the right balance of collaboration and knowledge transfer which may include: critical discussions on theory and application in a classroom setting or online; encouraging innovation and creative experimentation; providing opportunities for peer learning and student led learning; creating learning communities and mentoring circles to support each other; engagement with technology enhanced learning tools; providing a wide range of assessments to challenge the learners. For me, the defining features of a module or programme I lead, is to provide the learner with flexibility, choice, blended and online learning engagement opportunities, problem-based learning, peer learning strategies, creative and innovation challenges and access to a range of teaching and learning experts in Ireland and internationally.
Vygotsky (1978) believed strongly that learning communities play a central role in the process of making meaning and he stressed the fundamental role of social interaction in the development of cognition. Like Vygotsky, I believe that learning requires deep understanding that can only come when students learn co-operatively and then actively apply knowledge in creative and meaningful ways. In my classroom, I use collaborative and active learning strategies and create assignments with a practical focus that develop creativity and innovation, require reflection, encourage analytical and critical thinking skills and engagement with technology enhanced learning tools. I endeavour to provide a learning environment where students feel comfortable in expressing their opinions and needs openly and I believe that the entire class benefits and learns from this process. In any class I teach, I hope that students challenge the concepts and theories and build on the course material and sign posts presented to them. I believe this approach empowers students to articulate ideas and process concepts in ways that are meaningful to them.
Bradbury, H. and P. Reason (2007) The SAGE Handbook of Action Research: Participative Inquiry and Practice, SAGE Publications.
Kolb, D. A. (1984) Experiential learning: experience as the source of learning and development. Prentice-Hall.
Lee, V. S. (2012) Inquiry-Guided Learning: New Directions for Teaching and Learning. John Wiley & Sons.
MacVaugh, J. and M. Norton (2012) Introducing sustainability into business education contexts using active learning. International Journal of Sustainability in Higher Education 13(1): 72-87.
Moon, J. (2006) Learning Journals: A Handbook for Academics, Students and Professional Development. Taylor & Francis.
Savin-Baden, M. (2008) Problem Based Online Learning. Taylor & Francis.
Seel, N. M. (2011) Encyclopedia of the Sciences of Learning. Springer.
Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Cambridge, MA: Harvard University Press.