Final Project: Student-centered Pedagogy 1. Teaching Philosophy & Student-cent

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Final Project: Student-centered Pedagogy
1. Teaching Philosophy & Student-centered Pedagogical Framework Written Paper (#1 & 2 only)
(Approx. 3-4 pages + Video Analysis Form must be completed)
You need to read the article written by Ahn et al. (2011) on Moses’ framework before you write this section:
https://www.todos-math.org/assets/documents/TEEM/teem_v3n1_final_dec-23-2011.pdf (Links to an external site.) (p.20-28) &
https://www.teachacademyprofessors.org/conceptual-framework-1/ (Links to an external site.)
What do you believe is important in your teaching? Which theory/theories from Woolfolk supports this? Which methods do you use in your teaching? Why is it important to have a teaching philosophy as a teacher?
Describe how Moses’ framework serves as a student-centered, scaffolding framework to teach diverse learners. Based on your group presentation experience, describe strengths and challenges of this student-centered framework. Would you describe your teaching as teacher-centered or student-centered? Why? Provide justification by connecting to the theory/theories you chose earlier.
Interview two in-service teachers you have worked with in your fieldwork about their teaching philosophy.
Compare with your own teaching philosophy (My teaching philosophy will be at bottom for reference). How are they similar or different? What theorists or philosophers would you include in your new teaching philosophy based on the course material?
Note: Stay away from the behavioral view of teaching & learning! You must use a PSUEDONYM instead of an actual name for teachers, students, schools, etc. At the first mention, notate (pseudonym) in parenthesis.
2. Application of Kinesthetic, Visual, Auditory, Tactile and academic vocabulary/jargon instruction.
Video Analysis Form is uploaded for you to fill out for section below.
Kinesthetic, Visual, Auditory, Tactile and academic vocabulary/jargon In order to complete this section, you will analyze 4 or more videos of classroom teaching. Examine videos from The Annenberg Learner from the following link:

Professional Development


Once at the Annenberg Learner, use the search bar for kinesthetic, visual, auditory, tactile and academic instruction videos. You may select the videos of your choice. Document the incorporation — or of lack thereof — of Kinesthetic, Visual, Auditory, Tactile and academic vocabulary/jargon on the Video Analysis Form. The sum total of the video recordings should be 30-40 minutes.
Include the grade-level (e.g. third grade, 11th grade), subject (e.g. math, ELA), of the class.
Be sure to look for students interacting with Kinesthetic, Visual, Auditory, Tactile and academic vocabulary/jargon. Pay attention to students’ comments, questions, and non-verbal expressions during the lesson to guide your analysis of what is happening in the classroom and what you might do differently in your future classroom.
Analyze the video through the following lens: What happened as a result of using Kinesthetic, Visual, Auditory, Auditory, Tactile and instruction of academic vocabulary/jargon? How did your students respond? What did you learn from analyzing this approach to teaching and lesson design in teaching a concept to diverse populations?
My teaching philosophy:
My philosophy of education reflects on my current views and stands of the classroom. My belief of education aligns to the Theory of Constructivism. In the constructivist theory, the student selects and transforms information, builds hypotheses, and makes decisions; its focus is on how to construct knowledge, not retelling information learned. I think that what we learn is constructed through one’s personal experiences, previous knowledge, and beliefs.
For me as an educator, this means that I try and encourage students to discover new principles by themselves. I will give them the opportunity to have conversations among their classmates and with myself. My main task as a teacher is to present information to be learned that matches or closely matches the student’s level of learning.

 

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