Teaching Philosophy
"Someone's sitting in the shade today because someone planted a tree a long time ago.” - Warren Buffet
Science and HASS leverage the natural curiosity and desire of students to understand the world around them in the sense of past, present and future human endeavours. While students may have vague or general ideas about the content being taught, Science and HASS classes encourage students to think critically about these concepts. Content learnt by students is broken down to smaller topics that students may not have previously considered or considered beyond comprehension. This new knowledge and support allow students to comprehend the significance of notable events throughout human history and resultant effects to our current understanding of the modern context. Moreover, students are empowered to realise the voice and impact that they possess can influence the world around them in positive ways they may not have previously considered.
Beliefs about the role of Science and HASS in a student’s learning journey
Students will enter Science and HASS classrooms with prior knowledge which may or may not be accurate (Wandersee, 1986). I believe that it is the role of a teacher to diagnose the understanding of each student and use student’s prior knowledge identified as a framework for building knew skills and understanding in an environment which they feel valued and safe (National Research Council, 2001). A broad range of learning mechanisms should be utilised at levels of increasing complexity to allow the cognitive capacity of students to progress. Examples of learning mechanisms include a range of guided, independent and group work in the form of discussions, interactive activities, research, presentations, demonstrations and enactive modelling. There are alternative methods to teach the same or similar concepts and these multiple angles should be utilised so as create a broader picture of understanding for students to learn. Just as there are many ways to learn Science and HASS in the classroom, it is important to emphasise the many ways what is learnt in Science and HASS can impact the lives of students by harnessing the power of knowledge for the betterment of oneself and the global community (Australian Curriculum Assessment and Reporting Authority [ACARA], 2015).
How I believe Science and HASS should be approached
The Master of Teaching I am currently completing will provide a foundation of practice which is suitable for entering a real classroom. This foundation requires constant maintenance and continual development to be the best teacher that I am capable being. This maintenance takes the form of constant reflection, student feedback, evaluation from senior teachers and personal evaluation of this feedback (Garet et al., 2001). I welcome negative feedback, as any negative experience related to teaching is an opportunity to enhance my skills as a teacher. This reflection will lead to areas of strength being enhanced further, areas of weakness mitigated, and new strategies employed to achieve positive change (Garet et al., 2001). It is also important to keep up to date with world events and having a constant thirst for knowledge. These new events that occur must be integrated into the student learning experience to as to enhance relevance for students and the world around them.
How I see myself developing as a Science and HASS teacher
Australian Curriculum, Assessment and Reporting Authority. (2015). General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/
Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American educational research journal, 38(4), 915-945. http://dx.doi.org/10.1177/003172170308401007
National Research Council (NRC). (2001). Knowing what students know. Washington, DC: National Academies Press.
Rosenberg, L. (2018). Inequality Is Killing Us: The National Council’s Addressing Health Disparities Leadership Program. Retrieved from https://www.thenationalcouncil.org/lindas-corner-office/2018/01/inequality-killing-us-national-councils-addressing-health-disparities-program/
Wandersee, J. H. (1986). Can the history of science help science educators anticipate students' misconceptions?. Journal of research in science teaching, 23(7), 581-597. Retrieved from: Wiley Online Library.
References
Teaching Philosophy
Tim Coveney
Created on September 12, 2018
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Teaching Philosophy
"Someone's sitting in the shade today because someone planted a tree a long time ago.” - Warren Buffet
Science and HASS leverage the natural curiosity and desire of students to understand the world around them in the sense of past, present and future human endeavours. While students may have vague or general ideas about the content being taught, Science and HASS classes encourage students to think critically about these concepts. Content learnt by students is broken down to smaller topics that students may not have previously considered or considered beyond comprehension. This new knowledge and support allow students to comprehend the significance of notable events throughout human history and resultant effects to our current understanding of the modern context. Moreover, students are empowered to realise the voice and impact that they possess can influence the world around them in positive ways they may not have previously considered.
Beliefs about the role of Science and HASS in a student’s learning journey
Students will enter Science and HASS classrooms with prior knowledge which may or may not be accurate (Wandersee, 1986). I believe that it is the role of a teacher to diagnose the understanding of each student and use student’s prior knowledge identified as a framework for building knew skills and understanding in an environment which they feel valued and safe (National Research Council, 2001). A broad range of learning mechanisms should be utilised at levels of increasing complexity to allow the cognitive capacity of students to progress. Examples of learning mechanisms include a range of guided, independent and group work in the form of discussions, interactive activities, research, presentations, demonstrations and enactive modelling. There are alternative methods to teach the same or similar concepts and these multiple angles should be utilised so as create a broader picture of understanding for students to learn. Just as there are many ways to learn Science and HASS in the classroom, it is important to emphasise the many ways what is learnt in Science and HASS can impact the lives of students by harnessing the power of knowledge for the betterment of oneself and the global community (Australian Curriculum Assessment and Reporting Authority [ACARA], 2015).
How I believe Science and HASS should be approached
The Master of Teaching I am currently completing will provide a foundation of practice which is suitable for entering a real classroom. This foundation requires constant maintenance and continual development to be the best teacher that I am capable being. This maintenance takes the form of constant reflection, student feedback, evaluation from senior teachers and personal evaluation of this feedback (Garet et al., 2001). I welcome negative feedback, as any negative experience related to teaching is an opportunity to enhance my skills as a teacher. This reflection will lead to areas of strength being enhanced further, areas of weakness mitigated, and new strategies employed to achieve positive change (Garet et al., 2001). It is also important to keep up to date with world events and having a constant thirst for knowledge. These new events that occur must be integrated into the student learning experience to as to enhance relevance for students and the world around them.
How I see myself developing as a Science and HASS teacher
Australian Curriculum, Assessment and Reporting Authority. (2015). General Capabilities. Retrieved from: https://www.australiancurriculum.edu.au/f-10-curriculum/general-capabilities/ Garet, M. S., Porter, A. C., Desimone, L., Birman, B. F., & Yoon, K. S. (2001). What makes professional development effective? Results from a national sample of teachers. American educational research journal, 38(4), 915-945. http://dx.doi.org/10.1177/003172170308401007 National Research Council (NRC). (2001). Knowing what students know. Washington, DC: National Academies Press. Rosenberg, L. (2018). Inequality Is Killing Us: The National Council’s Addressing Health Disparities Leadership Program. Retrieved from https://www.thenationalcouncil.org/lindas-corner-office/2018/01/inequality-killing-us-national-councils-addressing-health-disparities-program/ Wandersee, J. H. (1986). Can the history of science help science educators anticipate students' misconceptions?. Journal of research in science teaching, 23(7), 581-597. Retrieved from: Wiley Online Library.
References