Andragogy and Online Learning Assignment #3 for Glen Gatin EL5006-8

1. Andragogy and Online Learning Assignment #3for Glen Gatin EL5006-8 Philosophy of Teaching Statement By Kelly Lusk

2. What is a Philosophy of Teaching? A Philosophy of Teaching can be described as: • “a self-reflective statement of your beliefs about teaching and learning” (University of Minnesota, 2008) • Or a “process of identifying…and continuously examining, testifying, and verifying…through teaching” (Ohio State University, 2009b) • It provides “examples of how you put your beliefs into practice” (University of Minnesota, 2008) • It should “foster professional and personal growth” (Ohio State University, 2009b)

3. VARK –learning style inventory This survey reports the responder preferences regarding how to take-in and give-out information when learning: V - visually (process best when can see it) A - aurally (like to hear it) R - read/write fashion (like to see written words) K - kinesthetic (process best via experience and practice) (VARK: A Guide to Learning Styles, 2001)

4. 1. Conceptualization of learning The first area explores learning: • Ask • “What do we mean by learning?” • “What happens in a learning situation?” • Think of your answers based on your personal experience. (Ohio State University, 2009)

5. 2. Conceptualization of teaching This area explores teaching beliefs: • Ask • What do we mean by teaching?” • “How do I facilitate this process as a teacher?” • Personal experiencewill determination the answers. (Ohio State University, 2009)

6. 3. Goals for students This area explores student goals: • Ask • “What goals do you have for your students?” • “How do I facilitate student goal setting as a teacher?” • Address student goals based on your personal experience. (Ohio State University, 2009)

7. 4. Implementation of the philosophy This area explores implementing the philosophy: • Ask • “How do I operationalize my philosophy of teaching in the classroom?” • “What personal characteristics in myself or my students influence the way in which I approach teaching?” • Reflect on your presentation and preferences for course materials and student interaction. (Ohio State University, 2009)

8. 5. Professional growth plan The last area explores professional growth plan: • Consider questions like • “What goals have I set for myself as a teacher?” • “How do I accomplish these goals?” • Think of your answers to these questions based on your professional development goals. (Ohio State University, 2009)

9. Kelly Lusk’s Philosophy of Teaching My philosophy of teaching is an evolving construct that will adjust as I gain more teaching experience and a wider exposure to andragogy and online learning concepts. I expect it to change throughout my NorthCentral University learning experiences, workplace training experiences, and living life itself. I believe all of life is our classroom, so we are all learning and teaching every moment of our life. (Bach, Haynes, and Lewis Smith, 2007) and (Knowles, Holton, and Swanson, 2011)

10. Kelly Lusk’s Philosophy of Teaching My mission as a teacher: • provide students practical and usable information and/or skills through collaboration to solve problems • expect high quality work, responsible behavior, a safe and positive learning environment, and encourage life-long learning practices in all areas of life My core belief involves learning and teaching being best achieved through positive interaction and relationships combined with the appropriate technology toolset for the situation will provide an optimal learning environment. (Bach, Haynes, and Lewis Smith, 2007) and (Knowles, Holton, and Swanson, 2011)

11. Kelly Lusk’s Philosophy of Teaching (cont.) Learning • My focus for learning is based on the class and the concept at hand to make it more than simply imparting knowledge, my approach involves a broader lens aiming to expand awareness and expose to knowledge. • I want to combine the educational background provided by my NCU program with my experience teaching both children and adults to more fully engage and support student of any age. • Motivating learning through problem solving and critical thinking exercises to improve student’s level of awareness and understanding.

12. Kelly Lusk’s Philosophy of Teaching (cont.) Teaching • I want to be a pro-active mentor, encouraging students to be life-long learners for their personal and professional development. • Working with students through the learning process to reach their individual aspirations and goals as we accomplish the requirements for the class. • Integrate the development of transferable and useful skills into courses for students and myself. • I strive to maintain a encouraging and supportive environment while making the education process as enjoyable as possible in order to meet the students goals. (Bach, Haynes, and Lewis Smith, 2007)

13. Kelly Lusk’s Philosophy of Teaching (cont.) Student goals • Inspire and motivate students beyond their comfort levels to explore new challenges and learning opportunities. • Helping an preparing students be better learners and ready to face the challenges of life. • Assist students in forming better understandings of the learning process and themselves to improve their ability to reach their aspirations and goals. • Reach beyond imparting knowledge, developing skills and improving understanding into assisting students determine how to reach their career, personal, and/or educational goals.

14. Kelly Lusk’s Philosophy of Teaching (cont.) Implementation • Adjusting curriculum, assessments, learning environment, technologies, tools, or other factors as need to meet or exceed student requirements for any course I am involved with. • In the classroom, I will minimize teacher-directed time to encourage collaboration, group problem solving, or other strategies to reach the educational goals together. • Integrate technology in ways to promote relationships with students while maintaining a focus on relationships and improving understanding. Including researching new technology initiatives to promote learning. • Proposing technological initiatives to promote learning.

15. Kelly Lusk’s Philosophy of Teaching (cont.) Professional growth • Create milestones along my personal and professional development path toward being a well-rounded individual who is an instructor, mother, and person. • Integrate multiple modes for student and peer feedback to provide information sharing and ongoing professional improvement. • I will strive to embrace reaching educational goals through whatever path works for the individual student. • I will endeavor to be a good role-model for the benefits of collaboration, life-long learning, and the importance of building and maintaining relationships.

16. Philosophy of Teaching Statement My goal with this Philosophy of Teaching Statement was to answer these questions from Chism (Ohio State University, 2009a): • How do people learn? • How do I facilitate that learning? • What goals do I have for my students? • Why do I teach the way that I do? • What do I do to implement these ideas about teaching and learning in the classroom? (Ohio State University, 2009)

17. References Bach, S., Haynes, P., and Lewis Smith, J. (2007). Online learning and teaching in higher education (pp. 32-61). New York: Open University Press. Davis, H., Hartshorne, R., and Ring, G. (2010). Being an Innovative Teacher: Preservice Teachers' Conceptions of Technology and Innovation. International Journal of Education 2(1). Retrieved from http://search.proquest.com.proxy1.ncu.edu/docview/845921612?accountid=28180 Knowles, M., Holton, E. III, & Swanson, R. (2011). The adult learner: The definitive classic in adult education and human resource development (7th ed.). (pp. 114-136). Oxford: Elsevier.

18. References (cont.) The Ohio State University: University Center for Advancement of Learning. (2009a). Developing a Teaching Portfolio. Retrieved from http://ucat.osu.edu/portfolio/philosophy/Phil_guidance.html The Ohio State University: University Center for Advancement of Learning. (2009b). Writing a Philosophy of Teaching Statement. Retrieved from http://ucat.osu.edu/teaching_portfolio/philosophy/philosophy2.html University of Minnesota. (2008). Background and Contexts for Teaching Philosophies. Retrieved from http://www1.umn.edu/ohr/teachlearn/tutorials/philosophy/background/index.html VARK: A Guide to Learning Styles. (2001) Questionnaire version 7.1. Retrieved from http://www.vark-learn.com/english/page.asp?p=questionnaire