Developing Your Philosophy

Develop Your Philosophy

Instructions

Pages xxvii-xxix in the Introduction to the text discuss reflecting on your personal philosophy of learning and teaching as one process of becoming a reflective teacher.

The following pages give you an opportunity to reflect on your personal view of:

· development in Module I;

· approaches to learning and teaching in Module II;

· how you will create an inclusive classroom in Module III; and

· teaching and learning decisions in Module IV.

Save a copy of this document to your computer and fill in your responses as you work through the textbook or your course. The ‘Develop your Philosophy’ icons in the text indicate points where you may wish to reflect on particular questions or issues.

On each page there are hint boxes that suggest material from the text that might help to prompt your thinking.

Go to:

Module 1 – The Developing Learner (Chapters 1–3)

Module 2 – The Learning Process (Chapters 4–6)

Module 3 – Individual Difference in the Inclusive Classroom (Chapters 7–10)

Module 4 – Educational Psychology in the Inclusive Classroom (Chapters 11–13)

Develop Your Philosophy

Module 1 – The Developing Learner

Core question: How can my knowledge of theories of development help shape my teaching practice?

Start developing your philosophy of learning and teaching by
answering the following questions:

[Click on the boxes and type in your answers.
The boxes will expand to fit your text.]

I believe that students’ development is influenced by…

As a teacher, I can contribute to students’ development

· when students are learning to write, by…

· when they are learning a new concept at school, by…

· when they are learning to play and getting to know each other, by…

Develop Your Philosophy

Module 2 – The Learning Process

Core question: How does my knowledge of learning theories help to inform my choices as a learner and as a teacher?

Continue developing your philosophy of learning and teaching by
answering the following questions:

[Click on the boxes and type in your answers. The boxes will expand to fit your text.]

Learning happens through…

I believe that classroom learning can be facilitated through effective use of…

As a teacher, I can support students’ learning by…

My role in the classroom involves…

Develop Your Philosophy

Module 3 – Individual Difference in the Inclusive Classroom

Core question: How does my knowledge of individual difference help to develop an inclusive classroom?

Continue developing your philosophy of learning and teaching by
answering the following questions:

[Click on the boxes and type in your answers.
The boxes will expand to fit your text.]

What qualities, experiences, values and attitudes

do students bring to the classroom?

I will consider the individual needs of my students by…

As a teacher, I can support students by…

My role in the classroom involves…

Develop Your Philosophy

Module 4 – Educational Psychology in the Inclusive Classroom

Core question: How can I use my knowledge of educational psychology to guide the choices I make as a teacher?

Continue developing your philosophy of learning and
teaching by answering the following questions:

[Click on the boxes and type in your answers.
The boxes will expand to fit your text.]

What skills will I develop to become an effective teacher?

What issues do I need to consider to ensure my teaching enhances students’ learning?

An effective learning environment involves…

My role in the classroom involves…

Hint 1: Go to page 7 to read about fine motor skills and page 19 to read about language development.
Hint 2: Go to page 70 to read about cognitive development.
Hint 3: Go to page 131 to read about social skills.
Hint 4: Go to the Chapter 6 ‘Go Further’ material on the student companion website and open the ‘Module II: Summary table’. In the table you will see a summary of strategies relating to behavioural, cognitive and humanist approaches.

Hint 5: Go to page 210 to read about metacognition; page 164 to read about reinforcement; or page 242 to read about social and emotional learning.
Hint 6: Go to the Chapter 6 ‘Go Further’ material on the student companion website and open the ‘Module II: Summary table’. In the table you will see a summary of learner and teacher roles relating to behavioural, cognitive and humanist approaches.

Hint 7: Go to the Chapter 10 ‘Go Further’ material on the student companion website and open the ‘Module III: Summary table’. In the table you will see a summary of strategies relating to various sources of individual difference.
Hint 8: Go to page 275 to read about how teaching links to motivation; page 345 to read about approaches to teaching students with special learning needs; and page 408 to read about successful programs for Indigenous students.
Hint 9: Go to page 310 to read about how teachers can make use of intelligence test information; page 279 to read about teachers’ roles in motivating students; page 355 to read about teachers’ responsibilities for including students with special needs; or page 397 to read about teachers’ responsibilities in Indigenous education.
Hint 10: Go to Table 12.9 on page 479 to read some questions that guide assessment decisions; to page 436 for issues to consider in ICT; or to page 506 to read about approaches to classroom management.
Hint 11: Go to boxes on pages 423 and 436 to read about integrating ICT in the classroom; page 461 to read about the place of assessment in the teaching-learning cycle; or page 512 to read about learning environments.
Hint 12: Go to the Chapter 13 ‘Go Further’ material on the student companion website and open the ‘Module IV: Summary table’ to help you develop your philosophy.