My Teaching Philosophy
I believe the best learning is done actively. The more an
individual is engaged in the process of learning, the more is
retained, and the more is enjoyed. My teaching philosophy
is strongly influenced by the following observations of higher
learning.
Useful findings from research on higher
learning
- Active learning is more effective than passive learning.
- Learning can take place through several channels; the more
channels engaged in learning, the better.
- Focused attention is necessary but not sufficient for learning.
- Unlearning what is already known is often more difficult
than learning new information.
- To be remembered, new information must be meaningfully connected
to prior knowledge, and it must be remembered in order to be
learned.
- New information organized in personally meaningful ways is
more likely to be retained, learned, and used.
- The ways in which learners are assessed and evaluated affect
the ways they approach learning.
- Mastering a skill or body of knowledge takes great amounts
of time and practice.
- Prior knowledge and experience generally make more difference
than intellectual ability in learning success.
- Differences in intellectual ability usually make more difference
in "speed" than in "power" of learning.
- High expectations encourage high achievement.
- To be most effective, teachers must balance levels of intellectual
challenge and instructional support.
- Motivation to learn is alterable; it can be affected by the
task, the learning environment, the teacher, and the learner.
- Interaction among teachers and learners is one of the most
powerful factors in promoting learning.
Click to see further explanation of these findings...
From Angelo, Thomas A. "A Teacher's Dozen: Fourteen General,
Research-based Principles for Improving Higher Learning in Our
Classrooms." AAHE Bulletin, 45(8), April 1993, pp. 3-7 &13.
Also available as a pdf file at http://www.depaul.edu/~tangelo/assessment/publications/teach_dozen.pdf.
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