2022 Conference Archive
Articulating Your Teaching Philosophy Promotes Student-Centered Learning
Copyright
This work is archived and distributed under the repository's Standard Copyright and Reuse License (opens in new tab). End users may copy, store, and distribute this work without restriction. For all other uses, permission must be obtained from the copyright owners or their authorized agents.
Conference Tracks
About SoTL – Analysis, synthesis, reflection, and discussion
Abstract
The contention here is that a teacher’s instructional style is directly influenced by their teaching philosophy. An instructional style can be categorized as promoting the construction of knowledge, enhancing collaboration, and fostering effective applications of contemporary teaching theories. The purpose of this session is to analyze, reflect and discuss the merits of sharing one’s teaching philosophy as a way to promote student learning. The case will be made that students who are aware of their teacher’s teaching philosophy perform better than students unaware of their teacher’s teaching philosophy because of several reasons.
Session Format
Presentation
1
Publication Type and Release Option
Image (Open Access)
Recommended Citation
Branch, Rob, "Articulating Your Teaching Philosophy Promotes Student-Centered Learning" (2022). SoTL Commons Conference. 3.
https://digitalcommons.georgiasouthern.edu/sotlcommons/SoTL/2022/3
Articulating Your Teaching Philosophy Promotes Student-Centered Learning
The contention here is that a teacher’s instructional style is directly influenced by their teaching philosophy. An instructional style can be categorized as promoting the construction of knowledge, enhancing collaboration, and fostering effective applications of contemporary teaching theories. The purpose of this session is to analyze, reflect and discuss the merits of sharing one’s teaching philosophy as a way to promote student learning. The case will be made that students who are aware of their teacher’s teaching philosophy perform better than students unaware of their teacher’s teaching philosophy because of several reasons.
