My Teaching Philosophy in a Nutshell: The Teaching-Learning Relationship
Good teaching enables good learning; in fact, I have always aimed beyond “good”. Since I started teaching adults in 1986, I have worked toward a teaching-learning relationship that is a pathway to creating one’s identity. This is a teaching-learning relationship that amplifies abilities and knowledge of all those participating in the dynamic transaction and dialogue that learning necessitates. Being a teacher and advancing my skills as well as constantly expanding my repertoire of strategies and tools, is who I am.
Hence, I have never ceased learning and seeking answers. In order to grow in my abilities to teach and thus serve all my students and their changing needs and preferences, I have been actively exploring and experimenting with an array of teaching and learning methodologies, resources, and technologies. To stay concise, I can summarize my current teaching philosophy in one short expression: e+learning. The letter e signifies teaching that engages and empowers learners by (1) involving them in the active discovery and experimentation process, (2) drawing on learners’ inherent curiosity and creativity, (3) accommodating and celebrating individuality and personalized learning, (4) integrating innovative technologies and technology-enabled strategies that match students’ needs, lifestyles and preferences, as well as (5) motivating learners through relevant learning activities that combine a variety of participatory tasks with those activities that allow time for individual exploration, reflection and practice.
The diverse students I have worked with and whose feedback I collected through the research studies I have led, acknowledged that they felt motivated, engaged and empowered when creating and co-creating their own learning multimedia artifacts, such as e-portfolios, webinars, YouTube videos, e-books, podcasts, audio debates or educational websites. In my classroom, such student-generated learning resources are subsequently evaluated by peers and experts, refined according to the feedback and shared with others who together form a learning community. This requires another vital element of the teaching-learning relationship, namely expert facilitation and guidance […]
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