Teaching and Learning Philosophy Assignment

Teaching and Learning Philosophy Assignment

This is supposed to be my personal assessment of teaching and learning

 Assessment Overview

Intellectual Indebtedness and Plagiarism | Assessment | Assignment 1 | Assignment 2 | Assignment 3

Intellectual Indebtedness and Plagiarism

Students enrolled in Athabasca University courses, including Health Studies 320: Teaching and Learning for Health Professionals, are considered to be responsible scholars, and are therefore expected to adhere rigorously to the principles of intellectual integrity. Please read the policy related to this at http://www.athabascau.ca/studserv/inthonesty.htm.

Plagiarism is a form of intellectual dishonesty in which another person's work is presented as one's own. Be certain that whenever you use a secondary source in your course work and assignments you reference your source in a consistent and logical manner. All direct quotes (quotations of any number of words from the original) and indirect quotes (paraphrased ideas) must be acknowledged. Failure to do so constitutes plagiarism, and as with any form of academic misconduct, it will be penalized. Penalties may take the form of rejection of the submitted work; expulsion from the examination, the course or the program; or legal action, depending on the specific nature of the infraction.Teaching and Learning Philosophy Assignment

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However, dutiful citation of quotes and paraphrased materials does not mean that you can write an essay assignment by stringing together a series of quotes. You should always try to summarize or describe someone else's ideas in your own words. When you present your own ideas or opinions in a paper, provide evidence or arguments to substantiate your position.

The following Web site offers information about the citation styles of the American Psychological Association http://www.apastyle.org. The AU Library Help Centre also has many useful links and resources.

All written assignments in this course must

  • use correct spelling and grammar,
  • adhere to APA format, as outlined in the Publication Manual of the American Psychological Association (APA) (6th. ed.),
  • be your own work and be free of evidence of plagiarism,
  • use Microsoft Word (or Microsoft Word compatible) format, and
  • be submitted via the Assessment section of the course home page.

Assessment

To receive credit for HLST320, students must complete all of the required assignments and achieve a composite grade of at least "C" (60%). All assignments must follow the guidelines of the APA Publication Manual (6th ed.) (2010).Teaching and Learning Philosophy Assignment

The assessment structure for Health Studies 320 is based on the following assignments, with the percentage weighting of each activity as indicated. Your final grade for the course will be a composite mark based on your performance on these course assignments. A composite mark of 60% is required to pass the course.

Assignments Suggested Due Date Weighting
Assignment 1:Development of Your Teaching-Learning Philosophy Week 4 35%
Assignment 2: Writing Learning Objectives Week 9 30%
Assignment 3: Developing and Simulating a Learner-Centered Teaching Plan Week 14 35%
Total 100%

Assignment 1: Development of Your Teaching-Learning Philosophy (35%)

Suggested Due Date - Week 4

Your personal assessment of your philosophy of teaching and learning should be unique to you. This assignment will give you a good base for enhanced learning through the remainder of this course and will provide you the opportunity to achieve the course learning outcome: describe the complexities and realities of health teaching from a personal and theoretical perspective. Supporting information and assessment of your philosophy of teaching and learning is addressed in Units 1 – 3. Teaching and Learning Philosophy Assignment

Assignments must be submitted via the appropriate dropbox on the course home page.

Evaluation Criteria for Assignment 1

  • Articulate clear statements of your personal learning style and your professional teaching philosophy.  (3 marks)
  • Link at least one of the theoretical underpinning (e.g. Behaviorism, Cognitivism, Social Constructivism) to support your teaching-learning philosophy.  (10 marks)
  • Provide one clear and detailed example to demonstrate how your values and beliefs related to both teaching and learning affect your role as a health care professional.  (5 marks)
  • Provide evidence of application of course concepts from Units 1, 2, and 3 and references from external sources as needed to support your teaching-learning philosophy. (7 marks)
  • Accurate APA format including:
    • Title page, headings and subheadings (1 mark)
    • References in the body of the paper (2 marks)
    • Reference citations in the references list (2 marks)Teaching and Learning Philosophy Assignment
  • Accurate scholarly format including:
    • 3-4 pages in length, excluding title page and References list (1 mark)
    • Introduction (1 mark)
    • Scholarly language and professional tone  (1 mark)
    • Grammar, spelling, and punctuation (1 mark)
    • Conclusion (1 mark)

Total possible marks 35

Assignment 2: Writing Learning Objectives (30%)

Suggested Due Date - Week 9

Currently within the teaching and learning literature you will discover ongoing debate and confusion related to use of terms such as educational objectives, instructional objectives, behavioural objectives, learning outcomes and learning objectives. In HLST 320, the term Learning Outcomes was chosen to reflect the overall achievements of the learner upon completion of the course, and the term Learning Objectives was chosen to reflect the more specific learning that should be achieved by the learner through the completion of unit learning activities.Teaching and Learning Philosophy Assignment

This assignment, writing of learning objectives, will allow you to gain knowledge that is foundational to the teaching learning process and provide you with the opportunity to partially achieve the course learning outcome: apply the teaching and learning process to a health-related situation in a systematic manner that reflects the principles of teaching and learning presented in this course. Supporting information to assist you in writing learner-centered objectives is addressed in the learning activities of Unit 4 and Unit 5: The Art of Writing Learner-Centered Objectives

. Assignment 2 is part 1 of developing and then simulating a learner-centered teaching plan. In this component you are asked to select from one of the following teaching and learning categories:Teaching and Learning Philosophy Assignment

  • Category 1: Health care professional/individual as client teaching and learning
  • Category 2: Health care professional/family as client teaching and learning
  • Category 3: Preceptor/student health care professional teaching and learning

Assignment 2 uses random assignments. You will pick your category and then open the correct dropbox of three choices. The case will be randomly assigned within that category. Once you select a category a case study will be sent to you. You cannot change your case study once it is received so select your category wisely as it is from this case study that you will complete both assignments 2 and 3. Based on the case study a clear, measureable objective must be written for each of the 3 domains cognitive, affective, and psychomotor. Assignment 2 must be submitted, marked and returned to you prior to you submitting assignment 3. Assignment 2 is foundational to assignment 3 so familiarize yourself with the assignment 3 requirements as you complete assignment 2, and be certain to consider your tutor's feedback when completing assignment 3. Please contact your tutor if you require further clarification of expectations for this assignment.Teaching and Learning Philosophy Assignment

Assignments must be submitted via the appropriate dropbox on the course home page.

Evaluation Criteria for Assignment 2 – Writing Learning Objectives

  • Articulate three objectives, one for each domain. Each objective is: learner-centered and discrete; written in clear, measurable terms; reflective of your assigned case study; reasonable for a three minute teaching session
    • Cognitive (4 marks)
    • Affective (4 marks)
    • Psychomotor (4 marks)
  • Provide rationale including integration of theoretical knowledge that is, evidence-based practice to support each objective (4 marks)
  • Provide evidence of application of course concepts and references of external sources as needed to support each learner centered objective (4 marks)
  • Accurate APA format including:
    • Title page, headings and subheadings (1 mark)
    • References in the body of the paper (2 marks)
    • Reference citations in the references list (2 marks)
  • Accurate scholarly format including:
    • 4 pages in length, excluding title page and References list (1 mark)
    • Introduction (1 mark)
    • Scholarly language and professional tone  (1 mark)
    • Grammar, spelling, and punctuation (1 mark)
    • Conclusion (1 mark)Teaching and Learning Philosophy Assignment

Total possible marks 30

Assignment 3: Developing and Simulating a Learner-Centered Teaching Plan (35%)

Suggested Due Date - Week 14

Health teaching is not an optional practice component for any health care professional. This assignment, Developing and Simulating a Learner-Centered Teaching Plan, will allow you to gain knowledge that is foundational to the teaching learning process and provide you with the opportunity to achieve the course learning outcome: apply the teaching learning process to a health-related situation in a systematic manner that reflects the principles of teaching and learning presented in this course. Supporting information to assist you in assignment 3 is addressed in Units 6-8.Teaching and Learning Philosophy Assignment

Assignments must be submitted via the appropriate dropbox on the course home page.

NOTE - Assignment 2 and 3 are progressive assignments; you will not be able to submit assignment 3 until you have completed assignment 2 and received your mark. Refer back to the case study you utilized to complete assignment 2, as this same case study should be used to complete assignment 3. Also be certain to consider your tutor's feedback on assignment 2 when completing assignment 3. Please contact your tutor if you require further clarification of expectations for this assignment

Assignment 3 consists of two parts:Teaching and Learning Philosophy Assignment

Part A: Complete the following table (possible 10 marks)

Learning Objective  Teaching Strategies Rationale For Selection of Teaching Strategy
Domain: state cognitive, psychomotor or affective. List strategies you have chosen to utilize Provide rationale to support your choice of each strategy. If you used Internet resources as teaching materials, please include the links so that your tutor can access and review these. If you used other materials, such as audiovisual aids, posters, print-based pamphlets, or handouts, please send as an appendix.Teaching and Learning Philosophy Assignment

Part B: Complete a simulation of your implementation of your teaching plan. Note this is a simulation and is not to be implemented with a human subject.  Think of this simulation as your rehearsal prior to actually implementing with a client. You need to submit a video of your simulation. Your video simulation should be 3 minutes in length. You do not need to submit a copy of your narrative but you do need to plan carefully what you will include in your simulation. You can record your video using Adobe Connect, You Tube, Vimeo, or a platform of your choice.Teaching and Learning Philosophy Assignment

Evaluation Criteria for Assignment 3– Developing and Simulating a Learner-Centered Teaching Plan

Part A: Table (maximum 10 marks)

  • learning objective domain is stated clearly (2 marks)
  • learning objective is clear, measurable, and worded using Bloom's new taxonomy (2 marks)
  • teaching strategies selected are appropriate for the learning objective (2 marks)
  • rationale for selection of teaching strategy is clearly articulated and supported by scholarly evidence (2 marks)
  • format is professional and clear  with accurate spelling, grammar, punctuation (2 marks)

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Part B: Simulation Video (maximum 25 marks)

  • learner objective was stated clearly and concisely (4 marks)
  • stated objective was attainable within the allotted three minute time frame (3 marks)Teaching and Learning Philosophy Assignment
  • content of the presentation clearly reflected the stated objective  (3 marks)
  • presentation was planned to facilitate the learners' attainment of the objective (3 marks)
  • presentation was logically organized from the introduction through to the conclusion (3 marks)
  • presentation included an appropriate evaluation strategy (3 marks)
  • presenter's voice was clear and easily heard (3 marks)
  • presenter's manner was interesting and positive (3 marks)

Total possible marks 35 .Teaching and Learning Philosophy Assignment

Pharmacology Assistant/Associate Professor University of Toronto Location: Ontario Closing Date: October 8, 2015 ... In particular, individuals with a specialization in neuropharmacology, molecular pharmacology or drug metabolism/toxicology are encouraged to apply... Applications should include a cover letter, curriculum vitae including names and email addresses of three referees, a detailed teaching dossier (including a statement of teaching philosophy), and a statement outlining current and future research interests.Teaching and Learning Philosophy Assignment

Teaching allows me to fulfill what I believe to be a fundamental responsibility of biologists: to communicate information to the public so they can make informed decisions regarding the environment. There are basic biological principles that should be understood by college-educated citizens. Among these are the process of evolution and a basic understanding of genetics, the interdependence of biological systems, levels of organization in biology, basic human anatomy and physiology, and the basics of scientific decision making. I also want students to appreciate and value biological diversity and to leave my class with an increased sense of stewardship for the earth.Teaching and Learning Philosophy Assignment

Sample Teaching Philosophy: History (D. Rayson) I am a proponent of active learning and use a variety of methods to encourage discussion and interaction ... One method that I frequently use in small classes is to assign students to come to class in the role of … historical characters (… a southern unionist …, a northern businessman whose business is based on access to cheap cotton, an escaped slave active in the abolition and women's rights movements...) in order to debate the issue of secession, for example, as that character. As part of this process, I ask each person to base their "character's" point of view on specific historical documents to demonstrate that those experiencing the same events often believed, and acted upon, different "truths." I also organize debates.Teaching and Learning Philosophy Assignment

The purpose of teaching is to help students in their ongoing journey of learning. Everyone has the ability to learn, but it is the teaching that leads learning. By teaching the subject well, instructors are transforming the subject matter into an inquiry that is both exciting and relevant to the students in front of them. The journey of teaching is analogous to the journey of learning: it is a continuous, challenging, and exciting process that never fails to be rewarding.Teaching and Learning Philosophy Assignment

•Developing a Philosophy of Teaching Statement (Ohio State) http://ucat.osu.edu/teaching_portfolio/philosophy/philosophy2.html
•Rubric for Statements of Teaching Philosophy (Kaplan, O'Neal, Meizlish, Carillo, and Kardia, 2005) http://www.crlt.umich.edu//gsis/onedayPFF2005/TeachingPhilosophyRubric.pdf
•CRLT Occasional Paper #23, Writing a Statement of Teaching Philosophy for the Academic Job Search, (O’Neal, Meizlish, and Kaplan, 2007) http://www.crlt.umich.edu/publinks/CRLT_no23.pdf
•What's Your Philosophy on Teaching, and Does it Matter? (2003) Article from The Chronicle of Higher Education http://chronicle.com/article/Whats-Your-Philosophy-on-T/45132/
•Brookfield, S. (2006). The skillful teacher. San Francisco: Jossey-Bass.
•4 Steps to a Memorable Teaching Philosophy. (2010) Article from The Chronicle of Higher Education http://chronicle.com/article/4-Steps-to-a-Memorable-Teac/124199/
•How to Write a Statement of Teaching Philosophy, (2003) Article from The Chronicle of Higher Education http://chronicle.com/article/How-to-Write-a-Statement-of/45133/
•University of Yale: http://www.yale.edu/graduateschool/teaching/forms/Sample%20Teaching%20Statements%20(ALL).pdf
•Ohio State: http://ucat.osu.edu/teaching_portfolio/philosophy/philosophy2.html#samples
•University of Waterloo http://www.uwo.ca/tsc/pdf/GradStudent_TPhil_examples.pdf
•University of Saskatoon: http://www.usask.ca/gmcte/drupal/?q=node/189
•University of Georgia: http://www.ctl.uga.edu/teach_asst/ta_mentors/philosophy/index.html 4 Teaching and Learning Philosophy Assignment

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