1. Andragogy and Online Learning Assignment #3 for Glen Gatin EL5006-8
Philosophy of Teaching Statement
Andragogy and Online Learning Assignment #3 for Glen Gatin EL5006-8
This PowerPoint is the Philosophy of Teaching Statement created by Kelly Lusk for Glen Gatin’ s Andragogy and Online Learning EL course
In this presentation I will explore my beliefs about adult online learning through creating my first Philosophy of Teaching Statement.
This work mentions references and lists the full information on Reference slides at the end of this presentation.
We will begin by exploring “What is a Philosophy of Teaching?”
By Kelly Lusk

2. What is a Philosophy of Teaching?
A Philosophy of Teaching can be described as:
“a self-reflective statement of your beliefs about teaching and learning” (University of Minnesota, 2008)
Or a “process of identifying…and continuously examining, testifying, and verifying…through teaching” (Ohio State University, 2009b)
It provides “examples of how you put your beliefs into practice” (University of Minnesota, 2008)
It should “foster professional and personal growth” (Ohio State University, 2009b)
To get acquainted with philosophy of teaching statements, I started with a review of the concepts behind what is a philosophy of teaching?
I enjoyed these key quotes which describe a philosophy of teaching:
“a self-reflective statement of your beliefs about teaching and learning” (University of Minnesota, 2008)
“process of identifying…and continuously examining, testifying, and verifying…through teaching” (Ohio State University, 2009b)
Provides “examples of how you put your beliefs into practice…including concrete examples” (University of Minnesota, 2008)
it should “foster professional and personal growth” (Ohio State University, 2009b)
All of us have preferred learning styles, online learning can encourage students and teachers to adapt and use different learning styles based on various situations. Therefore next we will review the VARK learning style inventory.

3. VARK –learning style inventory
This survey reports the responder preferences regarding how to take-in and give-out information when learning: V - visually (process best when can see it) A - aurally (like to hear it) R - read/write fashion (like to see written words) K - kinesthetic (process best via experience and practice)
VARK is a web based questionnaire is designed to reflect how you learn best, a profile of learning preferences. It indicates how the responder prefers to take-in and give-out information when learning (VARK: A Guide to Learning Styles, 2001). Understanding the preferred methods of gathering, processing, interpreting, organizing, and thinking about information can be valuable to improve faculty development and help students become better learners.
VARK is named after it’s main learning styles: V for visually (process information best if can see it), A for aurally (like to hear it), R for read/write fashion (like to see the written words), and K for kinesthetic (acquire information through experience and practice). VARK also recognizes MM for multimodal study strategies where multiple preferences are present.
In my case, I tested as kinesthetic which I find to be accurate as I am often described as a ‘do-er’. Tactile learning or “hand-on” methods seem most comfortable to me and I also enjoy teaching where there is a balance of reading, listening, and doing.
With this understanding of learning styles, next we explore some of the key concepts to explore in a teaching statement.
(VARK: A Guide to Learning Styles, 2001)

4. 1. Conceptualization of learning
The first area explores learning:
Ask
“What do we mean by learning?”
“What happens in a learning situation?”
Think of your answers based on your personal experience.
In her “Developing a Philosophy of Teaching Statement” article, Nancy Chism suggests five major areas to be considered and addressed in education (Ohio State University, 2009). I will start with a conceptualization of learning.
Ask yourself questions like “What do we mean by learning?” and “What happens in a learning situation?”
Think of your answers to these questions based on your personal experience.
Chism points out that some teachers have tried to express and explain their understanding of learning through the use of metaphor, because drawing comparisons with known entities can stimulate thinking, whether or not the metaphor is actually used in the statement.
On the other hand, most instructors tend to take a more direct approach in conceptualizing learning, i.e., to describe what they think occurs during a learning episode, based on their observation and experience or based on current literature on teaching and learning.
Next we will explore the concept of teaching.
(Ohio State University, 2009)

5. 2. Conceptualization of teaching
This area explores teaching beliefs:
Ask
What do we mean by teaching?”
“How do I facilitate this process as a teacher?”
Personal experience will determination the answers.
Nancy Chism (Ohio State University, 2009) suggests the second component is conceptualization of teaching
Ask “What do we mean by teaching?” and “How do I facilitate this process as a teacher?”
Think of your answers to these questions based on your personal experience.
Chism suggests that personal teaching beliefs on how the instructor facilitates the learning process would be appropriate for this section. Addressing how to challenge students intellectually and support them academically and how the teacher can best respond to different learning styles, help students who are frustrated, and accommodate different abilities.
Explore how you as a teacher have come to these conclusions (e.g., through past experience as a student or teacher, or as a result of literature reading or taking classes).
Next we will explore the area of students.
(Ohio State University, 2009)

6. 3. Goals for students This area explores student goals: Ask
“What goals do you have for your students?”
“How do I facilitate student goal setting as a teacher?”
Address student goals based on your personal experience.
Nancy Chism’s (Ohio State University, 2009) third component is goals for students.
This section entails describing what skills the teacher expects her/his students to obtain as the result of learning.
You may address such issues as what goals you set for your classes, what the rationale behind them is, what kind of activities you try to implement in class in order to reach these goals, and how the goals have changed over time as you learn more about teaching and learning.
Example: describe how you have expected students to learn not only the content, what skills were involved (such as critical thinking, writing, and problem solving), followed by elaboration on how you have designed/planned individual sessions towards accomplishing the goals.
Next we will explore implementation concepts.
(Ohio State University, 2009)

7. 4. Implementation of the philosophy
This area explores implementing the philosophy:
Ask
“How do I operationalize my philosophy of teaching in the classroom?”
“What personal characteristics in myself or my students influence the way in which I approach teaching?”
Reflect on your presentation and preferences for course materials and student interaction.
Nancy Chism (Ohio State University, 2009) identifies implementation of the philosophy as the fourth section.
An key component of the statement of a teaching philosophy should be the illustration of how one’s concepts about teaching, learning, and associated goals for students are transformed into classroom activities.
Ask yourself, “How do I operationalize my philosophy of teaching in the classroom?” and “What personal characteristics in myself or my students influence the way in which I approach teaching?”
To answer these questions, you may reflect on how you present yourself and course materials preferences (what activities, assignments, and projects you implement in the teaching-learning process) and how you interact with students in and outside class.
Next we will explore the area of professional growth plans.
(Ohio State University, 2009)

8. 5. Professional growth plan
The last area explores professional growth plan:
Consider questions like
“What goals have I set for myself as a teacher?”
“How do I accomplish these goals?”
Think of your answers to these questions based on your professional development goals.
Nancy Chism’s (Ohio State University, 2009) last component in creating a Philosophy of Teaching Statement is having a professional growth plan, she views it as important to set clear goals and specify the means to accomplish these goals.
Think about questions such as “What goals have I set for myself as a teacher?” and “How do I accomplish these goals?”
Think of your answers to these questions based on your professional development goals.
Chism suggests that writing this section can help you think about how your perspectives and actions have changed over time. Example: illustrate how you have professionally grown over the years, what challenges exist at the present, what long-term development goals you have projected, and what you will do to reach these goals.
Now with this firm grasp of the fundamentals and structure of a philosophy of teaching statement, next we will explore my first philosophy of teaching statement.
(Ohio State University, 2009)

9. Kelly Lusk’s Philosophy of Teaching
My philosophy of teaching is an evolving construct that will adjust as I gain more
teaching experience and a wider exposure to andragogy and online learning concepts.
I expect it to change throughout my NorthCentral University learning experiences, workplace training experiences, and living life itself.
I believe all of life is our classroom, so we are all learning and teaching every moment of our life.
My philosophy of teaching is an evolving construct that will adjust as I gain more teaching experience and a wider exposure to andragogy and online learning concepts.
I expect it to change throughout my NorthCentral University learning experiences, workplace training experiences, and living life itself.
I believe all of life is our classroom, so we are all learning and teaching every moment of our life.
(Bach, Haynes, and Lewis Smith, 2007) and (Knowles, Holton, and Swanson, 2011)

10. Kelly Lusk’s Philosophy of Teaching
My mission as a teacher:
provide students practical and usable information and/or skills through collaboration to solve problems
expect high quality work, responsible behavior, a safe and positive learning environment, and encourage life-long learning practices in all areas of life
My core belief involves learning and teaching being best achieved through positive interaction and relationships combined with the appropriate technology toolset for the situation will provide an optimal learning environment.
My mission as a teacher is to provide students practical and usable information and/or skills through collaboration to solve problems. I expect high quality work, responsible behavior, a safe and positive learning environment, and encourage life-long learning practices in all areas of life.
This philosophy of teaching statement reflects my core belief that learning and teaching is best achieved through positive interaction and relationships combined with the appropriate technology toolset for the situation will provide an optimal learning environment.
Bach, Haynes and Lewis Smith (2007) view online learners being capable of managing their own learning with instructor facilitation, so “effective online learning needs to be collaborative and interactive” (p. 58).
While Knowles (2011) emphasizes the process model providing important procedures and/or resources to help learners acquire information and skills.
(Bach, Haynes, and Lewis Smith, 2007) and (Knowles, Holton, and Swanson, 2011)

11. Kelly Lusk’s Philosophy of Teaching (cont.)
Learning
My focus for learning is based on the class and the concept at hand to make it more than simply imparting knowledge, my approach involves a broader lens aiming to expand awareness and expose to knowledge.
I want to combine the educational background provided by my NCU program with my experience teaching both children and adults to more fully engage and support student of any age.
Motivating learning through problem solving and critical thinking exercises to improve student’s level of awareness and understanding.
Learning – I view education is promoting learning to meet student goals and acquire new abilities, information, or values.
My focus for learning is based on the class and the concept at hand to make it more than simply imparting knowledge, my approach is through a broader lens to expand awareness and expose.
I want to combine the educational background provided by my NCU program with my experience teaching both children and adults to more fully engage and support student of any age.
Motivating learning through problem solving and critical thinking exercises to improve student’s level of awareness and understanding.
I will strive to embrace reaching educational goals through whatever path works for the individual student.

12. Kelly Lusk’s Philosophy of Teaching (cont.)
I want to be a pro-active mentor, encouraging students to be life-long learners for their personal and professional development.
Working with students through the learning process to reach their individual aspirations and goals as we accomplish the requirements for the class.
Integrate the development of transferable and useful skills into courses for students and myself.
I strive to maintain a encouraging and supportive environment while making the education process as enjoyable as possible in order to meet the students goals.
Teaching – I view teaching as my approaches challenge students while imparting knowledge and understanding.
I want to be a pro-active mentor, encouraging students to be life-long learners for their personal and professional development.
Working with students through the learning process to reach their individual aspirations and goals as we accomplish the requirements for the class.
Integrate the development of transferable and useful skills into courses for students and myself.
I strive to maintain a encouraging and supportive environment while making the education process as enjoyable as possible in order to meet the student goals.
Bach (2007) frames online learning as enhancing good learning philosophies and “a creative evolution of knowledge through interaction” (p. 50).
(Bach, Haynes, and Lewis Smith, 2007)

13. Kelly Lusk’s Philosophy of Teaching (cont.)
Student goals
Inspire and motivate students beyond their comfort levels to explore new challenges and learning opportunities.
Helping an preparing students be better learners and ready to face the challenges of life.
Assist students in forming better understandings of the learning process and themselves to improve their ability to reach their aspirations and goals.
Reach beyond imparting knowledge, developing skills and improving understanding into assisting students determine how to reach their career, personal, and/or educational goals.
Student goals – I view helping student determine and reach their goals as a pivotal part of education.
Inspire and motivate students beyond their comfort levels to explore new challenges and learning opportunities.
Helping an preparing students be better learners and ready to face the challenges of life.
Assist students in forming better understandings of the learning process and themselves to improve their ability to reach their aspirations and goals.
Reach beyond imparting knowledge, developing skills and improving understanding into assisting students determine how to reach their career, personal, and/or educational goals.
Integrate technology in ways to promote relationships with students while maintaining a focus on relationships and improving understanding.

14. Kelly Lusk’s Philosophy of Teaching (cont.)
Implementation
Adjusting curriculum, assessments, learning environment, technologies, tools, or other factors as need to meet or exceed student requirements for any course I am involved with.
In the classroom, I will minimize teacher-directed time to encourage collaboration, group problem solving, or other strategies to reach the educational goals together.
Integrate technology in ways to promote relationships with students while maintaining a focus on relationships and improving understanding. Including researching new technology initiatives to promote learning.
Proposing technological initiatives to promote learning.
Implementation – illustrating how to put ideas into practice in a learning environment is critical.
Adjusting curriculum, assessments, learning environment, technologies, tools, or other factors as need to meet or exceed student requirements for any course I am involved with.
In the classroom, I will minimize teacher-directed time to encourage collaboration, group problem solving, or other strategies to reach the educational goals together.
Integrate technology in ways to promote relationships with students while maintaining a focus on relationships and improving understanding. Including researching new technology initiatives to promote learning.
Proposing technological initiatives to promote learning.

15. Kelly Lusk’s Philosophy of Teaching (cont.)
Professional growth
Create milestones along my personal and professional development path toward being a well-rounded individual who is an instructor, mother, and person.
Integrate multiple modes for student and peer feedback to provide information sharing and ongoing professional improvement.
I will strive to embrace reaching educational goals through whatever path works for the individual student.
I will endeavor to be a good role-model for the benefits of collaboration, life-long learning, and the importance of building and maintaining relationships.
Professional growth – I view professional growth and development as a lifelong journey.
Create milestones along my personal and professional development path toward being a well-rounded individual who is an instructor, mother, and person.
Integrate multiple modes for student and peer feedback to provide information sharing and ongoing professional improvement.
I will strive to embrace reaching educational goals through whatever path works for the individual student.
I will endeavor to be a good role-model for the benefits of collaboration, life-long learning, and the importance of building and maintaining relationships.

16. Philosophy of Teaching Statement
My goal with this Philosophy of Teaching Statement was to answer these questions from Chism (Ohio State University, 2009a):
How do people learn?
How do I facilitate that learning?
What goals do I have for my students?
Why do I teach the way that I do?
What do I do to implement these ideas about teaching and learning in the classroom?
My goal with this Philosophy of Teaching Statement was to answer these questions from Chism (Ohio State University, 2009a):
How do people learn?
How do I facilitate that learning?
What goals do I have for my students?
Why do I teach the way that I do?
What do I do to implement these ideas about teaching and learning in the classroom?
I have greatly enjoyed applying the information about andragogy, pedagogy, and other key areas involved with online learning through this courses textbooks to this assignment. The various authors provide insights on balancing andragogy for integrating adult-learner education learning concepts with online or other technology implementations to improve learning opportunities which I have integrated into my Philosophy of Teaching Statement. I appreciate your attention during this presentation and look forward to your feedback.
(Ohio State University, 2009)

17. References
Bach, S., Haynes, P., and Lewis Smith, J. (2007). Online learning and teaching in higher education (pp ). New York: Open University Press. Davis, H., Hartshorne, R., and Ring, G. (2010). Being an Innovative Teacher: Preservice Teachers' Conceptions of Technology and Innovation. International Journal of Education 2(1). Retrieved from Knowles, M., Holton, E. III, & Swanson, R. (2011). The adult learner: The definitive classic in adult education and human resource development (7th ed.). (pp ). Oxford: Elsevier.
These references were utilized for this presentation.

18. References (cont.)
The Ohio State University: University Center for Advancement of Learning. (2009a). Developing a Teaching Portfolio. Retrieved from The Ohio State University: University Center for Advancement of Learning. (2009b). Writing a Philosophy of Teaching Statement. Retrieved from University of Minnesota. (2008). Background and Contexts for Teaching Philosophies. Retrieved from VARK: A Guide to Learning Styles. (2001) Questionnaire version 7.1. Retrieved from
These references were utilized for this presentation (cont.).