1. Philosophy of Teaching Statement ED5006-8 Michele Dougherty October 30, 2011 Glen Gatin

2. Components of Teaching Philosophy Statement Conceptualization of learning Conceptualization of teaching Goals for students Implementation of the philosophy Professional growth plan (University Center for the Advancement of Teaching – The Ohio State University, 2009, pp. 1-2)

3. Conceptualization of Learning Characteristics of what adult learners want: To know why something is important To be self-directed Life-centered knowledge Motivation and readiness to learn Help overcoming inhibitions, behaviors, and beliefs about learning

4. Cognitive Theory & Motivation and Personality Theory Organization of knowledge Learning is culturally relative Importance of learner’s abilities Motives and Values of learner

5. Creating a Welcoming Experience for Online Adult Learners Open and accepting attitude Encourage students to be self-directed Validate shy learners by responding to their communications

6. Conceptualizing Teaching – the Andragogical Teacher Facilitate discussions pertaining to course objectives Support students intellectually Refer learners to a variety of resources Share personal experience and expertise

7. Teaching versus Learning Styles Online Recognize diverse learning styles Use multiple teaching styles

8. Conceptualization of Teaching Define goals Expectations Clear and timely communication Feedback

9. Goals for students Understand and apply concepts Critical thinking

10. Implementation of philosophy Relate to students cultural values Set the right tone One size does not fit all Assessment tools and techniques Communication

11. Professional Growth Plan Continuing education Faculty development Lifelong learning

12. References Finch, A., & Rahlm, E. (2011, Spring). Adult learning styles and technology-driven learning for online students. Academic Leadership: The Online Journal, 9(2). Retrieved from http:www.academicleadership.org/article/print/adult-learning -styles-and-technology-driven-learning-for-online-students Knowles, M. S., Holton III, E. F., & Swanson, R. A. (2005). The adult learner: The definitive classic in adult education and human resource development (6th ed.). Amsterdam, Netherlands, Boston, Massachusetts, Heidelberg, Germany, London, United Kingdom, New York, New York, Oxford, United Kingdom, Paris, France, San Diego, California, San Francisco, California, Singapore, Southeast Asia, Sydney, Australia, Tokyo, Japan., CA: Elsevier Butterworth Heinemann. Li, X. (2007). Intelligent agent-supported online education. Decision Sciences Journal of Innovative Education, 5(2), 311-331. doi:10.111/j.1540- 4609.2007.00143x Madden, J.L. (2008). Addressing the learning styles of adult online learners and teaching styles of online faculty. Retrieve from http://search.proquest.com.eproxy.apollolibrary.com/docview/304831507/fulltextPDF/132BC42445D6A01B6C 9/5?accountid=35812ttp://search.proquest.com.eproxy.apollolibrary.com/docview/304831507/fulltextPDF/132BC42445D6A01B6C University Center for the Advancement of Teaching - The Ohio State University. (2009). Developing a teaching portfolio: Guidance on writing a philosophy of teaching. Retrieved from http://ucat.osu.edu/portfolio/philosophy/Phil_guidance.html

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