Focus on your personal approach to pedagogy and classroom management, as well as what makes you unique as an educator, and how you wish to advance your career to further support education. Lang notes that, while you don't need to use official citation style, you should cite your sources. Explain where your teaching philosophy originated—for example, from your experiences as an undergraduate, from a faculty mentor you worked with during your teacher-training program, or perhaps from books or articles on teaching that had a particular influence on you. In addition to considering the type of teaching philosophy to write, Ohio State University offers some general formatting suggestions.
There is no right or wrong way to write a philosophy statement, which is why it is so challenging for most people to write one.
There are, however, some general rules to follow when writing a teaching philosophy statement, says the university's teacher-training department:. Keep it brief.
The statement should be no more than one to two pages, according to the Ohio State University Center for the Advancement of Teaching. Use present tense , and write the statement in the first person, as the previous examples illustrate. Avoid jargon. Use common, everyday language, not "technical terms," the university advises. Create a "vivid portrait" that includes "strategies and methods Share Flipboard Email. Janelle Cox has an M.
She has provided remedial enrichment curriculums and worked with both bilingual and special needs students.
Sample 1. It is my desire to create this type of atmosphere where students can meet their full potential. I will provide a safe environment where students are invited to share their ideas and take risks. Sample 2. Scardamalia and Bereiter Scardamalia, M.
Cognition and Instruction , 9: — These questions were significantly superior in their potential contribution to knowledge as they focused on explanations and causes instead of facts, and required more integration of complex and divergent information from multiple sources. However, Miyake and Norman Miyake, N. To ask a question, one must know enough to know what is not known. Journal of Verbal Learning and Verbal Behaviour , 18 3 : — Students, therefore, might find it difficult to ask educationally productive questions, especially at the beginning of their study of a topic, which is the point at which questions could have the most directive effect.
They found that lack of domain knowledge did not seem to hamper students in generating questions as the number of questions asked was almost exactly the same under both conditions. However, there was a qualitative difference in the types of questions asked.
The findings of this study suggest that different kinds of questions can direct the learning process to different extents. Since different kinds of questions can challenge and stimulate the mind to different extents, questions can be classified according to the level of thought required for answering them. Taxonomy of educational objectives: The classification of educational goals , New York : Longmans Green.
Although this taxonomy was originally devised for the purpose of formulating questions by the teacher as part of the objectives for teaching or assessment, it could also be applied to students' questions. A taxonomy for learning, teaching, and assessing: A revision of Bloom's taxonomy of educational objectives , Complete edition , New York : Longman. Another schema for categorising students' questions was developed by Pizzini and Shepardson Pizzini, E. These labels also do not indicate the cognitive processes associated with the questions.
Furthermore, the use of only three descriptors does not reflect the full range of cognitive levels at which questions could be located. Questions of chemistry. International Journal of Science Education , 25 8 : — Based on this conceptualisation, the above authors placed questions on a continuum ranging from confirmation questions at one end to transformation questions at the other end, rather than defining them in terms of different levels of a hierarchy.
The authors emphasised that both kinds of questions are necessary and complement each other; with the type of question that is appropriate to ask depending on the nature of the situation and the requirements of the task in hand. Yet another perspective to classifying students' questions was offered by Watts, Gould, and Alsop Watts, M. Questions of understanding: Categorising pupils' questions in science.
School Science Review , 79 : 57 — This taxonomy classifies questions according to the stages through which a student's understanding progresses. The typologies reviewed thus far pertain to questions asked while students were engaged in a variety of classroom tasks but what of the kinds of questions that students pose specifically for investigative tasks? Although Fairbrother Fairbrother, R.
The latter view was also shared by Swatton Swatton, P. Children's language and assessing their skill in formulating testable hypotheses. British Education Research Journal , 18 10 : 73 — This author believed that the teacher must then facilitate the translation of these questions into testable hypotheses. Symington Symington, D. Scientific problems seen by primary school pupils , Australia : Monash University.
The development of science process skills in authentic contexts. Journal of Research in Science Teaching , 30 2 : — To guide students in generating researchable questions on their own, Chin and Kayalvizhi Chin, C. Posing problems for open investigations: What questions do pupils ask?
In all of the studies discussed so far, students' questions were asked in the context of formal instruction in the classroom. But what about the nature and kinds of questions posed by children beyond the classroom walls? Characterizing children's spontaneous interests in science and technology.
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International Journal of Science Education , 27 7 : — Questions pertaining to biology were the most popular Pupils' views of the role and value of the science curriculum: A focus group study. International Journal of Science Education , 23 5 : — Among the older students, there was a decrease in the number of biological questions and a concomitant increase in questions on technology. What implication can we draw from this study's findings about students' intrinsic interest in the school science curriculum?
Table 2 presents an overview of the studies that have been conducted on characterising the types of questions that students ask.
This review on the types of questions that students ask reveals a number of salient points. First, questions may be classified according to the different types and levels of cognitive processes that students are expected to use when they pose a question.
One implication of such a classification scheme is that it could guide teachers to design classroom tasks that encourage students to pose questions that match the cognitive demand they seek. And, as questions of different cognitive complexity can direct students' conceptual development and advance their thinking to different degrees, these tasks should elicit questions which are pitched at higher levels of thought and which require the restructuring of ideas.
Second, students may not always know how to pose questions that are appropriate for practical investigations. Third, students' questions, including those asked outside of school, are indicative of what students are interested in and would like to know more about in the world around them. Teachers could thus capitalise on such questions and use them to guide curriculum development in both formal and informal learning contexts. In this section, we examine the effects of several intervention studies that aimed to teach students questioning skills and discuss the significance of their findings.
These studies were carried out mainly in the contexts of: a reading science texts; b formulating researchable questions for science investigations; and c learning new content material through group discussions. Improvements of reading comprehension of physics texts by students' question formulation. International Journal of Science Education , 13 4 : — Journal of Research in Science Teaching , 28 6 : — Koch and Eckstein Koch, A. Column 1 contained questions that had answers in the text and which the student believed he or she understood.
Column 2 listed questions in which answers were found in the text but which the student did not understand. Column 3 contained questions in which the answers were related to, but not discussed in, the text.