Session 7: Drafting a teaching philosophy and creating a teaching portfolio
Goals
- to give and receive feedback on your mid-semester feedback assignment
- to find ways to draft teaching philosophies that synthesize course participants’ current understanding of the learning-teaching connection and that are scholarly in tone, discipline-related, well-organized, rich in detail/examples, and succinct
- to identify specific supporting materials that can be used to construct a teaching portfolio
- to point participants to resources for creating teaching portfolios, especially on-line portfolios
Class readings
- "Developing a Philosophy of Teaching Statement" (Chism)
- Penn State Teacher II (pdf)
pp. 160-180: Appendix E "Philosophies of Teaching"
- Vanderbilt Center for Teaching: Teaching Portfolios
Materials
- Peter Seldin, The Teaching Portfolio: A Practical Guide to Improved Performance and Promotion/Tenure Decisions, 3rd ed. (Bolton, MA: Anker, 2004)
- Rubrics for teaching philosophies (Kaplan et al.; Johnson) and for electronic teaching portfolios
- Sample teaching development philosophy
Activities
- Peer review of mid-semester feedback analyses (thirty minutes)
- Overview of Certificate assignment # 4: Teaching philosophy draft and related rubrics (ten minutes)
- Discussion of Chism article and Vanderbilt resources (fifteen minutes)
- Break (ten minutes)
- Critique of teaching philosophies in Appendix E of PSTII - Which were most useful and/or most interesting to you, and why? (thirty minutes)
- Other resources for developing teaching portfolios (twenty minutes)
- Vote on reading for next session
Proposed
- McKeachie, Chapter 21 "The Teacher’s Role in Experiential Learning"
- McKeachie, Chapter 25 "The Ethics of Teaching and the Teaching of Ethics"
- Thompkins, "Pedagogy of the Distressed"
- Barab and Plucker, "Smart People or Smart Contexts?" Educational Psychologist 37.3 (2002): 165-182. This is available as a pdf from the CAT at University Libraries.
- Other?
