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Andrew Saltarelli's teaching philosophy focuses on facilitating transformational learning experiences where students' talents and values intersect with meaningful problems in the world. He believes in balancing direct instruction with student-directed learning. Saltarelli designs activities that encourage exploration, divergent thinking, reflection, and creative problem-solving. He also works to cultivate an inclusive environment where all students feel welcome and able to freely participate in the learning process. Saltarelli's overall goal is for students to critically evaluate how knowledge applies to societal needs.
Andrew Saltarelli's teaching philosophy focuses on facilitating transformational learning experiences where students' talents and values intersect with meaningful problems in the world. He believes in balancing direct instruction with student-directed learning. Saltarelli designs activities that encourage exploration, divergent thinking, reflection, and creative problem-solving. He also works to cultivate an inclusive environment where all students feel welcome and able to freely participate in the learning process. Saltarelli's overall goal is for students to critically evaluate how knowledge applies to societal needs.
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Andrew Saltarelli's teaching philosophy focuses on facilitating transformational learning experiences where students' talents and values intersect with meaningful problems in the world. He believes in balancing direct instruction with student-directed learning. Saltarelli designs activities that encourage exploration, divergent thinking, reflection, and creative problem-solving. He also works to cultivate an inclusive environment where all students feel welcome and able to freely participate in the learning process. Saltarelli's overall goal is for students to critically evaluate how knowledge applies to societal needs.
Copyright:
Attribution Non-Commercial (BY-NC)
Formati disponibili
Scarica in formato PDF, TXT o leggi online su Scribd
Where the needs of the world and your talents cross, there lies your vocation attributed to Aristotle My goal as an educator is to facilitate learning experiences that enable students to wrestle with authentic problems and creatively exploit opportunities encountered outside the classroom. I believe that transformational learning learning that fundamentally changes ones view of themselves and those around them happens when ones educational experiences, talents, and values come in contact with the profound needs of our world. My goal as an educator is to help each student discover this point of contact. In facilitating learning as opposed to disseminating knowledge I seek a balance between direct instruction and student-directed learning while always working toward the latter (see Jang, Reeve, & Deci, 2010). In an age of incredible access to information, students more than ever need the guidance of an expert to model for them the skills to effectively parse, evaluate, and synthesize knowledge in useful ways. On the other hand, transformational learning experiences are extracted from ones own questions, explorations, and quests. This type of experience requires uncertainty, humility, curiosity, and some level of disequilibrium for both my students and myself. To this end, I design learning activities that encourage exploration, promote divergent thinking, require reflection, and allow space for creative solutions to emerge. It is imperative that all students are able to freely engage in such transformational learning activities. A large body of literature, as well as my own research (see e.g., Saltarelli & Roseth, 2014), indicates that feelings of exclusion and lack of belonging not only negatively affect student wellbeing, but are also deleterious of learning outcomes. Its clear that meeting the social and affective needs of all students is integral to deep and meaningful learning (for review, see Roseth, Johnson, & Johnson, 2008) and requires intentional, thoughtful pedagogical practices. I try to proactively cultivate an inclusive learning environment through a variety of interventions and cooperative and active learning techniques that have proven to help all students feel welcome, accepted, and included. I also strive to develop a sense of trust in the classroom by setting clear expectations for students and myself, demonstrating deep care for students personal wellbeing, and exhibiting a personal passion for education as a vehicle for positive societal change. In conclusion, my goal as an educator is to facilitate a process by which students not only have grounding in theory and evidence-based practice, but can also critically self-evaluate how this knowledge intersects with the needs of the world. I believe such needs will only be met when all learners are able to freely participate in the educational process. Jang, H., Reeve, J., & Deci, E. L. (2010). Engaging students in learning activities: It is not autonomy support or structure but autonomy support and structure. Journal of Educational Psychology, 102(3), 588600. https://doi.org/10.1037/a0019682 Roseth, C. J., Johnson, D. W., & Johnson, R. T. (2008). Promoting early adolescents achievement and peer relationships: The effects of cooperative, competitive, and individualistic goal structures. Psychological Bulletin, 134(2), 223-246. Saltarelli, A. J., & Roseth, C. J. (2014). Effects of synchronicity and belongingness on face-toface and computer-mediated constructive controversy. Journal of Educational Psychology, 106(4), 946960. https://doi.org/10.1037/a0036898
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