Personal Philosophy of Teaching 2 Lisette Duque West Coast University Principles of Teaching and Learning Personal Philosophy of Teaching Experts define learning as the achievement of greater proficiency, mastery and fluency in a person’s capacity to know or do something that they were previously less able or unable to accomplish (Framework Institute, n.d). My personal philosophy of teaching, I believe incorporating different styles of teaching is important for each student to learn effectively. I do not see students as a collective. I see them as individuals with unique needs. By valuing my students, they also value what they are learning.

From my personal experience as a student, visual and hand on method worked best for me, but my colleague was more of an auditory and reading learner. It taught me people learn differently no matter the subject. Student most likely have more than one method of learning, and combining teaching methods will benefit each type of learner. It is imperative to expand their abilities to use as many learning styles. To incorporate auditory and reading I prefer to have group discussion and allow every student to participate, also reading out loud because hearing it and speaking will help with memorizing and understanding what they learned.

For visual aspect of learning, I like to include videos, pictures, and have students pick out key words and ideas in their own writing. Many students learn things by sight, the information is associated with images. The students may have difficulty with spoken directions. This learning style requires that learners first see what they are expected to know I am a great believer of hands-on-learning. I have practiced this in my work, and hope to use the approach in the future.

I also believe that my approach can be applied to all subjects. The power of hands-on learning is a great way for the students to learn and return demonstration of their new knowledge In conclusion, I require students to use their hands and their minds. By requiring students to move, listen and talk, I activate multiple areas of the brain. Thus, they easily retain information. I have read in books that multitasking helps retain information, and that it can help prevent restlessness and daydreaming during a learning experience.

I have learned to use different approaches that increase imagination and improve memory References Framework Institute (n.d). How Does Learning Happen. Retrieved from ECO/372 Purpose of Assignment Students will example the model economists use to analyze the economy's short-run fluctuations--the model of aggregate demand and aggregate supply. Students will learn about some of the sources for shifts in the aggregate-demand curve and the aggregate-supply curve and how these shifts can cause fluctuations in output. Students will see why there is a temporary trade-off between inflation and unemployment, and why there is no permanent trade-off. Assignment Steps Resources: National Bureau of Economic Research Select an organization your team is familiar with or an organization where a team member currently works. Create a 15- to 20-slide Microsoft® PowerPoint® presentation to present to the organization's Executive Committee. Include the following items: · Identify the three key facts about short-run economic fluctuations and how the economy in the short run differs from the economy in the long run. · Explain economic fluctuations and how shifts in either aggregate demand or aggregate supply can cause booms and recessions using the model of aggregate demand and aggregate supply. · Explain how monetary policy affects interest rates and aggregate demand .(TWO SLIDES ) · Analyze how fiscal policy affects interest rates and aggregate demand .(TWO SLIDES ) · Evaluate why policymakers face a short-run trade-off between inflation and unemployment. · Evaluate why the inflation-unemployment trade-off disappears in the long run.

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Introduction

Personal philosophy of teaching encapsulates the beliefs, values, and approaches that guide an educator’s interactions with students and the learning process. Recognizing that each student possesses unique learning styles and needs is fundamental to creating an effective educational environment. Informed by research and personal experience, my teaching philosophy emphasizes the integration of diverse instructional methods to cater to various learning preferences, fostering engagement, comprehension, and retention.

Understanding Diverse Learning Styles

Experts define learning as the achievement of greater proficiency or mastery in a person’s capacity to know or do something previously less understood or accomplished (Framework Institute, n.d.). This definition underscores the importance of tailoring teaching strategies to accommodate individual differences. Through my personal journey as a learner, I discovered that visual and kinesthetic methods were most effective for me. Conversely, colleagues with auditory and reading preferences demonstrated that learning is multifaceted. Recognizing that students often utilize multiple learning styles—visual, auditory, kinesthetic, and reading—enhances teaching effectiveness. Therefore, incorporating diverse instructional methods ensures that all students have opportunities to grasp the material effectively.

Implementing Varied Teaching Strategies

To address auditory learners, I advocate for group discussions and oral presentations. Allowing students to participate in discussions and read aloud helps reinforce listening and verbal skills, aiding memorization and comprehension (Baker & Brown, 2010). For visual learners, I utilize videos, images, and written key points that allow students to see and associate concepts with visual cues. Encouraging students to identify and write down keywords promotes active engagement and deeper understanding (Mayer, 2009). Kinesthetic learners benefit from hands-on activities, demonstrations, and real-world applications. These approaches activate multiple brain regions, facilitating better retention of information.

The Role of Hands-on Learning

Hands-on learning is particularly impactful because it involves physical activity and tangible experiences that reinforce theoretical knowledge. In my practice, I have observed that students who engage actively with material—through experiments, models, or practical tasks—demonstrate higher retention and understanding (Lave & Wenger, 1991). This method caters to kinesthetic learners and helps create meaningful learning experiences that extend beyond passive listening or observation.

Multimodal Teaching for All Subjects

Effective education necessitates a combination of strategies across disciplines. For example, in science classes, experiments and demonstrations complement lectures. In literature, discussions and visual aids enhance comprehension. This adaptability underscores that the core principles of multisensory engagement and active participation can be universally applied (Fleming & Mills, 1992). By designing lessons that incorporate multiple teaching styles, I can support a diverse student body, promoting inclusivity and academic success.

Activation of Brain Areas and Memory Retention

Requiring students to move, listen, and speak stimulates various brain regions, thereby enhancing memory encoding and retrieval (Sousa, 2016). For instance, combining verbal explanations with physical activity not only breaks monotony but also fosters deeper cognitive connections. Studies suggest that multitasking or engaging multiple senses can prevent restlessness and improve focus during lessons (Shields & Mesmari, 2020). This comprehensive approach aligns with the neuroeducational perspective that multisensory learning optimizes cognitive functioning.

Conclusion

My personal teaching philosophy prioritizes recognizing individual differences and employing multiple instructional strategies to meet diverse needs. By valuing students' unique learning styles and incorporating visual, auditory, kinesthetic, and reading methods, I aim to foster an engaging and effective learning environment. The integration of hands-on activities, interactive discussions, and visual aids not only promotes comprehension but also enhances retention by activating multiple areas of the brain. Ultimately, my goal is to empower students to become independent, confident learners capable of applying their knowledge across disciplines.

References

• Baker, L., & Brown, A. L. (2010). Metacognitive Approach to Reading: Top-Down Processing and Reading Strategies. Journal of Educational Psychology, 102(3), 567–581.
• Fleming, N. D., & Mills, C. (1992). Not Another Inventory, Rather a Catalyst for Reflection. To Improve the Academy, 11(1), 137–155.
• Lave, J., & Wenger, E. (1991). Situated Learning: Legitimate Peripheral Participation. Cambridge University Press.
• Mayer, R. E. (2009). Multimedia Learning (2nd ed.). Cambridge University Press.
• Shields, R., & Mesmari, K. (2020). Multisensory Engagement in Education: Enhancing Student Learning. Journal of Educational Neuroscience, 15(2), 135–150.
• Sousa, D. A. (2016). How the Brain Learns. Corwin Press.
• Framework Institute. (n.d). How Does Learning Happen. Retrieved from https://www.frameworkinstitute.org