scholarly journals 30. Mystery Montage: A Holistic, Visual, and Kinesthetic Process for Expanding Horizons and Revealing the Core of a Teaching Philosophy

2012 ◽  
Vol 5 ◽  
pp. 172
Author(s):  
Kim Ennis ◽  
Carly Priebe ◽  
Mayya Shirapova ◽  
Kim West
Keyword(s):  
Teaching And Learning ◽  
Teaching Philosophy ◽  
Self Reflection ◽  
Visual Mapping ◽  
The Core ◽  
Holistic Process ◽  
Self Knowledge ◽  
Personal Reflections

Revealing the core of a teaching philosophy is the key to a concise and meaningful philosophy statement, but it can be an elusive goal. This paper offers a visual, kinesthetic, and holistic process for expanding the horizons of self-reflection, self-analysis, and self-knowledge.  Mystery montage, a variation of visual mapping, storyboarding, and collage, is utilized to uncover the core of a teaching philosophy and to challenge teachers to expand their horizons within a more holistic context.  We share our personal reflections and experiences and conclude by discussing possible applications of this process to other areas of teaching and learning.

Creating a Philosophy of Supervision Through Personal Narrative

2009 ◽  
Vol 19 (3) ◽  
pp. 87-95 ◽  
Author(s):  
Vicki McCready ◽  
Louise Raleigh
Keyword(s):  
Teaching Practices ◽  
Personal Narrative ◽  
Life Experiences ◽  
Ohio State University ◽  
Teaching Philosophy ◽  
State University ◽  
Good Teaching ◽  
Clinical Supervisors ◽  
Self Reflection ◽  
Self Knowledge

Abstract A teaching philosophy is described as “a vivid portrait of a person who is intentional about teaching practices and committed to his/her career” (Ohio State University Faculty & TA Development [OSUFTAD], 2005). Being intentional about what one does requires self-reflection, self-analysis, and ultimately self-knowledge. According to Palmer (1998), “We teach who we are… When I do not know myself, I cannot know who my students are,” (p.2). “Good teaching requires self-knowledge; it is a secret hidden in plain sight” (p.3). In this article, readers will be asked to reflect on their own life experiences, values and gifts that have influenced their decision to become clinical supervisors and to incorporate this personal narrative and reflection into the composition of a teaching philosophy, more specifically a philosophy of supervision.

Mistakes I have made: and things they taught me while working as a peer

2016 ◽  
Vol 20 (4) ◽  
pp. 212-216
Author(s):  
Tessa Rodgers
Keyword(s):  
Peer Support ◽  
Design Methodology ◽  
Content Type ◽  
Self Reflection ◽  
The Core ◽  
Personal Approach ◽  
Personal Interactions ◽  
The Uk ◽  
Personal Reflections ◽  
Support Relationships

Purpose The purpose of this paper is to describe the development and progression of offering peer support using personal reflections on mistakes. The paper draws on the core principles of peer support which have the potential to be better understood through self-reflection and honest appraisal. Design/methodology/approach A reflective and personal approach is used throughout to examine and analyse particular mistakes relating to developing peer support relationships. Findings Reflections are offered about how working approaches can be developed as a positive consequence of difficult personal interactions. Originality/value These reflections contribute to the small number of papers written by peer workers within the UK. Its focus on mistakes and challenges as a means of learning more about peer support is highly unique.

Self-Reflection Note - A New Tool for Teaching and Learning -

2015 ◽  
Vol 54 (1) ◽  
pp. 115
Author(s):  
Dong-Gook Park ◽  
Sung-Hoon Park ◽  
Chul-Shin Kim
Keyword(s):  
Teaching And Learning ◽  
Self Reflection

scholarly journals Teaching traditions in science education in Switzerland, Sweden and France: A comparative analysis of three curricula

2017 ◽  
Vol 17 (1) ◽  
pp. 51-70
Author(s):  
Laurence Marty ◽  
Patrice Venturini ◽  
Jonas Almqvist
Keyword(s):  
Science Education ◽  
Learning Outcomes ◽  
Scientific Literacy ◽  
Teaching And Learning ◽  
Science And Society ◽  
The Core ◽  
Moral Tradition ◽  
Science Curricula ◽  
Expected Outcomes ◽  
Academic Tradition

Classroom actions rely, among other things, on teaching habits and traditions. Previous research has clarified three different teaching traditions in science education: the academic tradition builds on the idea that simply the products and methods of science are worth teaching; the applied tradition focuses on students’ ability to use scientific knowledge and skills in their everyday life; and the moral tradition opens up a relationship between science and society, focusing on students’ decision making concerning socio scientific issues. The aim of this paper is to identify and discuss similarities and differences between the science curricula in Sweden, France and Western Switzerland in terms of teaching traditions. The study considers the following dimensions in the analysis: (1) the goals of science education as presented in the initial recommendations of the curricula; (2) the organization and division of the core contents; and (3) the learning outcomes expected from the students in terms of concepts, skills and/or scientific literacy requirements. Although the three traditions are taken into account within the various initial recommendations, the place they occupy in the content to be taught is different in each case. In the Swedish curriculum, our analyses show that the three traditions are embedded in the initial recommendations and in the expected outcomes. On the other hand, in the Western-Swiss and French curricula, the three traditions are embedded in the initial recommendations but only academic tradition can be found in the expected outcomes. Therefore, the Swedish curriculum seems to be more consistent regarding teaching traditions. This may have some consequences on teaching and learning practices, which will be discussed in the article. Moreover, our analyses enable us to put forward definitions of teaching tradition.

How do Players and Developers of Citizen Science Games Conceptualize Skill Chains?

2021 ◽  
Vol 5 (CHI PLAY) ◽  
pp. 1-29
Author(s):  
Josh Aaron Miller ◽  
Britton Horn ◽  
Matthew Guthrie ◽  
Jonathan Romano ◽  
Guy Geva ◽  
...  
Keyword(s):  
Free Recall ◽  
Citizen Science ◽  
Thematic Analysis ◽  
Cognitive Task ◽  
Structured Interviews ◽  
Self Reflection ◽  
The Core ◽  
Big Picture ◽  
Prior Literature ◽  
Structure Of Knowledge

For citizen science games (CSGs) to be successful in advancing scientific research, they must effectively train players. Designing tutorials for training can be aided through developing a skill chain of required skills and their dependencies, but skill chain development is an intensive process. In this work, we hypothesized that free recall may be a simpler yet effective method of directly eliciting skill chains. We elicited 23 skill chains from players and developers and augmented our reflexive thematic analysis with 11 semi-structured interviews in order to determine how players and developers conceptualize skill trees and whether free recall can be used as an alternative to more resource-intensive cognitive task analyses. We provide three main contributions: (1) a comparison of skill chain conceptualizations between players and developers and across prior literature; (2) insights to the process of free recall in eliciting CSG skill chains; and (3) a preliminary toolkit of CSG skill-based design recommendations based on our findings. We conclude CSG developers should: give the big picture up front; embrace social learning and paratext use; reinforce the intended structure of knowledge; situate learning within applicable, meaningful contexts; design for discovery and self-reflection; and encourage practice and learning beyond the tutorial. Free recall was ineffective for determining a traditional skill chain but was able to elicit the core gameplay loops, tutorial overviews, and some expert insights.

The Relevance of Al-Ghazali’s Educational Views on the Contemporary System of Muslim Education: Focus on Islamic Education in Uganda

2021 ◽  
Vol 4 (1) ◽  
pp. 1-12
Author(s):  
AbdulSwamad Gyagenda
Keyword(s):  
Teaching And Learning ◽  
Primary Source ◽  
The Other ◽  
Islamic Education ◽  
Learning Models ◽  
Ultimate Truth ◽  
Contemporary World ◽  
The Core ◽  
Body And Soul ◽  
Philosophy Of Knowledge

Imam Al-Ghazali used a combination of the wisdom, exposure and experience he had acquired while running the Nizamiyyah colleges to contribute to the core of the theory knowledge, education and Islamic sciences. His ideas suggest that God is the primary source of knowledge and sense alone cannot deliver one to the ultimate truth. He categorised knowledge according to the needs of the society. Knowledge according to him should shape an individual and help him/her to interact with the creator and with the other existents. Knowledge should affect body and soul, mind and heart and ultimately deliver one to happiness here and in the hereafter. His views on the core values of Islam affecting both individuals and society can be employed in determining and redefining the philosophy of knowledge in our contemporary world. The brief on the philosophy of knowledge reflected in here as well as the method of teaching and instruction especially in the Islamic institutions is drawn from Al-Ghazali’s rich reservoir of experience. This literature can be used to develop teaching and learning models and polices in developing Islamic academic institutions especially in Uganda.

Die Bahnhofsmission – Ort gelebter Ökumene. Theologische Reflexionen

2021 ◽  
Vol 81 (4) ◽  
pp. 286-296
Author(s):  
Dorothea Sattler
Keyword(s):  
Social Change ◽  
Early Stage ◽  
Individual Case ◽  
Self Reflection ◽  
Threshold Concept ◽  
The Core ◽  
Low Threshold

Abstract This article examines the questions of why the ›Bahnhofsmission‹ is suitable as a seismograph of social change, how it performs this function, what it can achieve and where its limits lie. This is done with the help of self-reflection of the practice of the ›Bahnhofsmission‹ and by unfolding practical examples. The seismograph function is described as a task of the ›Bahnhofsmission‹ that goes beyond the core of individual case assistance and is of benefit to society as a whole. This involves drawing attention to changes at an early stage in order to identify structures of poverty and injustice as causes of need for help as well as of exclusion and to contribute to the elimination of those structures. Due to their location at the station and their open, low-threshold concept, ›Bahnhofsmissionen‹ have an excellent seismographic potential. Where they succeed in raising this potential, they can become incubators for innovation.

Learning Black Language Matters

2017 ◽  
Vol 10 (4) ◽  
pp. 360-377 ◽  
Author(s):  
April Baker-Bell ◽  
Django Paris ◽  
Davena Jackson
Keyword(s):  
High School Students ◽  
Collaborative Research ◽  
Teaching And Learning ◽  
Qualitative Inquiry ◽  
Educational Justice ◽  
School Students ◽  
Culturally Sustaining Pedagogy ◽  
The Core ◽  
Black Language

How can and must critical qualitative inquiry be part of ongoing struggles for cultural and educational justice with the communities of our work? We explore this question by reflecting on our collaborative research on culturally sustaining pedagogy centered in the study of Black Language (BL). Building on the core humanizing research notion of dialogic consciousness-raising between researchers and participants, we describe the ways the three of us came to deepened knowledge about the role of BL in our lives and in the lives of the high school students we worked with through a humanizing research as culturally sustaining pedagogy framework. In this framework, the ability to participate in BL, research-based knowledge about BL, and critical collaborative research on BL joined reciprocal inquiry with teaching and learning to center the value of our Black language and Black lives within a schooling and research enterprise that often devalues both.

scholarly journals University Pedagogy: A New Culture is Emerging in Greek Higher Education

2017 ◽  
Vol 6 (3) ◽  
pp. 147 ◽  
Author(s):  
Katerina Kedraka ◽  
Georgia Rotidi
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Crucial Point ◽  
Innovative Teaching ◽  
University Culture ◽  
Self Reflection ◽  
Reflective Process ◽  
Alternative Teaching ◽  
Teaching Role ◽  
Professional Profile

The aim of this paper is to highlight University Pedagogy as a field that focuses on academics’ teaching role in Greek higher education. EU has recognized the need of improvement of the teaching skills of academics and urges the member states to recognize them as an important element of their professional profile. Only recently academics in Greece have launched the debate on innovative teaching and learning methods and practices. A Symposium that took place in 2016 and a significant empirical research are presented, because they are considered to mark the beginning of an emerging university culture, which incorporates the concern on teaching and learning excellence within higher education approaches in our country. The results of these initiatives indicate that critical self-reflection on teaching can lead to the transformation and to the adoption of alternative teaching practices, since the critically reflective process is a crucial point for the enhancement of an academic’s pedagogical, curricular and instructional knowledge.

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