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Educational Philosophy Statement

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Recommended: Characteristics of inquiry-based learning

I want students to be able to learn and appreciate the complexity which is our nervous system. I want to foster a passion for all things neuroscience. I want students to conduct research in neuroscience so they can focus on one area and have top universities see their research. Research that they were able to accomplish at a high school without high tech labs or vast resources. I want students to get to places that I could never imagine. I want them to do all this with their inquiry guiding them in groups towards a common goal. I want them to set goals and learn all the intangibles that research provides via experience. I want to make them well rounded in their educational experiences so they can be productive 21 century learners. …show more content…

I want them to have direct ownership over their learning. I want the students to say, "I feel like learning about memory, let's make an experiment to test a theory". Students need to realize that a book and teacher can only guide in the learning experience, but the power comes from within to have it make sense for their life.

Teachers will find that "teaching to the test" for the whole year is not a necessity. Students can be successful in state mandated end of course exams if they are taught how to think, not what to think. Teachers must lose their fear of what will other teachers think of my new practices or what if they don't do well on the exam because I did not go specifically over an objective 10 times. I want teachers to ultimately trust that students can be responsible for their own leaning.

In order for me to get started, I need to do more research on PBL, how students find meaning in what they learn and student guided learning. After this I need to look at what my focus will encompass, such as how long will this experiment take place, what parameters are required in PBL and how can meaning be assessed? I also need a baseline this first semester with traditional teaching and PBL second

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Students should realize that they have no one to rely on but themselves to achieve what they wish to. It's there where they realize that no one is going to do the work for them, therefore, they need to start taking responsibility and when they do that students will be motivated to do what they have to do to be where they want to

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Once you understand their goals, you can explain how the system of testing will help them reach their goal, and how each week a different theme will be used to prepare them for the next rank. Remind them that private classes can be provided of they feel they need individualized instruction. Helping new students see how they can fit into the system of testing and how they can receive private instruction if they desire, gives students a feeling of confidence and familiarity. They can use this information as a road map to reaching their

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Knowing what will be on the tests, the teachers save a significant amount of their time from choosing what concepts to teach (Walberg 3). Without referencing test essentials, teachers may go off topic or skip important concepts. Testing scope makes it easier for teachers to plan a syllabus for yearly instruction that covers all the lessons the students need to learn within the semesters (Rose 3). It is crucial to lecture students about what they need to know, not just what their teachers like to talk about. As teachers free their time from planning what to lecture, they can ponder better methods of teaching.

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Education is the most important part of a child's development. If we look closer at education, we can see that it is more than just the subjects being taught, it is also the connections the student makes across their life. Schools are the social development grounds for children to teenagers, fostering relationships one will probably never see again in their lifetime. These diverse communities are essential to a child's development, opening their eyes to lives outside their own will create a welcoming environment among students. That is why I feel that the education field is one of the most important jobs in the world.

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The first step is to break up the goal into two parts. The two parts are subject matter content and students’ response to that content. The second step is to take the subject matter-content clarify it and make it more specific. The third step is for me to determine what student response I expect from each statement. The fourth step is to identify the conditions.

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How can this be achieved you may ask? My response “TEAMWORK, and SUPPORT”. “Any school dedicated to ensuring all students learn at high levels must stop debating what they think students can or can’t do, and instead change the question to this: How will we get every student there?” (DuFour, DuFour, Eaker, Many, & Mattos, 2016).

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One of the mission statement of the University of Oregon should towards developing innovation and creation of ideas, which will contribute towards the world of technology and economic growth. By the article “Why is undergraduate research important?” , it said that “A lot of learning occurs when undergraduate students do research – learning that does not happen during traditional coursework. Classroom knowledge is reinforced and more completely assimilated when students are given the opportunity to apply that knowledge. Research invariably leads to a better understanding of and a deeper appreciation for the discipline under investigation.

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My classroom will be centered on the student’s growth in the curriculum. Some of my instruction will be constructed around the essential development based on experiences. Those experiences of the student will help me produce fundamental instructions to enhance their success in cognitive development. For example, Piaget’s theory states that the individual learns how to take new information by accommodation and organization. His belief is meaning that for a student to understand the concept, they should have mental paths to lead them to their responses in the classroom.

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In this category the objective is to create learners who are both resourceful and well-informed. The second guideline is give students different ways to experiment with the information and get hands on with the information they just learned. Here you must “provide options for physical action, expressions, communication, and executive functions” (http://www.udlcenter.org/aboutudl/whatisudl). Our aim as teachers is to produce students who can not only recognize a goal, but figure out for themselves the best way to attain it. Finally, the last guideline of UDL is to present students with different ways to get involved.

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Throughout my career as an educator, I intend to motivate my student to make their learning experience an enjoyable one. I propose to intrinsically motivate my students over challenging yet supportive tasks and instructions. I aim to utilize supportive and preventive strategies when it comes to dealing with students’ behavior. I expected to achieve this goal by creating a learning environment that is harmless, comfortable, and conducive to learning. If the students do not feel safe in the classroom that will trigger their defense system.

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It is my goal to make sure students are not just memorizing facts, but are actually understanding. They should be able to take the lesson and apply it to other areas of their lives. I believe students need to be assessed frequently and routinely. The students need accurate and effective feedback, so they can make any necessary adjustments.

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