EDU 534 Effective Pedagogy for HIgher Education DQs
docx
keyboard_arrow_up
School
South Louisiana Community College *
*We aren’t endorsed by this school
Course
534
Subject
Philosophy
Date
Feb 20, 2024
Type
docx
Pages
12
Uploaded by cdbrown1982
Week 1 DQ 1
Why is it critical to have a philosophy of teaching before applying to an institution of higher education? What does your philosophy of teaching say about you as a faculty member?
Answer
It is critical to have a philosophy of teaching before applying to an institution of higher education for the reason that knowledge is acquired differently, and an educator has to know what type of approaches they will take in order to successfully produce learning. In the article From Teaching to Learning Paradigm
(A.A Karim, 2011,) the author notes that a college’s purpose is not to transfer knowledge but to create environments and experiences that bring students to discover and construct knowledge for themselves… With that said; to have a philosophy of teaching before applying to an institution of higher education leads you to the question of how will I as an educator promotes learning that will also carry my students further into the world of learning for themselves. A.A Karim (2011) reflects on the article From Teaching to Learning- A New Paradigm for Undergraduate Teaching and summarized major points. One point made regards the teacher as the primary designers of learning and as a coach and that their role in
learning is to provide students with an s sufficient grasp of concepts, principles or skills. As a faculty member, what my philosophy of teaching says about me is that I am passionate about learning processes and how I can use them to help my students evolve. My intent is to teach students to be self sufficient in their knowledge in a way that will carry them into future educational endeavors. I believe that a classroom should be a place where students use their experiences, and background knowledge (inference) for factual conclusions that they feel confident about. It should be a place of exploration into different parts of the individual mind; shared among individuals with the same goals, which is to learn.
Reference
Karim. ( 2011). One Stop Learning
- From Teaching to Learning Paradigm
. Retrieved from http://onestoplearning.blogspot.com/2011/01/from-teaching-to-
learning-paradigm.html
Week 1 DQ 2
List two learning theorists with whom you identify the most. Discuss why you identify with them and how those theorists might shape your instruction.
Answer
Two learning theorists whom I identify with the most are Carl Rogers and Seymour Papert. Carl Rogers is credited with establishing a “student centered” versus “teacher centered” approach to learning (Merriam & Bierma, p. 30.) Rogers considers the teacher as the facilitator of self directed learning rather than a dispenser of knowledge (Merriam & Bierma, p.30.) I identify with his perception for the reason that teachers are knowledgeable in their own rights, and are constantly learning themselves. As we learn how to make use of different learning theories, our goal is to take what we have learned, or what we are continuously learning and apply that knowledge to our delivery of information, or rather the teaching of learning independently. Rogers wrote that an educated person is one who has learned how to learn…how to adapt and change and realizes that no knowledge is secure, that only the process of seeking knowledge gives a basis for security (Merriam & Bierma, p.31.) The second theorist is Seymour Papert, who is credited with the art of learning guidelines; conveying three principles: 1. Give yourself time, 2. Discussion, and 3. Look for connections. The building of knowledge is the goal (Keesee, G.2011.) I identify with Papert and his principles for the fact that learning for some does take time. Every student learns differently and what works for some, may not work for others. Discussion breeds understanding (constructivism) and allows students to activate prior knowledge and make connections with new information. How these theorist shape my instruction is by understanding that I hold a unique position in students lives. My position is not that of authority, but of leadership. I know that in order to help students move forward, I have to teach them how to learn on their own initiative.
References
Keesee, G. (2011). Learning Theory and Instructional Design. Retrieved from http://teachinglearningresources.pbworks.com/w/page/19919565/Learning
%20Theories
August 10, 2020.
Merriam, S., & Bierma, L. (2014). Adult Learning: Linking Theory and Practice.
Week 2 DQ1
Should pedagogy be used in higher education? Explain.
Answer
Pedagogy should be used in higher education. According to the reading, the meaning of the term is the art and science of teaching children (
Merriam & Bierma, p.46.) Just because the age of being an adult is 18 and older, does not mean that the mind is advanced. I currently teach adults, ages 16 and up in an Adult Education- Work Ready U program. These students have come into the program to work on achieving their high school equivalency diplomas, formally known as a GED. Many of these adult students come into the program learning on different levels. I teach higher level students, which means that most of them come
to my class with at least an 8
th
to 10
th
grade education level. Knowles presented some assumptions about adult learning; number 2- An adult accumulates a growing
reservoir of experience, which is a rich resource for learning (
Merriam & Bierma, p.47.) This is true, but life skills are different for an adult that has not completed formal education in their younger years. In the reading, it mentioned that “ resentment and resistance” is what happens when an instructor uses pedagogical strategies with adult learners (
Merriam & Bierma, p48.) I do not feel like this applies to adults learning new information. Ultimately, adult learner will depend on
the educator, until they have become independent with their new knowledge. I think it is all about approach also. Teaching adults using pedagogy does not mean that you are treating them like a child, it means that you recognize that a different approach is needed, in order to communicate information for understanding.
Reference Merriam, S., & Bierma, L. (2014). Adult Learning: Linking Theory and Practice.
Week 2 DQ2
In a community college, students are often 16-20 years old. With that in mind, is it more appropriate to use andragogy or pedagogy when teaching them? Explain.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Answer
In a community college of students that are often 16-20 years old, I would say that it is appropriate to use andragogy. By the time a student reaches this level of education, they have already had some life experiences, especially educationally. However, according to Kenner and Weinerman (2011), new adult learners bring learning styles and life experiences that may either be critical foundations for future success or deeply entrench beliefs that hinder learning in the academic environment. Because community college is of an adult setting, students of those ages, as well as instructors take on the belief students are adults when they come in, therefore will be taught like adults. By young adulthood, people are expected to
be responsible for their own lives (Merriam & Bierma, p. 47). With that said, at those ages, can I as an instructor assume that they have such life experience as andragogy presumes? At most, young adults, ages 16 to 20 may have a bit of employment history, might even have dependents, but to say that they have enough
accumulated life experience to use as a resource is hard to understand. An adult accumulates life experience just by engaging in the roles of adult life… for not two
life trajectories are exactly the same (Merriam & Bierma, p. 50). In that position, how do we know what which “gogy” is applicable? Do we assume that because of their age, and the institutional setting, that they are all equally teachable, that way? As I have mentioned before, I teach at a community college and my students consist of adults from age 16 to 45. I find that I use both andragogy and pedagogy within my instruction because I have some students that are independent and driven by the want to learn and then I have some that, although they have life experience, have spent so much time outside of a classroom that it almost seems like I am teaching children.
References
Kenner, C., & Weinerman, J. (2011). Adult Learning Theory: Applications to Non-
Traditional College Students. Journal of College Reading & Learning, 41(2), 87-
96. https://doi-org.lopes.idm.oclc/10.1080/10790195.2011.10850344
Reference Merriam, S., & Bierma, L. (2014). Adult Learning: Linking Theory and Practice.
Week 3 DQ 1
Describe Title IX. Why is this law important for faculty in higher education to understand? How does Title IX apply to you, as a student at GCU? Explain.
Answer
According to the U.S. Department of Education, and The Office for Civil Rights, the Title IX is in place to protect persons in the United States against the discriminations based on sex; should not be excluded from participation in, be denied benefits of, or subjected to discrimination under any education program or activity receiving Federal financial assistance (U.S. Dept of Education. 2020). The law is important for faculty in higher education to understand because no one should be denied the right to a safe environment. With the law in place, faculty should be aware of campus rules and regulations, and be readily prepared if or when any type of discrimination, or harassment happens, including for themselves.
Title IX applies to me as a student at GCU because protects me from anyone retaliating against me, if discriminations happen. Basically, if I feel like I have been discriminated against or mistreated under the law, I report it, whomever the complaint is against, cannot kick me out. The law also protects me, not only as a woman, but as a woman of color who receives federal funding. Colleges and Universities benefit from federal funding, and do not have the right to turn a student away on account of how they pay for tuition. GCU is committed to Title IX
by maintaining an academic environment that is free from gender or sexual discrimination so members of the GCU community can fully access and benefit from the university’s programs and activities (gcu,edu Title IX. 2020).
References
U.S. Dep of Education: Title IX and Sex Discrimination. Retrieved from https://www2.ed.gov/about/offices/list/ocr
August 22, 2020
Title IX: GCU’s Commitment to Title IX. Retrieved from https://www.gcu.edu/academics/academic-policies/title-ix.php
Week 3 DQ 2
Describe purposeful classroom environments that promote diversity and encourage
the students’ potential. Keep in mind that in higher education, you will likely not have your own classroom; therefore, hanging things on the wall might not always be feasible. How will promoting diversity and encouraging student potential impact the learning environment and align with the Christian worldview?
Answer
Purposeful classroom environments that promote diversity and encourage the students’ potential should look and feel like comfort. Not in the way of design, but by the characteristics and knowledge of theories from the instructor. Instructors must keep in mind that these are adults that have entered their classrooms; whom have had different experiences in their lives, have different situations going on, different learning styles and capabilities. Instructors should be aware of the individual needs of his/her students. Classrooms are a type of learning community, or communities of practice. Communities of practice are made up of learners who have different levels of knowledge and mastery of knowledge, behaviors, attitudes,
and norms of the group (Merriam & Bierma, p. 121). In these learning communities, i.e. classrooms, individuals learn as they participate in activities; there will be students that know more than others, but once a student has interacted
with the community over a period of time, they will have the knowledge and the abilities to guide others. “Mastery resides not in the master but in the organization of the community of practice of which the master is a part” (Merriam & Bierma, p.
121). Promoting diversity and encouraging student potential impacts the learning environment and aligns with the Christian world view by understanding students and focusing on how we interact with these individuals. As an educator, we have a set of objectives and goals for ourselves, which will constantly change as we continue to meet and teach different individuals. I believe that we put ourselves in the position to contribute to the world and in doing so, it is best to do it with passion, compassion, love, and all that is moral.
Reference
Merriam, S., & Bierma, L. (2014). Adult Learning: Linking Theory and Practice.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Week 4 DQ 1
Collaboration with various stakeholders to reach the same goal can be exceedingly difficult. Discuss how embodying the Christian worldview may help facilitate collaboration.
Answer
Embodying the Christian worldview may help facilitate collaboration through understanding, respect for different views and good relationship. For collaborative lesson planning to work, there must be a good relationship between everyone involved (Guarnera, 2016). I think that when working collaboratively, it is important to understand that your group will have different points of view and ideas. I also think that is important for everyone to be on the same page before moving forward with planning. Everyone should agree to be accountable to one another and honestly- and promptly- voice any concerns that you have ( Guarner, 2016). Communication is important because what is important is that everyone has the same goal in mind. One thing that always needs to be considered is the individual personalities and teaching styles within groups. Something to consider is
how disagreement would be handled, or how can we take an idea from one group member and incorporate it with another, to make it work? Where collaborations with various stakeholders to reach the same goal can be exceedingly difficult, there
is always that same intention and that is to promote a safe, nonjudgmental learning environment, where everyone and their ideas matter. Collaboration supports the premise that learning should be socially created Herick & Patel, 2010). Along with collaborating, I believe it is important to get to know your group members, their backgrounds and their strengths and weaknesses when it comes to planning. There may be areas of the process that someone struggles, and as a group, you are working towards strengthening yourselves.
References
Patel, N. H., & Herick, D. (2010). Collaborating in higher education: Improving pedagogical practice. Retrieved August 29, 2020, from https://pdfs.semanticscholar.org/ac03/41d2349b2432708ca1d30c5af24ec66d354a.p
Guarnera, A. (2016). Sharing is Caring: Three Ways to Maximize Collaborative Planning. Strategies for Developing A Course Plan with Other Teachers.
Week 4 DQ 2
Share two to three research-based pedagogical practices in your content area. Discuss the pros and cons of each one.
Answer
Out of the pedagogical practices I have researched and from what I know and have
possibly used; individualized instruction and summarizing/note taking are the ones that I have chosen. Both are commonly used when teaching English, especially in Adult Education. I am not a huge fan of summarizing and note taking; in my opinion, it does not create optimal learning.
Summarizing and note taking can be good, but for some learners. A lot of times, students have not been taught how to take “proper” notes and do find note taking to be less productive, creating a feeling
of boredom. Not to mention, how does this practice reflect on the teacher? Purposeful practices are what foster higher-order thinking, while purposeless “ activities” focus on rote memorization and are often fostered by the presumption that instructors are merely deliverers of knowledge rather than learners (Herick & Patel, 2010). Whereas individualized instruction is a method used for one-to-one teaching and self-paced teaching, which is a practice frequently used in my GED classes. Many students are advanced and can proceed at their own pace, and the ones that need greater interaction with the teacher and classmates can choose to do so. This practice allows me the ability to still provide instruction while centering on the notion of pedagogical content knowledge, which reflects on an individuals abilities at effectively communicating content knowledge to other in ways that are understandable (Herick & Patel, 2010). Reference
Patel, N. H., & Herick, D. (2010). Collaborating in higher education: Improving pedagogical practice. Retrieved August 29, 2020, from https://pdfs.semanticscholar.org/ac03/41d2349b2432708ca1d30c5af24ec66d354a.p
Week 5 DQ 1
List two to three Web 2.0 tools that would work in a distance-learning environment. These tools would need to be easily operationalized by students taking an online course. Explain the pros and cons of each tool.
Answer
Two or three Web 2.0 tools that I think would work in a distance-learning environment are Yugma, eStudy, and Google Docs. Yugma allows teachers the use
of free web conferencing feature, also the ability to share their entire desktop in real-time with one student. Yugma can be extremely helpful with one on one advising with students. E-Study is an open source e-learning and collaboration platform for colleges and universities. In addition to usual course management facilities, e-study provides special support for role play simulations in computer science. Additionally, Google Docs allows you to upload, create and store documents files online and then download them to other office applications and save them o your hard drive or share your work with others online (oedb.org, 2020.) I am most familiar with E-Study and Google Docs. Google Docs was most recently used to collaborate with my CLC group and I. This made collaborating on our assignment easy and convenient for all of us to type and share information. I do not find that these tools are difficult to use and are easily operationalized by students taking online classes. Web 2.0 can be used to develop new learning strategies that can enhance student motivation, improve participation, facilitate learning and social skills, and increase self-directed learning (Ahmed, AbdelAlmjniem & Almabhouh. 2016). The cons of Web 2.0 and education is the ability to be self-directed; not everyone has that ability. Not only that, but you must
have computer knowledge to be able to navigate tools. References
Ahmed, A. M., AbdelAlmuniem, A., & Almabhouh, A. A. (2016). The Current Use of Web 2.0 Tools in University Teaching from the Perspective of Faculty Members at the College of Education. International Journal of Instruction, 9(1), 179–194.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help
Open Education Database. 101 Web 2.0 Teaching Tools
. Retrieved from https://oedb.org/ilibrarian/101-web-20-teaching-tools/
September 5, 2020.
Week 5 DQ 2
Discuss how technology could increase classroom engagement. Consider the fact that many college professors are using PowerPoint. Could another PowerPoint presentation cause student to tune out? Is there a point where technology is not increasing engagement or understanding? Explain.
Answer
Technology could and does increase classroom engagement. I feel like it breaks the
monotony of lectures and book work. If done correctly, Power Points can be a great interactive tool, that the instructor has control over. Power Points are used with regularity (Meehan & Salmun. 2016.) Meaning that the incorporation of Power Points also supports a variety of learning styles. Power Points may not work
for everyone. I do believe some students would tune out; due to the fact that Power
Points have limited program features. I think that there is a point where technology
is not increasing engagement or understanding. Reference
Meehan, K. C., & Salmun, H. (2016). Integrating Technology in Today’s Undergraduate Classrooms: A Look at Students’ Perspectives. Journal of College Science Teaching, 45(1), 39–47.
Week 6 DQ1
List two to three technological tools you could incorporate in a distance learning environment. Explain how your colleagues might use these tools.
Answer
Two technological tools you could incorporate in a distance learning environment are Blackboard and Bibme . Blackboard allows faculty to add resources for students to access online. Blackboard also allows the ability for multiple content formats, which allows students to find materials based on their preferred learning
style. For the college classroom, blackboard provides an area to place information about the course assignments and exams in multiple locations. Bibme is an online citation and bibliography maker. It would be used as a resource to save time when creating citations or a bib. There are tutorials that teach students and teachers how to properly create citations and bibliographies. Blackboard has been around for a while and is still used as a platform for distance learning; especially for students during the Covid-19 pandemic. Blackboard is a tool best used for with distance learners that, for some reason or another cannot attend class for a period and need to keep up with the work. As well, distance learning has expanded to other countries, which makes Blackboard a good tool for teaching classes overseas. Bibme is resource tool for both students and teachers and could be used right along
with Blackboard as a resource for distance learners.
Reference
https://www.bibme.org/ Retrieved September 12, 2020
https://www.blackboard.com/ Retrieved September 12, 2020
Week 6 DQ 2
What is the difference between distance learning and online learning? How are they similar? Explain.
Answer
The difference between distance learning and online learning is that distance learning is where the student and the teacher are physically separated (Kentnor, 2015) and online learning, also known as eLearning is where students and teachers are together in the classroom while working through their digital lessons and assessments (Stauffer, 2020). Both online learning and distance learning involve working on computers and other devices, but eLearning uses a combination of teaching techniques, and is a supplemental way of mixing things up in a classroom,
a blended learning technique. Distance learning uses the Internet as the way to deliver lessons and other classroom information with much of the course content
online. From correspondence to television to online learning, distance learning continues to advance along with the advancements of technology (Kentnor, 2015). Due to Covid 19, distance learning is at an all time high and not just with colleges and universities. Distance learning has become essential to all levels of education and is proving to be the best option for many.
References
Kentnor, H. (2015). Distance Education and the Evolution of Online Learning in the United States. Retrieved September 13, 2020, from https://digitalcommons.du.edu/cgi/viewcontent.cgi?
article=1026&context=law_facpub
Staufer, B. (2020). Applied Educational Systems. Online Learning vs Distance Learning. Retrieved September 14, 2020, from https://www.aeseducation.com/blog/online-learning-vs-distance-
learning#:~:text=The%20key%20difference%20between%20online%20learning
%20and%20distance,while%20working%20through%20their%20digital
%20lessons%20and%20assessments.
Your preview ends here
Eager to read complete document? Join bartleby learn and gain access to the full version
- Access to all documents
- Unlimited textbook solutions
- 24/7 expert homework help