Statement of Teaching Philosophy
I teach because I enjoy both sharing my passion for science with others and serving as a mentor for the next generation of scientists. As a teacher, I aim to explore science with my students by empowering student learning to explore real life issues using the foundation of the scientific method. I also provide students with tools that transfer beyond the classroom by developing their critical thinking and problem-solving strategies to become better learners. Throughout my experience teaching in a variety of different contexts, whether it be as an instructor, through outreach in middle schools, as a TA or mentoring undergraduates in the lab, the following three major practices have emerged as the foundation of my teaching: 1) using a learner-centered approach, 2) cultivating a comfortable and inclusive environment in the classroom and 3) improving through the process of teaching-as-research.
Developing a learner-centered classroom
I want my students to feel that what they are learning is meaningful. I do this by reducing the amount of content coming directly from me and increase the opportunity for students to apply the information we are learning about. I focus on creating a learner-centered classroom that increases the instruction of valuable skills and give students control over their learning. When I taught a freshmen biology topics seminar course, one way I implemented both of these approaches to learning was through a semester-long poster project. Students were required to present a topic in scientific research of their choosing while developing their communication, collaboration, critical thinking and research skills. The assignment was scaffolded in a way that each piece built off the previous assignment to make the final poster, which was presented in a poster session. This allowed students to explore a topic of interest to them while also teaching them how to use these transferrable skills.
I integrate collaborative learning through group work in the classroom, lab and tutoring. One example is through peer learning. In the lab I ask some of my more experienced undergraduates to collaborate and teach less experienced undergraduates lab techniques under my supervision. Similarly, I have found peer learning activities support student learning in small group tutoring. I found in both scenarios that not only did the student learn the method more effectively, but I also instilled confidence they previously lacked. I have also implemented collaborative learning techniques in larger class settings, such as think-pair-share or teach-okay, as both techniques encourage students to pair up and share their knowledge or perspective about a topic to one another.
Fostering a Positive, Inclusive Environment
While a large lecture hall can seem rather overwhelming to a student, I strive to create an inclusive space where students feel they are a part of the learning experience. This can be done by highlighting the fact that each student brings a unique perspective to the learning process and develop a safe space to share their experiences. As an instructor, I had students foster a community within their tables by having them identify and define constructive and destructive group behaviors, participate in ice breakers and implement group work in each class. This helped develop an environment of trust and respect among each other. I also incorporate diversity of opinions into assignments. One assignment I created had students summarize and articulate evidence behind opposing opinions on different topics on genetic modifications, even if they disagree with them. I provided them with material with various stakeholders’ opinions and asked students to consider all people when developing their summaries. This encouraged students to think critically, expose themselves to opinions that may not be aligned with their own, and evaluate other’s points of view.
I make myself approachable so if students have questions or concerns, they feel they can come to me. I do this by learning all the students’ names and use them when they participate. I also am available before or after the course and provide office hours if necessary. I encourage students to email or message me on learning management systems if there are any issues. Previously, I have set up an online discussion forum for the course I was a TA in where students can ask questions anonymously if they were hesitant to ask publicly. In the first-year seminar course, I would sit at students’ tables and chat with them to make myself seem more personable.
Another way to make myself more approachable by practicing growth mindset and encouraging failure as part of the learning process. This motivates students to challenge themselves. I create low-stakes practice assessments through anonymous clicker questions or small short answer questions for students to gain practice and receive participation points. I also use facilitation strategies (‘I had not yet considered this’, ‘that’s a good start’) to inspire critical thinking. I find these techniques break down some barriers, encourage students to speak up and feel comfortable in the classroom.
Teaching-as-Research as a Process of Improvement
Each classroom is different because each set of students has their own set of prior knowledge and experiences that shape their learning process. To understand if students are meeting the learning outcomes of a course, I learned to approach teaching much like the scientific method—one forms a hypothesis, tests said hypothesis and re-evaluates based on their results. Through Delta and WISCIENCE, I value implementing teaching-as-research in my classroom and reflecting on my experiences. I plan to use this as a way to improve the techniques I use in my teaching.
Through the internship, I learned about the various ways one can ask teaching-as-research questions and how to evaluate its effectiveness. To assess if these strategies are working and students are meeting my objectives, I use various formative assessments such as one sentence summaries or muddiest points at the end of class because this addresses misconceptions or challenges students still have. Because of their short length, this can be applied in all classroom settings. This gives me the opportunity to see if students can think critically and apply the information in class, and if they do not, it gives me an opportunity to provide clarity to the students.
Even with the best intentions, lesson plans don’t always work the way we expect so I learned that reflecting after teaching is valuable to becoming a better instructor. I reflect on not only what went poorly or what was unexpected, but also what went well and what I’d like to do in the future. The uniqueness of each classroom and noting strengths and weaknesses of a lesson makes reflection valuable. With the first-year seminar, I thought about how I could modify my lesson plan that was set up to work at tables with groups of six individuals to adapt to a traditional lecture style course while still implementing all the active learning I incorporated. I also strive to make sure there are variety of learning styles integrated into my lessons and implement universal design when I can. Reflecting has challenged and pushed me to become a better instructor for the future.
I plan to apply these three pillars of my teaching philosophy to teach the next generation. Whether they choose to pursue science or not, I hope that by using a learner-centered classroom that focuses on application and collaborate skills while fostering an inclusive environment will make their experience in the classroom meaningful. I will challenge myself to continue to devote time and effort into reflecting and evaluating myself as an instructor. I am excited to implement the techniques, tools and training I have been exposed to during my time at UW-Madison and will continue to seek new resources to utilize in my future teaching.
Developing a learner-centered classroom
I want my students to feel that what they are learning is meaningful. I do this by reducing the amount of content coming directly from me and increase the opportunity for students to apply the information we are learning about. I focus on creating a learner-centered classroom that increases the instruction of valuable skills and give students control over their learning. When I taught a freshmen biology topics seminar course, one way I implemented both of these approaches to learning was through a semester-long poster project. Students were required to present a topic in scientific research of their choosing while developing their communication, collaboration, critical thinking and research skills. The assignment was scaffolded in a way that each piece built off the previous assignment to make the final poster, which was presented in a poster session. This allowed students to explore a topic of interest to them while also teaching them how to use these transferrable skills.
I integrate collaborative learning through group work in the classroom, lab and tutoring. One example is through peer learning. In the lab I ask some of my more experienced undergraduates to collaborate and teach less experienced undergraduates lab techniques under my supervision. Similarly, I have found peer learning activities support student learning in small group tutoring. I found in both scenarios that not only did the student learn the method more effectively, but I also instilled confidence they previously lacked. I have also implemented collaborative learning techniques in larger class settings, such as think-pair-share or teach-okay, as both techniques encourage students to pair up and share their knowledge or perspective about a topic to one another.
Fostering a Positive, Inclusive Environment
While a large lecture hall can seem rather overwhelming to a student, I strive to create an inclusive space where students feel they are a part of the learning experience. This can be done by highlighting the fact that each student brings a unique perspective to the learning process and develop a safe space to share their experiences. As an instructor, I had students foster a community within their tables by having them identify and define constructive and destructive group behaviors, participate in ice breakers and implement group work in each class. This helped develop an environment of trust and respect among each other. I also incorporate diversity of opinions into assignments. One assignment I created had students summarize and articulate evidence behind opposing opinions on different topics on genetic modifications, even if they disagree with them. I provided them with material with various stakeholders’ opinions and asked students to consider all people when developing their summaries. This encouraged students to think critically, expose themselves to opinions that may not be aligned with their own, and evaluate other’s points of view.
I make myself approachable so if students have questions or concerns, they feel they can come to me. I do this by learning all the students’ names and use them when they participate. I also am available before or after the course and provide office hours if necessary. I encourage students to email or message me on learning management systems if there are any issues. Previously, I have set up an online discussion forum for the course I was a TA in where students can ask questions anonymously if they were hesitant to ask publicly. In the first-year seminar course, I would sit at students’ tables and chat with them to make myself seem more personable.
Another way to make myself more approachable by practicing growth mindset and encouraging failure as part of the learning process. This motivates students to challenge themselves. I create low-stakes practice assessments through anonymous clicker questions or small short answer questions for students to gain practice and receive participation points. I also use facilitation strategies (‘I had not yet considered this’, ‘that’s a good start’) to inspire critical thinking. I find these techniques break down some barriers, encourage students to speak up and feel comfortable in the classroom.
Teaching-as-Research as a Process of Improvement
Each classroom is different because each set of students has their own set of prior knowledge and experiences that shape their learning process. To understand if students are meeting the learning outcomes of a course, I learned to approach teaching much like the scientific method—one forms a hypothesis, tests said hypothesis and re-evaluates based on their results. Through Delta and WISCIENCE, I value implementing teaching-as-research in my classroom and reflecting on my experiences. I plan to use this as a way to improve the techniques I use in my teaching.
Through the internship, I learned about the various ways one can ask teaching-as-research questions and how to evaluate its effectiveness. To assess if these strategies are working and students are meeting my objectives, I use various formative assessments such as one sentence summaries or muddiest points at the end of class because this addresses misconceptions or challenges students still have. Because of their short length, this can be applied in all classroom settings. This gives me the opportunity to see if students can think critically and apply the information in class, and if they do not, it gives me an opportunity to provide clarity to the students.
Even with the best intentions, lesson plans don’t always work the way we expect so I learned that reflecting after teaching is valuable to becoming a better instructor. I reflect on not only what went poorly or what was unexpected, but also what went well and what I’d like to do in the future. The uniqueness of each classroom and noting strengths and weaknesses of a lesson makes reflection valuable. With the first-year seminar, I thought about how I could modify my lesson plan that was set up to work at tables with groups of six individuals to adapt to a traditional lecture style course while still implementing all the active learning I incorporated. I also strive to make sure there are variety of learning styles integrated into my lessons and implement universal design when I can. Reflecting has challenged and pushed me to become a better instructor for the future.
I plan to apply these three pillars of my teaching philosophy to teach the next generation. Whether they choose to pursue science or not, I hope that by using a learner-centered classroom that focuses on application and collaborate skills while fostering an inclusive environment will make their experience in the classroom meaningful. I will challenge myself to continue to devote time and effort into reflecting and evaluating myself as an instructor. I am excited to implement the techniques, tools and training I have been exposed to during my time at UW-Madison and will continue to seek new resources to utilize in my future teaching.