Teaching Philsophy Statement tasksheet and rubric PDF

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Task Sheet and Instructions for teaching philsophy...

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Faculty of Business, Education, Law and Arts School of Education Assessment Item

EDC1001 Understanding Learner Development Assessment 4 – Teaching Philosophy Statement Due Date: 18 October 2021 Weighting: 40% Word Count: 2000 words Learning Objectives: 1, 5, 8 APSTs: 1.1, 1.2, 6.4

Purpose and Context: A teaching philosophy outlines your beliefs about learning (i.e. principles about learning) and how these influence your teaching practice (i.e. concrete examples of actions you can take to foster learning). A teaching philosophy is a self-reflective statement that is informed by your own educational experience and values; however, must also be based on evidence about effective learning and learner development. Creating a teaching philosophy early in your degree will serve as a foundation for your future studies and will evolve as you learn and engage in practicum experiences. At the conclusion of your program you will articulate your teaching philosophy during job interviews; or may be asked to provide a written statement outlining your beliefs about learning and your teaching practice. This assignment therefore provides you with the opportunity to reflect on your learning in this course, refine your beliefs about learning that will guide your future studies, and also help you to prepare for your future career and employment.

Task Outline: You are to prepare a statement of your teaching philosophy according to the elements listed below. Further advice regarding the format required will be provided in the Assignment 4 Explained presentation (see the assessment tab on studydesk for details). 1. Title page [not included in word count]  Include your full name, student number, assignment description (Assignment 4), Course Examiner’s name, course code and word count. 2. Introduction (approx. 150 - 200 words)  The first section of this statement will define what learning is, how you (yourself) learn and how you believe students learn. This is an overview of your statement, so your reader knows what to expect from the submission.  Please note that as this is a personal statement, you should write in first person (eg I, my etc). References should still be used to support key claims and points made throughout your statement. 3. Reflection on you as a learner (approx. 500-600 words)  Consider what you have learnt and reflected on throughout the semester. We would expect to see significant alignment to the BRiTE program and the Understanding How We Learn textbook. What are your strengths? Where can you improve? What misconceptions have you had about learning in the past?

4. Implications for you as a teacher (approx. 800 -1000 words)  This section brings your semester together and looks forward to you as a teacher. Considering what you now understand of the spectrum of typical development within your context (EC, MC, AD), what will you bring to your teaching? What learning strategies could you incorporate appropriately in your sector to help your students to learn? What strategies from the BRiTE program will you bring to your career that will help you not just survive, but thrive as a teacher? 5. Conclusion (approx. 150 - 200 words)  Bring your statement to a gentle close. What were the key points in your statement? 6. References [not included in word count]  Start a new page for the reference list.  “References” top and centre of page.  APA 7 guidelines are used for each citation.  Double-spaced, first line for each reference flush left with page, and subsequent lines are indented.  No line spaces between references.

Submission Requirements: 1. Submit online through the EDC1001StudyDesk. 2. Save your submission as SurnameFirstInitial_Teaching Philosophy 3. Include a reference list. 4. Follow the conventions of academic writing. Refer to the Learning Centre for support (USQ Study Support webpage). 5. Submit one (1) Word document via the Study Desk submission point. PDF or other formats will not be accepted or marked. 6. It is expected that you will proof-read your response prior to final submission. Extensions must be requested before the due date. Refer to the Study Desk for details on where to email extension requests. Extensions will only be granted in accordance with USQ assignment policy.

Academic Integrity As a student of the USQ academic community, you are required to work to uphold the principles of academic integrity during your course of study. USQ sets expectations and responsibilities of students, more specifically it states that students “will commit to engage in behaviour that is consistent with the University’s values of integrity and honesty in academic endeavours particularly when undertaking Assessment. (Academic Integrity Policy Principles). At university, students are expected to demonstrate their own understanding and thinking using the ideas provided by ‘others’ to support and inform their work, always making due acknowledgement to the source. While we encourage peer learning, it is not appropriate to share assignments with other students unless your assessment piece is a group assignment. If you do share your assignment with another student, and they copy part of or all of your assignment for their own submission, this is considered collusion and you may also be reported for academic misconduct. If you are unsure and need further information you can find this at Academic Misconduct policy

EDC1001 | Assignment 4 – Teaching Philosophy Statement| Rubric Possible marks:

40

CRITERIA Reflection of learning and the professional learning undertaken [APST 6.4]

/15 Implications for teaching and learning [APST 1.1, 1,2, 6.4]

/20 Academic writing and referencing

/5

Student Name:

HD - OUTSTANDING

A - ADVANCED

B – WELL DEVELOPED

C - SATISFACTORY

F – POOR TO VERY POOR Provided a limited introduction and observations about themselves as a learner. The work does not meet the standard of a pass.

Provided a clear and concise introduction which included a key definition of learning

Provided a clear introduction which included a key definition of learning

Provided a logical introduction which included a relevant definition of learning

Provided an introduction which included a relevant definition of learning

Multiple highly pertinent observations about what has been learnt about themselves during the semester have been explained with thoughtful reflection

Multiple key observations about what has been learnt about themselves during the semester have been explained, demonstrating considered reflection

Relevant observations about what has been learnt about themselves during the semester have been described, demonstrating some reflection

Some observations about what has been learnt about themselves during the semester have been identified, demonstrating satisfactory reflection

Key points and claims were supported with appropriate references, including reference to both BRiTE and course text

Most points and claims were supported with appropriate references, including reference to both BRiTE and course text

Most points and claims were supported with references, including reference to both BRiTE and course text

Some points were supported with appropriate references, including reference to both BRiTE and course text

Key points were not supported with appropriate references

15 - 14 Provided an outstanding statement of personal teaching implications for the appropriate sector based on the reflection above

13 - 12 Provided a clear and concise statement of personal teaching implications for the appropriate sector based on the reflection above

11 - 10 Provided a logical statement of personal teaching implications for the appropriate sector based on the reflection above

9 – 7.5 Provided a statement of teaching implications for the appropriate sector based on the reflection above

Links are clearly and insightfully made between developmental theories, learning strategies and personal strengths as a teacher

Links are clearly made between developmental theories, learning strategies and personal strengths as a teacher

Links are made between developmental theories, learning strategies and personal strengths as a teacher

An attempt has been made to make links between developmental theories, learning strategies and personal strengths as a teacher

Key points and claims were supported with appropriate references

Most key points and claims were supported with appropriate references

Most key points and claims were supported with references

Some key points and claims were supported with references

7-1 Provided a statement of teaching implications based on the reflection above, but is not linked to the sector or developmental theories. The work does not meet the standard of a pass.

20 - 17 Superb writing. Purposeful, well integrated and succinct academic writing which clearly conveys key points. No

16 - 15 Very good writing. Purposeful, well integrated and succinct academic writing which clearly conveys key points. Very minor

14 - 13 Good writing. Writing is generally academic in tone but may occasionally lack some focus, integration and/or succinctness and

12 - 10 Adequate writing. May be several errors and instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, academic tone,

more than one error in vocabulary, grammar, punctuation, word choice, spelling, or organisation

errors in vocabulary, grammar, punctuation, word choice, spelling, and/or organisation which do not affect comprehension and readability

and/or organisation which obscure meaning some of the time

Referencing (in text and reference list) and presentation conforms to APA style and has no more than one error

Referencing (in text and reference list) and presentation conforms to APA style but may be occasional minor formatting errors.

may be minor errors or instances of ineffective use of vocabulary, grammar, punctuation, word choice, spelling, and/or organisation. Overall comprehension and readability is good Referencing (in text and reference list) and presentation mostly conforms to APA style but may be some errors or inconsistencies

5

4

3

2.5

Total Mark /40

Comments:

Referencing (in text and reference list) and presentation is recognisable as APA style but contains many errors and inconsistencies

No response/ irrelevant response.

0 No response/ irrelevant response.

9-1 0 Poor to very poor writing. The work does not meet the standard of a pass

Referencing (in text and reference list) consistently missing essential information and/or format is not recognisable as APA style. The work does not meet the standard of a pass 1-0...