Strategies for Reaching Teaching Goals
Thinking about methodologies and other teaching strategies in relation to one's teaching philosophy, roles and responsibilities
What does it mean to talk of a distinctive teaching style? Each teacher assembles teaching techniques in a unique constellation that reflects his or her teaching goals. How do these personal elements shape teaching?
When many writers discuss teaching philosophy as an element of a teaching portfolio, they often refer to the way(s) in which a given teacher approaches teaching and learning. In this website, we underscore the distinction between the "whys" of teaching and the "hows" of teaching, reserving the label "philosophy" exclusively for the first category. The "hows," or methodologies--another critical dimension of professional reflection--are the focus here.
Understanding how someone teaches is important in understanding his or her standards and the products of his or her teaching. In this case, assembling a portfolio is an opportunity for the individual to reflect on these methods and how they complement one's teaching goals, or philosophy. For example, lecture is a common default method of teaching. Sometimes it can be effective, but is it the most appropriate method for one's goals in all cases? How does one assess student achievement? Is it commensurate with one's aims, not just for what students "know," but also what they can do?
Theories of learning are important guides to teaching. What an individual has learned about how students learn, how they grow cognitively and emotionally, etc., is certainly an important asset. At the same time, one ought not to confuse descriptions of theories of learning (the object of research, discussion and consensus among scholars) as substitutes for clear thinking about one's own methods of teaching.
On occasions, it may be apropriate to consider the complete repertoire of teaching skills and intellectual resources that one has at one's disposal (whether the teacher uses them in every situation or not). It might be appropriate, therefore, to document one's teaching capital. This may apply to reaching one's goals outside the classroom as much as in the course of formalized instruction. This section may be the place to record what one has learned about collaborative learning, active learning, authentic assessment, skills in mentoring, techniques for student success in getting fellowships, etc.
Where do these methods lead? A long-term objective should be to analyze teaching practice to show that actual teaching reflects teaching goals through the methods and strategies one adopts.
Ultimately, a full discussion of one's teaching methods and strategies may help someone to understand a teacher's style, as a complete expression of his or her way of teaching. What makes you distinctive among other teachers? How does this reflect your teaching philosophy?