The Andrew W.

Mellon Teaching and Learning Institute Developing Your Portfolio and Drafting Your Philosophy

Title of Workshop & Artifact Conceptualizations of Education Learning a out Learning "reparing to Teach

%tarting with the Learner

Teaching %tyles

Course )esign ,rading- .n Integrated .pproach

Reflections on Workshop: Main Ways You Think the Workshop Contri uted to Your Develop!ent as a Teacher This session questioned how I defined education, learning, and teaching. It was the first opportunity I had to consider how I had learned up to this point, what is expected of a learning environment, and what other options exist to cultivate learning. This session provided further discussion around what it means to learn and how we traditionally define the teacher, student, and classroom. It provided further opportunity to critically thin! a out how I have learned as a student and how my students learn. #eflecting on this session allowed me to loo! at the igger picture. $aving inherited my courses from another professor I spent a lot of time loo!ing at the text, sylla us, and schedule instead of thin!ing a out the larger outcomes for the class. #eversing my thin!ing to address outcomes first and allowing those outcomes to dictate readings and assignments will e worthwhile for myself and my students. I missed this session, ut having reviewed the handouts and notes I wish I could have een there for the discussion. %tarting with the learner is oth imperative and almost impossi le, unless you are only wor!ing with one student. Classrooms are full of learners who have different ac!grounds, levels of understanding and experiences. It is important to start with where there are to have maximum impact, ut at the same time, with so many different students how can one instructor possi ly start with where everyone is& This session provided us with our metaphors' (ot perfect in design, ut this was the first session where I really started to feel the development of myself as an educator ta!ing shape. I appreciate the opportunity to create the metaphor, while understanding that it will continue to shift and mold as I gain experience. *e moved to more technical details in this session, focusing on effective and ineffective methods of teaching, revisiting the course planning wor!sheets we originally discussed during session +, "reparing to Teach. I thin! y far this was the most useful session for me of the wor!shop. %ince I was teaching concurrently, grading was a constant concern. /airness, timeliness, issues of rewrites, drafts, and ad0ustments were all things with which I was constantly dealing. This wor!shop provided an open forum for addressing concerns and see!ing guidance.

The Andrew W. Mellon Teaching and Learning Institute

Title of Workshop & Artifact The Conditions of Learning and Culturally #esponsive Classroooms Lesson "lanning Lectures

Reflections on Workshop: Main Ways You Think the Workshop Contri uted to Your Develop!ent as a Teacher This session provided for discussion around student differences and the rights students feel they do or do not have to address issues with a teacher. I had never considered that a student would feel they did not have a right to discuss difficulties with a teacher, so this session made me more aware of this issue and I have now provided space in my sylla us and intro class to address this potential communication arrier. .nother step ac! to the technical side with this session on lesson planning. . real struggle for me with such a crazed schedule, this session provided me with templates that I can use to more succinctly and mindfully plan class sessions. Lectures can e painful for oth instructors loo!ing out at glazed expressions and for students stuc! in chairs listening to what sounds li!e Charlie 1rown2s teacher. I often worry a out the amount of lecturing that I do and this session gave me a etter understanding of when and how lectures are effective. It also addressed alternatives to !eep classrooms engaging. )iscussions can e terrifying for an instructor. The fear of hearing cric!ets can drive you to lecture incessantly 3see the a ove reflection'4. $owever, this session and really the entire wor!shop, put a focus on the responsi ility of the student for their own learning. 5ur time spent on discussions focused on how the shared responsi ility etween student and instructor can facilitate greater learning and mutual respect. This session focused on pulling together all of the aspects of teaching discussed over the semester into a cohesive road map for engaged teaching. *e discussed plans for first day of classes and I found it useful to listen to the ideas of others in class regarding ways to elevate even the introductions. This session provided us with the opportunity to review and critique one another2s teaching philosophies, as well as to discuss what a portfolio should loo! li!e. It was encouraging to receive positive feed ac! on my philosophy.

Leading )iscussions

"ulling it all Together )eveloping a "ortfolio and %tatement of Teaching "hilosophy