Philosophy of Teaching
Biology Education
It has been said that a teacher should seek not to be a “sage on the stage”, but rather a “guide on the side”. This statement reflects my philosophy of teaching. It is often easier to be the “sage on the stage” since a great deal of information can be rapidly covered this way. However, this rapid coverage of course content often results in a superficial understanding of the topics. In my experience, learning happens gradually as new concepts are added to the pre-existing network of knowledge. If new data is added indiscriminately to the knowledge network, the information is poorly integrated and long-term retention is weak. However, if connections are made between new and old information, the whole framework is stronger, resulting in greater retention of knowledge. My job as a teacher, therefore, is not only to guide students with the acquisition of facts, but with the analysis and integration of information. I seek to fulfill these goals through the incorporation of various active learning strategies into my courses.
Although every student has his/her own learning style, it is apparent in my courses that the use of hands-on activities makes it easier to learn – whether the student learns by manipulating objects, talking about concepts, or visualizing and drawing complex diagrams. The use of active learning exercises, therefore, benefits both acquisition and integration of facts.
For example, the use of case studies encourages students to build on their understanding of scientific information, while allowing me to model the process of science, including the scientific method and critical thinking. Furthermore, the use of case studies encourages application of new information, rather than simple memorization of the textbook and recitation of information during exams. Group activities also encourage the development of social skills including teamwork, negotiation, and listening skills. The addition of a service-learning component to our capstone senior seminar course has provided my students an awareness that they are able to offer important science skills and knowledge, and has acted to reawaken their interest in the facts of science. The use of active learning techniques has enhanced student engagement in my courses. However, an on-going challenge has been to smoothly integrate both lecture and active learning strategies in my courses.
A teacher has an obligation to students to address not only their short-term goals, but also their long-term goals. Short-term goals of both students and teachers include the acquisition of course-specific knowledge and skills. The long-term goals of students often include specific career or personal goals. As I seek to address their goals, it is essential that I treat students as partners in learning. This facilitates their taking an active, responsible role in their own learning and progression towards their career and personal goals, with the objective of shaping them into life-long learners. Therefore, teaching does not exist in a vacuum; it requires both active partners. The use of active learning activities in my courses facilitates this partnership.
As I continue to learn new teaching methodologies, I will be guided by my teaching philosophy: that a teacher should be strive to be a mentor; the “guide on the side”. This will allow me to guide students through the facts of science, while encouraging the development of life-long learners.