Jeanne+Sewell's+Philosophy+of+Teaching+&+Learning


 * ===Jeanne Sewell's Teaching/Learning Philosophy===
 * ===Jeanne Sewell's Teaching/Learning Philosophy===

**Learning**

 * What we mean by learning?

I see learning as using constructed meaning to guide the what, how, and why we think, believe or act. Learning is different that knowing because it incorporates acting upon what we know.


 * What happens in a learning situation?

In a learning situation we begin to connect concepts and see interrelationships among the concepts. We are often triggered to know more. A learning situation opens "new doors and windows" in our minds.

**Teaching**

 * What is teaching?

Teaching is the act of educating or instructing to impart new knowledge or skills. Teaching has the potential to facilitate or speed up the process of learning. Teaching can facilitate the process of constructed meaning by connecting what students know with new concepts and ideas. Teaching should not stifle learning; rather leave the learner's mind open to see and recognize other ideas. A master teacher has the student's learning at the heart of all instructional activities. Instructional activities are created with precise learning outcomes in mind; intentional teaching.


 * How do I facilitate this process as a teacher?

I facilitate the process of learning by using my experience, knowledge, and observations to guide students. Teachers serve as a guide, by asking questions, by clarifying understanding, by assisting the student to make corrections in their understanding. A teacher needs to foster the trust of students so that are comfortable sharing their thinking. Teachers should demonstrate that they are learners, too. All of what we know is not all of what there is to know. The teaching and learning process is a dynamic and evolving process.


 * How do I challenge students intellectually and support them academically?

I want to challenge students intellectually and support them academically by making learning outcomes very clear (showing the target); by not capping the learning; by helping students to understand that it is okay to have questions; by helping them to understand that there is so much we don't know - not written about, not invented, not researched. Both the teacher and learner need to be able to give and receive honest and open feedback in a safe, trusting environment. Challenging students to learn is an art.


 * How can I as a teacher respond to different learning styles?

I can respond to different learning styles by incorporating many ways of learning in the classroom setting; by assisting students to understand the ways that they learn best; by understanding that students can personally use many different learning styles. For example, classroom activities should incorporate listening, reading, seeing (video & graphics), interacting (physically acting out learning/ discussion). I need to consciously consider ways for students to use all of their senses, such as touch, vision, and hearing, in learning activities.

**Goals for Students**

 * What skills should the student should obtain as a result of learning?

As a result of learning, the student should be able to critically think about the concepts taught in a given class and be able to apply the learning to new, similar situations. For example, nursing knowledge has changed drastically over the last 40-60 years. The advent of new technology, drugs, and research constantly challenges the nurse to be life-long learners. Nurses need to apply learning in the provision of planning and providing care.


 * What goals have I set for classes? What are the activities to reach those goals? How have my goals have changed over time?

The most immediate goals that I have set for classes include making learning outcomes explicit and providing a means to use the feedback loop to enable the learning process. I have incorporated many new classroom assessment techniques (CATs) over the past 5+ years. It is very possible that the shortcomings for the CATs include the student not understanding the purpose of the CAT and not getting the kind of feedback that they need to recognize that they have learned. The teaching theories that underpin my philosophy include both constructivism and social learning theories. The implications for use of the theories is to recognize the diverse backgrounds and knowledge that students bring to the classroom; to recognize that I should be able to be flexible and adapt to the learners' needs.

**Implementation of the Philosophy**

 * What goals have I set for myself as a teacher?

I want to be able to quickly discern explicit learning outcomes for each lesson -- that relate to the course and program objectives and to be able to impart that knowledge to students. I hope to foster the use of written and verbal reflection activities in my courses. I hope to use the best learning resources and activities to guide the learning process. Finally, I hope to keep the feedback loop open with the learners as well as other teachers. To reach those goals, I will evaluate progress in achieving the goals throughout (not just the end) of every class that I teach using a combination of CATs. I will continue to take advantages of workshops and classes on the teaching learning process. I will actively seek opportunities to network with my own peers and colleagues in other disciplines who have similar goals. The challenges to goal achievement include the time and energy it takes to be a master teacher. It means staying abreast of new knowledge, being familiar with textbooks and resources applicable to classes I teach. Finally, it means being open to criticism about my teaching and being able to act upon that criticism in meaningful, productive ways. My long term goal is to be a "Master Teacher," a teacher who is recognized among students and fellow teachers for teaching excellence. I plan to achieve that goal by using what I learn about the teaching/learning process in the classes that I teach. ||