EDFD 472 – Assessment 2 Section 1 – Statement of teaching philosophy.

When it comes to learning I believe everyone has their own way in which they prefer to learn, some people prefer to listen to a lecture while taking notes, some like to have a more hands-on, constructionist approach where they are physically engaging with an activity, and others like more Socratic method approach, in which ideas between both Teacher and students are exchanged calmly and respectfully. I find that I learn best through a combination of interacting with a physical activity and discussion around that specific topic. Because this how I learn I have also aimed my teaching practices to mainly revolve around a combination of Constructivism and the Socratic method, this is done through a series of steps:

  1. Find out what the students know about a topic before engaging them in the study. This allows the teacher to see their students strengths and weaknesses on the topic, which in turn helps the teacher create a robust and meaningful learning environment for the students varying needs. (Halpenny, 2013)
  2.  Student’s are taught theory on the subject to broaden their understanding of the topic.
  3. An activity is given to the students in which they need to produce a piece of work.
  4.  Students engage in an open discussion about the task they have completed, asking probing questions to gain a deeper understanding of the topic and reflecting on how the theory affected their work.

I would like to show you this method of teaching in action, while it may be anecdotal I have included images of student work to show the procedure and outcome of such teaching methods.


1. This artefact shows step one, in which students would complete a weekly quiz. This quiz was designed to see what students knew about the upcoming topic.
2. Artefact 2 shows students engaging In theory work, in this case students were looking at the role of a Hero. This work worked as a scaffold to lead into the physical activity. This is also when students would be given example work (see the artifact in Part 2 of the storyboard)


3. After learning the theory of storyboards students worked independently to create their storyboards based on a missing scene from How to Train Your Dragon.

4. Student’s would then share their storyboards with the class. This was done so students could give feedback on each other’s work as well as giving them time to ask any questions about storyboards.
Student’s were encouraged to be honest and reflect on what aspects of their work they liked and what they thought they could improve on.

While this may be anecdotal the results of this teaching practice show for themselves. Each week student quiz results were tracked (See the image below, sir names have been removed for the students privacy) and a class average was recorded. While this may have only taken place over 4 weeks the class average did rise by nearly 3 marks, going from an average of 5/10 to 7/10.


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