How I express my interest in teaching and concern for students For example, student advising, attending workshops for improving teaching skillsĦ. A list of book chapters and review articles My goal is to produce books and references written in non-technical terms that are easily understood by a wide range of readers, from naturalists to researchers used as a teaching tool/reference guide for students in colleges and universities. Preparation of textbooks and review articles Differences in my teaching style and role of students in introductory and advanced coursesĤ. A list and 1-paragraph description of all courses taught. Rules that I follow when teaching students. What I find exciting about my discipline. Topics and courses that I am qualified and interested in teaching. Student and peer evaluations of teaching. My approach to teaching: philosophy and goals. Now you should create a table of contents for your portfolio based on its unique contents. As you choose the items to append to your portfolio, consider the following: variety of sources, consistency of evidence, breadth of scope, and specificity of reference. The items that you choose will reflect your unique philosophy of teaching and your own teaching activities. The evidence you select should include student and peer evaluations of your teaching and course syllabi. For example, if you list creating a collaborative learning environment as an important part of your teaching philosophy, those reading your portfolio will expect to see evidence of that collaborative approach in this section. This section contains the exemplary documents and evidence that support the claims made in the portfolio. Refer to the material in your statement of philosophy. Make sure that the material supports the claims that you have made in your statement of philosophy. Use material from a variety of sources: yourself, colleagues, and students. Select material that is representative of the work that you have done. However you decide to compile the material, remember the following: Some teachers compile the evidence of their accomplishments as an appendix. You may include course outlines, copies of assignments, student ratings of instruction, comments from peers, original student work (with the student's permission), or copies of articles and presentations related to teaching. This section contains the examples and evidence that support the claims you have made in your narrative. How has your research influenced your teaching? Your teaching influenced your research?. How do you give students feedback about their work?. Do you encourage students to talk to you during/outside class? How?. Which courses do you enjoy teaching? Why?. What role(s) do students play in your class: audience, group members, active participants, peer teachers, co-discoverers. 
What kinds of activities take place in your classroom or lab?.Has your approach to teaching been guided by a role model?.What excites you about your discipline?.
Why are you compiling a teaching portfolio?.If you find it hard to "get started" on your teaching philosophy and goals, here are a few questions that may guide and stimulate reflection: You could begin by asking yourself critical, guiding questions. Consider using headings as visible signs of organization.Īs you prepare your statement of teaching philosophy, remember that this section is the very heart of your portfolio. Structure your statement to demonstrate that you reflect on what you do and learn from it. This very concrete section provides the foundation for your approach to teaching and the opportunity for you to introduce the evidence you have compiled. It is not easy for them to reflect on and articulate what they do in the classroom and why they do it.ĭon't let the term "philosophy" mislead you. Many teachers, however, find it difficult to write that statement. The "Reflective Statement of Teaching Philosophy" is an important element of the portfolio. Vice-Provost Teaching, Learning and Student Experience.Inclusive and culturally responsive teaching.Collaborative Online International Learning.
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