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Personal Philosophy and Statement

Jake Dowsett's teaching philosophy is inspired by constructivist theorists like Piaget and Vygotsky. He aims to provide positive learning experiences that connect new concepts to students' prior knowledge and life experiences. He emphasizes allowing different learning modes, like visual, auditory, and practical, to meet diverse student needs. Jake uses a productive pedagogies approach with four domains: intellectual quality, relevance, supportive environment, and recognition of difference. He also focuses on student well-being and creating a safe classroom where diversity is valued through co-constructed rules and authentic assessment.

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160 views3 pages

Personal Philosophy and Statement

Jake Dowsett's teaching philosophy is inspired by constructivist theorists like Piaget and Vygotsky. He aims to provide positive learning experiences that connect new concepts to students' prior knowledge and life experiences. He emphasizes allowing different learning modes, like visual, auditory, and practical, to meet diverse student needs. Jake uses a productive pedagogies approach with four domains: intellectual quality, relevance, supportive environment, and recognition of difference. He also focuses on student well-being and creating a safe classroom where diversity is valued through co-constructed rules and authentic assessment.

Uploaded by

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© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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PHILOSOPHY STATEMENT

Jake Dowsett | 2165312

My personal teaching philosophy is inspired deeply by the constructivist theorists


of Piaget and Vygotsky (Garhart, 2013). Henceforth my teaching practice as an
educator aims to provide students with positive learning experiences that draw
on their existing knowledge and ideas, whilst connecting this learning to life
outside the classroom. This theory provides students with the ability to construct
and connect learning to their own personal experiences. As an educator I place
harsh emphasis on allowing different learning modes to occur within the
classroom; I do this by promoting visual, auditory, and practical learning methods
to promote understanding through different modes to meet diverse needs. To
achieve this learning ideology within the classroom I use a productive
pedagogies approach to both my lesson and planning. This approach has four
domains which include, intellectual quality, relevance, supportive classroom
environment, and recognition of difference. This approach provides an avenue
for a harsh focus on high quality student learning and improved outcomes (Gore,
Griffiths, & Ladwig, 2004).

I am aware that each student comes to the learning environment with a different
set of established experiences, values, beliefs, interests, needs, and abilities that
will influence their learning engagement. Therefore, it is important to create
positive learning environments that promote students to succeed academically,
socially, and emotionally. Within my classroom setting an emphasis is created
surrounding student’s well-being and I relate this ideology to Maslow’s idea that
students cannot learn effectively if the basic human needs are not being met
both within the classroom and outside of it. Student well-being is addressed by
promoting safe classroom environments where diversity is valued, positive social
interactions are encouraged, and risk of harm is minimized. By promoting diversity
in tasks and activities it allows for students to engage with learning from various
readiness levels.

Promoting a safe classroom environment is created by using a co-construction


method with students input to develop a list classroom norms and rules. This helps
establish what is expected from students within the learning environment that
facilitates and supports student engagement in all learning. In addition to this it
encourages co-operation and promotes behaviors that benefits other students.
As students are involved in the creative process of developing these classroom
norms they know and understand the classroom expectations, which enables all
students to feel safe and supported throughout classroom learning and activities.

By providing authentic assessment for students based on learning I am able to


differentiate the modes in which students are assessed in order to meet diverse
needs of the classroom. By using various forms of assessment, I as the teacher am
able to gauge students’ levels of understanding to identify gaps in knowledge;
this information guides my teaching practice as well as provides avenues to
stretch and extend learners, while also making sure students are meeting the
established learning goals. Using various forms of formative and summative
assessment ensures students are vigorous learners and can adapt their
knowledge to suit differing assessment types. This gives not only students
feedback on their learning, but more importantly feedback on my teaching
strategies and whether this needs refining or changing to meet the learning
needs of students.

Constant development and refinement of my teaching methodology is


necessary in order to promote successful outcomes for my students. Recently I
have engaged in professional learning throughout my short time as an educator
by attending school professional development days; in addition to this, I was
given the opportunity to attend the Australian Council for Health, Physical
Education and Recreation (ACHPER) conference in 2019. These development
opportunities have allowed me to develop and refine my knowledge, and
direction as an educator. Therefore, I plan to make the most of every professional
development opportunity and extend my knowledge through attending
teacher development programs, such as; ACHPER conferences.

References
Garhart, M. C. (2013). An introduction to dewey, montessori, erikson, piaget & vygotsky.
1-71: Redleaf Press.

Gore, J. M., Griffiths, T., & Ladwig, J. G. (2004). Productive pedagogy framework.
Thinking, learning and teaching, 375–387.

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