Description
This assignment comes in 3 parts. Part 1 and 2 are discussions. Part 3 is the assignment. Each discussion needs 250-300 words with1 reference and 2 peer responses per discussion with 100 words and 1 reference. APA 7 edition. For the assignment, please follow the instructions below
Part 1 Discussion1
What is your position on assigning grades based on a curve (a relative scale)? Explain and defend your position.
Part 2 Discussion 2
Clinical performance evaluation is subjective and involves the judgments of the evaluator. It is filtered by the evaluator’s perspective, values, and biases. With this in mind, select three clinical evaluation strategies that you believe are fair and accurate in order to measure student learning, and determine their competency and safety in the clinical setting. Explain your rationale for why you selected each of the strategies, and how they align with your personal philosophy of teaching. Make sure the strategies that you selected include ways to evaluate students cognitive, psychomotor, and affective domains of learning.
Part 3 Assignment
Personal Philosophy of Teaching, Revised (Part II)
As discussed earlier in this course, your personal teaching philosophy is a work in progress. During week 8, you will revisit and revise your teaching philosophy that you submitted during week 1. As part of this assignment, you should evaluate your original philosophy and include a one-page discussion of how your thoughts and ideas about teaching have changed and developed during this course. Guidelines for revising your teaching philosophy and the one-page discussion are below. ( I will attach personal philosophy for week 1)
Assignment Guidelines
Revised Personal Teaching Philosophy (3–5 pages)
Reflect on the teaching principles and practices discussed during the course.
What did you learn about teaching that you did not know prior to this course?
What stood out as important to you over the past 8 weeks?
Consider how you might expand, adapt, or change your original philosophy to your current perspective on teaching (or you may feel compelled to take it in a completely new direction).
Your revised teaching philosophy should:
Have a clear focus or theme.
Be authentic and personal.
Relay who you are (or aspire to be) as a teacher.
Exhibit genuine enthusiasm for teaching.
Clearly express your current teaching values and beliefs, and discuss why you hold those values and beliefs (whether or not they have changed).
Describe your current teaching goals (whether or not they have changed).
Explain the teaching methods or strategies that you believe are best (whether or not they are different from your original philosophy). Note: make sure the teaching methods you find best are consistent with your goals.
Incorporate any new ideas and/or practices that encourage a rich teaching and learning experience.
Be 3–5 pages, including the evaluation discussion but excluding title and reference pages; length should suit the context. It should be typed in Times New Roman using 12-point font and double-spaced with 1″ margins.
Be well written, using a first person narrative and present tense.
Follow APA style.
Have no any grammatical, typographical, or spelling errors.
Evaluation Discussion of Teaching Philosophy (1 page)
As part of this revised teaching philosophy assignment, you should include a discussion evaluating how your personal thoughts and ideas about teaching have changed during this course.
After you have revised your personal teaching philosophy, carefully review your original teaching philosophy that you submitted during week 1 of this course.
Compare your original philosophy to your revised teaching philosophy and evaluate the following in a one-page written discussion:
Have your teaching goals, methods, or strategies changed, and if so, how and why? Have your teaching priorities and/or perspectives changed or shifted, and if so, how and why?
Do you value different learning experiences, and if so, what are they and why?
Include any additional information that may highlight how your thoughts and ideas have changed or developed during this course.
Include references that you found helpful, insightful, or meaningful in the development of your philosophy of teaching.
In addition to the course texts, include at least two outside sources from peer-reviewed journals to support your ideas.
Your evaluation discussion should:
Be one page excluding title and reference pages, typed in Times New Roman using 12-point font, and double-spaced with 1″ margins.
Be well written, using a first person narrative and present tense.
Follow APA style.
Points 100
Due Sunday, 11:59 p.m. (Pacific time)
Rubric
NURS_535_DE – NURS535 Personal Philosophy of Teaching Part II
NURS_535_DE – NURS535 Personal Philosophy of Teaching Part II
Criteria Ratings Pts
This criterion is linked to a Learning OutcomeOverall Teaching Philosophy
20 to >15.8 pts
Accomplished
Philosophy paper is personal, mentions students in a positive manner, and clearly indicates a personal viewpoint on teaching.
15.8 to >11.8 pts
Emerging
Philosophy paper is somewhat personal, somewhat mentions students in a positive manner, and somewhat indicates a personal viewpoint on teaching.
11.8 to >0 pts
Unsatisfactory
Philosophy paper is not personal, fails to mention students in a generally positive manner, and a personal viewpoint on teaching is absent or severely lacking in detail.
20pts
This criterion is linked to a Learning OutcomeInstructor Goals/Strategies
20 to >15.8 pts
Accomplished
Goals as an instructor are clearly identified. Actual or anticipated teaching strategies/methods are clearly indicated.
15.8 to >11.8 pts
Emerging
Goals as an instructor are somewhat identified. Actual or anticipated teaching strategies/methods are included but not clearly indicated.
11.8 to >0 pts
Unsatisfactory
Goals as an instructor are absent or significantly lacking. Actual or anticipated teaching strategies/methods are absent or unclear.
20pts
This criterion is linked to a Learning OutcomeOverall Teaching Strategy, Values and Beliefs
20 to >15.8 pts
Accomplished
A clear explanation on why you teach, how your teaching facilitates student learning, and your values and beliefs on teaching, are included
15.8 to >11.8 pts
Emerging
An explanation on why you teach, how your teaching facilitates student learning, and your values and beliefs on teaching, are included, but not clearly indicated
11.8 to >0 pts
Unsatisfactory
An explanation on why you teach, how your teaching facilitates student learning and your values and beliefs on teaching, are absent or are significantly lacking in details and relevance.
20pts
This criterion is linked to a Learning OutcomeEvaluation Discussion
30 to >23.7 pts
Accomplished
A clear explanation on how your views on teaching have changed is included. This explanation includes information on teaching goals, methods, strategies, and priorities/perspectives.
23.7 to >17.7 pts
Emerging
A somewhat clear explanation on how your views on teaching have changed is included. This explanation includes some information on teaching goals, methods, strategies, and priorities/perspectives.
17.7 to >0 pts
Unsatisfactory
An explanation on how your views on teaching have changed is absent or significantly lacking. This explanation may include information on teaching goals, methods, goals, strategies, and priorities/perspectives.
30pts
This criterion is linked to a Learning OutcomeOrganization, Writing, & APA
10 to >7.9 pts
Accomplished
Paper is approximately 4-6 pages, double spaced and includes at least two outside sources. Current APA Style followed, and written in APA formal letter format. Written in a clear, concise, formal, and organized manner. Information from sources is paraphrased appropriately and accurately cited.
7.9 to >5.9 pts
Emerging
Paper is approximately 3-7 pages in length and includes at least one outside source. APA formal letter format mostly followed. Writing is generally clear and organized but is not concise or formal in language. Multiple errors exist in spelling and grammar with minor interference with readability or comprehension. Most information from sources is paraphrased and cited correctly.
5.9 to >0 pts
Unsatisfactory
Paper may be significantly more or less than 4-6 pages in length. APA formal letter format may not be followed. Writing is generally unclear and unorganized. Errors in spelling and grammar detract from readability and comprehension. Sources are missing or improperly cited.
10pts
Total Points: 100
Unformatted Attachment Preview
1
Personal Philosophy of Teaching
West Coast University
NURS 535 Principles of Teaching and Learning
2
Personal Philosophy of Teaching
My personal philosophy of teaching is rooted in the conviction that education is a
transformative force. I am inclined that my philosophy is drawn from a blend of essential
educational theories and practices that I have come across. In my practice as an educator, I
believe in the power of constructivism as I encourage students to actively engage in learning,
construct knowledge, and make connections to real-life experiences. Furthermore, differentiated
instruction plays a crucial role in my approach as I recognize the diverse needs and learning
styles of students. In addition, I usually stress the significance of a student-centered approach,
nurturing curiosity, critical thinking, and enthusiasm for lifelong learning. As an educator, these
principles have formed the bedrock of my teaching philosophy and fostered personal growth,
intellectual development, and a sense of social responsibility among my students.
I believe that students are the heart and soul of the educational journey. Therefore, I hold
a deeply positive viewpoint on teaching that centers around their respective growth and
development. In my practice, I seek to perceive each student as a unique individual with
untapped potential and capable of achieving remarkable feats, especially when provided with the
right guidance. I believe that it is my duty to inspire and empower students to explore their
passions, develop their creative and critical thinking skills, and engage them in learning
activities. In essence, I believe that teaching necessitates dynamic partnerships between teachers
and their students (Komalasari et al., 2020). As a teacher, I usually guide, facilitate, and mentor,
while also learning from my students in return. By acknowledging that effective education not
only involves transferring knowledge but also nurturing creativity, resilience, and a sense of
purpose, I am committed to continue creating a supportive and inclusive learning environment
that helps students reach their fullest potential.
3
My primary goal is to inspire students to love learning and empower them towards their
full potential. My goal is to create engaging and inclusive classroom environments that
encourage active participation, critical thinking, and a sense of curiosity. These goals will
necessitate the implementation of a blend of teaching strategies and methods. The first approach
is to incorporate active learning techniques. The approach encourages students to “learn by
doing,” aligning with Aristotle’s quote, “For the things we have to learn before we can do them,
we learn by doing” (Massingham, 2019). In addition, I recognize the power of Socratic
questioning to stimulate critical thinking and foster meaningful discussions. In Socrates’ famous
quote, “An unexamined life is not worth living” (McDaniel, 2022). The quote underlines the
importance of thoughtful inquiry and reflection, a principle I often integrate into my practice to
create a student-centered, collaborative, and intellectually stimulating environment.
I am deeply committed to the transformative potential of education. I am convinced that
teaching is not merely a profession but a calling to make a positive impact on students’ lives. My
philosophy is grounded in the idea that each student possesses unique strengths and capabilities.
My role is to ignite students’ intellectual curiosity to harness their full potential. Considering that
I recognize active participation and critical thinking as essential for meaningful learning,
encourage students to ask questions, contest concepts, and propositions, and engage in
constructive dialogue. I believe that by fostering a supportive and collaborative classroom
atmosphere, I empower my prospective students to take ownership of their education and
become lifelong learners. The approach allows me to not only equip students with knowledge but
also the skills and mindset necessary for success.
In conclusion, my teaching philosophy is rooted in the belief that education is a
transformative force that empowers students to realize their potential and become lifelong
4
learners. By combining student-centered approaches, active learning, and critical thinking, I seek
to create an inclusive and engaging environment. I also endeavor to inspire a love for learning
and facilitate meaningful discussions as proposed by earlier philosophers like Aristotle and
Socrates. Ultimately, my goal is to empower students to lead examined lives and thrive in an
ever-changing world.
5
References
Komalasari, K., Arafat, Y., & Mulyadi, M. (2020). Principal’s management competencies in
improving the quality of education. Journal of Social Work and Science Education, 1(2),
181-193. https://doi.org/10.52690/jswse.v1i2.47
Massingham, P. (2019). An Aristotelian interpretation of practical wisdom: the case of
retirees. Palgrave Communications, 5(1), 1-13. https://doi.org/10.1057/s41599-019-03319
McDaniel, C. A. (2022). Montás, Roosevelt. Rescuing Socrates: How the Great Books Changed
My Life and Why They Matter for a New Generation. Journal of Interdisciplinary
Studies, 34(1/2), 214-216. https://doi.org/10.5840/jis2022341/220
6
1
Personal Philosophy of Teaching
West Coast University
NURS 535 Principles of Teaching and Learning
2
Personal Philosophy of Teaching
My personal philosophy of teaching is rooted in the conviction that education is a
transformative force. I am inclined that my philosophy is drawn from a blend of essential
educational theories and practices that I have come across. In my practice as an educator, I
believe in the power of constructivism as I encourage students to actively engage in learning,
construct knowledge, and make connections to real-life experiences. Furthermore, differentiated
instruction plays a crucial role in my approach as I recognize the diverse needs and learning
styles of students. In addition, I usually stress the significance of a student-centered approach,
nurturing curiosity, critical thinking, and enthusiasm for lifelong learning. As an educator, these
principles have formed the bedrock of my teaching philosophy and fostered personal growth,
intellectual development, and a sense of social responsibility among my students.
I believe that students are the heart and soul of the educational journey. Therefore, I hold
a deeply positive viewpoint on teaching that centers around their respective growth and
development. In my practice, I seek to perceive each student as a unique individual with
untapped potential and capable of achieving remarkable feats, especially when provided with the
right guidance. I believe that it is my duty to inspire and empower students to explore their
passions, develop their creative and critical thinking skills, and engage them in learning
activities. In essence, I believe that teaching necessitates dynamic partnerships between teachers
and their students (Komalasari et al., 2020). As a teacher, I usually guide, facilitate, and mentor,
while also learning from my students in return. By acknowledging that effective education not
only involves transferring knowledge but also nurturing creativity, resilience, and a sense of
purpose, I am committed to continue creating a supportive and inclusive learning environment
that helps students reach their fullest potential.
3
My primary goal is to inspire students to love learning and empower them towards their
full potential. My goal is to create engaging and inclusive classroom environments that
encourage active participation, critical thinking, and a sense of curiosity. These goals will
necessitate the implementation of a blend of teaching strategies and methods. The first approach
is to incorporate active learning techniques. The approach encourages students to “learn by
doing,” aligning with Aristotle’s quote, “For the things we have to learn before we can do them,
we learn by doing” (Massingham, 2019). In addition, I recognize the power of Socratic
questioning to stimulate critical thinking and foster meaningful discussions. In Socrates’ famous
quote, “An unexamined life is not worth living” (McDaniel, 2022). The quote underlines the
importance of thoughtful inquiry and reflection, a principle I often integrate into my practice to
create a student-centered, collaborative, and intellectually stimulating environment.
I am deeply committed to the transformative potential of education. I am convinced that
teaching is not merely a profession but a calling to make a positive impact on students’ lives. My
philosophy is grounded in the idea that each student possesses unique strengths and capabilities.
My role is to ignite students’ intellectual curiosity to harness their full potential. Considering that
I recognize active participation and critical thinking as essential for meaningful learning,
encourage students to ask questions, contest concepts, and propositions, and engage in
constructive dialogue. I believe that by fostering a supportive and collaborative classroom
atmosphere, I empower my prospective students to take ownership of their education and
become lifelong learners. The approach allows me to not only equip students with knowledge but
also the skills and mindset necessary for success.
In conclusion, my teaching philosophy is rooted in the belief that education is a
transformative force that empowers students to realize their potential and become lifelong
4
learners. By combining student-centered approaches, active learning, and critical thinking, I seek
to create an inclusive and engaging environment. I also endeavor to inspire a love for learning
and facilitate meaningful discussions as proposed by earlier philosophers like Aristotle and
Socrates. Ultimately, my goal is to empower students to lead examined lives and thrive in an
ever-changing world.
5
References
Komalasari, K., Arafat, Y., & Mulyadi, M. (2020). Principal’s management competencies in
improving the quality of education. Journal of Social Work and Science Education, 1(2),
181-193. https://doi.org/10.52690/jswse.v1i2.47
Massingham, P. (2019). An Aristotelian interpretation of practical wisdom: the case of
retirees. Palgrave Communications, 5(1), 1-13. https://doi.org/10.1057/s41599-019-03319
McDaniel, C. A. (2022). Montás, Roosevelt. Rescuing Socrates: How the Great Books Changed
My Life and Why They Matter for a New Generation. Journal of Interdisciplinary
Studies, 34(1/2), 214-216. https://doi.org/10.5840/jis2022341/220
6
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