Theoretical Framework for Philosophy of Teaching

Douglas M. Uhlman How I Believe That Students Learn Human beings are by their nature pattern seekers. We learn by sensing our environment and attempting to link it to what we already know. When patterns do not exist our brains are wired in such a manner that we may create one. When information contradicts previously existing information, we tend to reject it. Our minds through our frontal lobe serve as filters screening out information that is (or is perceived to be) unimportant. At the physical level, memories are likely stored as chemical imprints in the neurons of the brain. Experiences that have a pattern, are repetitive, or are traumatic will produce strong signals that can remain with the brain lifelong. Information can be stored in the brain as sights, sounds, words, smells, tastes, and emotions. The more of those senses engaged in an experience the greater the chance that the memory will last. For this reason, students learn better, when they are engaged with the instructor or other learners. The need for multiple senses to be engaged is also, why active learning is essential for memory to work. Cognitive processes and knowledge stored within the brains of each individual varies greatly. Genetic and developmental conditions can affect the brain’s capacity to receive and store information. Culture, early childhood experiences, and other environmental factors affect existing knowledge to which new information is to be entwined.

How This Will Affect My Teaching I must present information to my students in a logical manner. Using assessment formal and informal assessment is a tool that will allow me to know whether students are making false connections and allow me to gauge whether or not poor student performance may be the result of disbelief in or disregard for the material being presented. My classroom will be filled with materials designed to stimulate the 5 senses and my delivery of material will be executed with the intent of creating a memorable experience. Before assessment, I will encourage my students to study in groups asking questions and elaborating on the outcomes I have presented them. Assessment will also be a tool used to determine the variation of cognitive ability within the classroom. My students will achieve their outcomes as I modify lessons to meet learners’ individual needs.

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