Professional Documents
Culture Documents
working towards goals they have set for themselves, rather than ones imposed by the teacher,
and are more engaged and motivated to learn.
Experiential Learning
My assignments involve experiential learning: students interact with the world and reflect
on that learning. For example, in one intercultural activity students play a card game where they
cannot speak, the rules keep changing, and they do not know the new rules. This simulation of
new and unknown cultural environments usually elicits strong emotions in students, and by
reflecting on them students gain a stronger understanding of how to recognize and handle
emotions in intercultural transition.
I structure learning around the four aspects of Kolb’s experiential learning cycle.
Classroom activities move from active experimentation through activities, to reflective
observation and concrete experience in class discussion and reflection papers, to abstract
conceptualization in readings, lectures, and discussion. This allows students to take ownership of
their learning and see themselves as knowers, creating meaning from their own experiences.
Specific activities to encourage this are pair & share discussions, small group problem-solving
and case studies, games and simulations,1-minute paper quick-writes, and in-class quizzes like
Kahoot. My goal is to make the class as interactive as possible, with questions and activities
TEACHING PHILOSOPHY 3
interspersed among the lecture so that students are always asked to apply and critically evaluate
what they are learning, rather than passively memorize. I firmly believe that active application is
the best way to learn and I emphasize application, analysis, and evaluation in my classes. I know
that I have taught effectively when students feel prepared and empowered to take ownership of
their experiences and push themselves outside their comfort zones.
Classroom Assessment
I believe assessment is important both for myself as the teacher to gauge my success and
adjust my teaching throughout the course, and for students to assess their learning and strategize
their study approaches accordingly. I assess learning using rubrics to ensure consistency. Criteria
I grade on are whether students fulfill the requirements of the assignment, and whether they have
thought critically and reflected deeply on the questions asked. Formative assessments include
reflection journals, group and individual presentations, and creative projects. I always have a
check-in midway through the semester to evaluate my own teaching and the class. Students can
anonymously express what they like so far and what they want more or less of, so I can adapt the
course accordingly and ensure we are co-constructing this course together.