Statement of Teaching Philosophy

According to Bloom's Taxonomy, simple regurgitation of information is the most basic level of learning.
Mechanical Department, Articulate goals beyond content/coverage by discovering individual students
learning styles; engage them in structured activities supplementing with ancillary skills, not just classroom
teaching, and self-assessment exercises.
Therefore, I focus on trainees learning and problem solving rather coverage of module. Articulate goals
beyond content/coverage by discovering trainees's individual learning styles; engage them in structured
activities supplementing with ancillary skills, not just classroom teaching, and self-assessment exercises.
Trainees learn best when they actively participate in the learning process and process initiates when
learning is engaging and relevant. Moreover, trainees learn much better when motivated to learn by selfdirected/personalized approach.
I intend to elevate my trainees towards understanding, applying, evaluate and analyze concepts. My
objectives as a Trainer is to develop higher-order thinking skills and encourage trainees to take
responsibility for their own learning henceforth make them better prepared for lifelong learning. The logic
facilitates organizational need for knowledgeable human capital. Research already proved that continued
employee development (learning) critical for organization success and learning orientation has positive
impact on individuals and firm performance. Infuse concept that to be performer and competitive, periodic
knowledge updating is essential, and so lifelong learning, finally focus on human values, care and
compassion, to be better person who contributes for well intentioned. Experiences during my training will
teach them far more than learning module and improve their quality of life.
I learned to apply principles of learning and educational theory, taking advantage of research about how
people learn, is one of my significant achievements. After exhaustive research, I perceive role of Trainer is
to facilitate learning, not teaching; thereafter developed a framework, which provides a clear direction for
Facilitating Learning. Concisely, learning in meaningful ways to enhance educational outcomes.
Trainees learn when they are actively engaged in practice, application, and problem solving. Therefore,
address a variety of learning styles to keep trainees engaged. Activity enables trainees to design learning
that are consistent with educational theory and the science of learning.
As trainer, we are always learning. Researched Learning style theory advocates how awareness of learning
styles affects self-esteem and thereby self-actualization. Learning style theory is concerned with the
behaviors of individuals and the reasons for those behaviors, i.e. understanding trainees behavior.
Significantly, it reflects distinctive behaviors that serve as indicators of how trainees learn, build
perception, and apply learning. Moreover, theory prescribes application of different teaching-learning
methods for different discipline trainees. Research advocates Concrete Random style learning traits for
management trainees, as exhibits being different, curious, intuitive and unusual, who tend to be original,
inventive, and change-oriented and often enthusiastically engage in problem solving. Trainer should try to
infuse or nurture these traits, to transform novice fresher or experienced into skilled professional. Briefly
learning style theory underpins trainer to facilitate the true ability of the learner. Learning happens in
positive and supportive environment, by cultivating interactive environment, emphasizing critical thinking;
extending cooperation for individual learning needs and motivating trainees for personalized learning and
demonstrate their learning. Concisely, learning in meaningful ways increase job capabilities thereby
enhance professional performance and organizational success.
WORK PARADIGM
UNDERSTAND:
Nuts and bolts of course / learning module required
Course serves as a prerequisite for a subsequent course.

Does course have prerequisites? If so, what are they?

Does course have a lab and/or on-line component?
Is that professionals course and its sub discipline?
In what way trainees use what they have learned in the future?
Does facility exists for writing, quantitative literacy, or oral communications skills centres.

SET:
Goal (overarching): Setting overarching goals provide a road map for developing an innovative course
that helps trainees achieve those goals. They will develop abilities to think for themselves, effectively use
and apply learned knowledge and skills in future and solve problems in their discipline while continually
addressing mastery adopting lifelong learning approach.
Goal (trainees-focused)

Goal focus on higher order thinking skills?

Designing activity/assignment that would allow you to determine whether trainees have met the
goal or not (does the goal have "measurable outcomes")?

Goal (curriculum):

Lower order thinking skills; comprehension, identify, recognize, explain, describe, calculate and
prepare.

Higher order thinking skills; derive, analyze, interpret, synthesize, formulate, correlate, evaluate
critique.

Ancillary skill goals:

Working in teams/groups, assessing information on web, Oral presentation, Report writing.

PROCESS:
Achieving overarching goals require:

Setting concrete goals, which provide clear direction for course design and structured course plan

having measurable outcomes.

Applying Blooms learning taxonomies to create intended learning outcomes of course,
Ensuring trainees learn appropriate content. Select relevant assignments, activities, delivery

methods and assessment methods.

Addressing variety of learning styles to keep trainees engaged.
Design course for both lower and upper level and balance the difficulty levels.
Incorporate real life experiences to mould and remoulds understanding of subject by periodically
examining contents, arrangement, and presentation of core modules for increasing understanding
and drawing new connections. This is my belief course becomes more efficient by sneaking bit more

material.
Apart from classroom teaching, demonstrations, tutorials, and self-assessment exercises, infuse
anchored instructions, case studies, re-enact debates

or recreate case/experiments (active

learning).
Motivating trainees to take responsibility for their own learning (personalized learning).
Incorporating Web-based digital learning, Open Courseware (technological learning).
Keep track of areas of anticipated difficulties, design assignments and activities to help traineess to

overcome anticipated difficulties using case oriented, problem-based, project based practical data

(promote lifelong learning).

Infuse human values, ethics, care and compassion.

APPLY:
Facilitative Learning Systems (FLS)
Research-based methodological approach based on Instructional system design (ISD), carried out
for systematic planning of instructions, characterized by stating overarching, curriculum and
ancillary skill goals and applying Facilitative Learning Systems (FLS) framework to develop
instructional plan, which begins with screening trainees, provision of course plan and plan of action
with schedule and ends with trainees feedback, to achieve learning purpose and educational
outcomes.
Facilitative Learning Systems (FLS) framework :
Apply

Learning strategies as underpinned by educational theory.

Satisfy

Individual learning needs.

Cultivate

Interactive (express themselves freely), Positive (increasing independence) and

Supportive
(repeated practice) environment.
Emphasize

Critical thinking, Human values and Ethics

Use

Interactive asynchronous and synchronous learning (stimulates learning experience).

Incorporate

Technological learning such as Web-based digital learning, e-learning, cloud computing.

Motivate

For personalized learning, adapting to changing environment

Promote

Supportive relationships between learners.

Provide

Opportunity to demonstrate learning.

Engage

Identify

In Advising and Mentoring and progress Monitoring.

:

Early alerts for remedial support.

Test

Knowledge learned.

Welcome

Critical reflection through traineess feedback.

INSTRUCTIONAL FRAMEWORK
1. Initial screening (pre-tests) and Lecturette; understand prior experience and to get a sense of
trainees knowledge before the course begins, pertain current learning needs and to establish bond
between trainees and teacher.
2. Provide course plan, which includes;

Learning goals, content topics, concepts in each broad content topic, and topical contents,
information on assessment criteria and scheduling, with outside reading assignments and Valueaddition resources.
3. Plan of action : Incorporate multiple set of Activities and Assignment. A trainee discovers what
actions and standards are expected of them.
a. Gripe session: Convey trainees to be thoughtful about certain difficult aspects and how to
tackle those difficulties and how trainees receive goal-related practice with increasing
independence.
b. Reading task prior to lectures: Prior to discussion, trainees goes through reading
assignments (self-directed learning), thus better prepared for training session. Henceforth I can
focus on the important concepts and misconceptions.
c. Trainees-Trainer Discussions: to shortlist topics for Gallery Walk, Debates, Workshop and
concept sketches. Facilitates interventions according to individual trainees requirement for
ancillary skills.
d. In-class activity
o Gallery Walk: Class divided in teams having group leaders who prepare several posters on
broad/complicated topics (under instruction). Posters then arranged in ordered stages on the
wall. At first stage, team members make observations and write interpretation, in gallery
sheet. Groups exchange sheets, reads existing interpretations and make modifications
(additions/corrections). Team leader of each group summarizes and reports to class. Method
o

generates a written record of trainees thinking.

Anchored instruction, situation includes anticipated difficulty problem or issue to be dealt,
in teams of six. Instructions are provided, along with references and resources on particular
core topic, which trainees explore and present information through seminar on current
developments / potential problems / future needs / how to solve a particular problem.
Develops ability to break down content topic into its parts, require content and structural
understanding, facts, inferences, analyzing and distinguishing.
Debates/ Re-enact Debates: Application topics that allow trainees to build the ideas and
applications over time and to revisit concepts or topics in an appropriate way.
Concept sketches; includes processes, interpretations and illustrations. Constructive
learning where traineess have to organize their knowledge.

e. Assignment : Keep track of what trainees are learning / learned.

o Recitations; Assignment centred on active learning approach, involves explaining,
interpreting, or translating. Trainees work together in teams of four, thereafter deliver
recitation assignment as seminar, incorporating new examples/applications, preferably
latest development (Reports/Journals). This making trainees responsible for constructing
knowledge with their trainer. Approach foster meaningful learning where trainees develop
their potential. Judge ability to grasp the meaning of material.

Professional Presentation; Use learned material in new situations. It provides opportunity

to practice presenting technical material (a professional need) which also helps identify
trainees strength and ability. Develops ability to put parts together, creative behaviours,
formulation of new patterns, proposing plans etc.

f.

Participative and Action Learning

o Jig-Saw technique; Consulting with business and industry needs, integrate aspects of field
research into courses, incorporates fieldwork task. Teams of Four trainees visit
make
o

observations

and

collect

data,

analyze

their observations

and

industry,

data,

make

interpretations, and prepare report and submit to Faculty.

Workshop, Five-field application area are shortlisted, trainees having common application
indulged in workshop among themselves, and draft limitations and future scope, requires
higher level of understanding than comprehension. This way I pull trainees out of the class

texts. All drafts are then complied as Report for future content development direction.
g. Assessment/ Exams : To judging learning consistency and adequacy of core content learned,
using a variety of formative and summative assessment tools.
Concept Questionnaires after completion of one unit, test confidence in critical contents
until trainees displayed significant growth on the concept questions and grasp of core

contents.
Oral exams and presentations scheduled at regular interval.

4. Trainees Feedback Facilitate progress feedback. Implements proper evaluation processes to

determine level of effectiveness of training.