Dr Risn Nash [Teaching Philosophy]

1. Teaching Philosophy
Interestingly, how I teach now is strongly influenced by my life journey and the experiences along route
prior to returning to academia. It is only through engaging with the teaching and learning community
that I have become aware of the complexity of both the learner and the teacher and their roles in the
education process. Rather than inspirational quotes from theorists I have found myself more connected
with what I would term explanatory quotes for example:
"You are the sum total of everything you've ever seen, heard, eaten, smelled, been told, forgot - it's all there.
Everything influences each of us, and because of that I try to make sure that my experiences are positive."
Maya Angelou

You will see that I am a contradiction both in terms of what influences me and how I practice, however,
this is not something I apologise for as I am still exploring the educational landscape and like any
strategy my teaching philosophy will always leave room for growth and be forever an evolving
philosophy.

Where I am now?
Teaching for me is an opportunity to engage with
Training Needs
learners to help build on their current knowledge to Analysis

help achieve new challenges and goals, not unlike

Bruner (1978) and or Vygotsky (1978) for which
The
they use the term scaffolding. I like to share Evaluation Training Design &
Development
experiences and skills I have obtained since I was a Cycle
graduate and encourage the learner to find their
own path in education. Having travelled full circle
and returned to academia I have become more Implementation

aware of how many practices in industry such as the

training needs analysis (Gould et al., 2004, Fig 1.) Fig. 1 An illustration of The Training Cycle
can similarly be incorporated in programmatic (adapted from Gould et al. 2004).
reviews when designing and implemented an award
programme.

New to me on my return to academia was all the research around learning and teaching including the
different learning styles (Honey and Mumford, 1986; Fig 2) and various learning theories (Piaget, 1968;
Skinner, 1976; Vygotsky, 1978; Perry &William, 1999) and the learning cycle itself (Kolb, 1976,1984; Fig
2). This has not only improved my ability as an educator through facilitation but brought about a
heightened awareness and understanding of the learners different needs and how I could/can improve
my teaching moving forward preparing them for employment.
 Concrete experience
(doing/having and
experience)
Activist

Active
Reflection
experimentation
(Reviewing,
(Planning/trying out
reflecting on the
what you have
experience)
learned)
Reflector
Pragmatist

Abstract
Conceptualisation
(Conluding/learning
from the experience)
Theorist

Fig. 2 Kolbs Learning Cycle and the Honey and Mumfords learning styles (red).

For the most part I believe I practice student centered

learning on topics to allow engagement from both sides
and, where the teaching allows, to encourage interaction
and inspire the learner to make connections to parallel
and what they may consider removed knowledge.
Through practicing their new skills in hands on authentic
situations and scenarios in the field or laboratories the
learners can appreciate more the background provided
and the links between different subjects e.g. ship-board
training on the Celtic Voyager, river surveys. This allows
for trial or error methodologies or experimentation
similar to Piagets educational approach (1968).

My aim for teaching is to help empower learners along their

journey through positive reinforcement and encouraging self-
directed learning, a key lifelong learning skill. To work to enable
Unconscious
Competence

learners to move through the skills development model or adult

Conscious
Competence learning model (Fig 3) from unconscious incompetence to
Conscious
learners who can argue and defend theories, make educated and
Incompetence

Unconscious
informed decisions is why I love teaching.
Incompetence

Fig. 3. The Skill Development Model illustrating the path from unconscious
incompetence through to unconscious competence, following time and practice.

Teaching Theories
Putting my teaching into the context of the teaching theories, then I would claim to be a Constructivist
based on a number of my current practices. Although, I think evidence will show that I practice a
mixture of theories depending on the context, environment and available resources that would work
best in the scenario. If I do as I say then I base my teaching on the constructivist learning theory (e.g.

2
Piaget, 1968) where learning occurs as learners are actively involved, so rather than being influenced by
others the learner are driven to developing themselves.
The Socratic Learning Method (SLM), a constructivist learning approach, is the methodology I would
like to think that my current style epitomises i.e. a Socratic teaching approach which engages both
student centered learning and critical thinking i.e. presenting the students with questions as opposed to
answers e.g. Flipped classrooms or providing provocative statements. I feel this works very well for
educating the next generation of scientists. In addition, I like to keep in mind the Kolbs learning cycle
(Kolb, 1974) and how I can take different and improved approaches each time through seeking feedback
from the students in an adapted version of the feedback tool Two stars and a wish.
I have learned how different college years and individual learners need different focuses to stimulate
their engagement and get the most out of their ability and journey through the educational system.
Different forms of timely feedback I have found can improve the speed to which students reach the
goals I have set and the learning outcomes for the modules.

Where am, I going?

With new research, continuously being published on teaching methodologies and the continuous
development of technology enhanced learning tools there is always room for improvement and learning
on my side. I strive towards identifying my current gaps in knowledge and research and keeping my
students in touch with current advances. I am a strong believer in research informed teaching and plan
to use this to address and engage with students as I continue teaching into the future while also
continuing my journey of discovery to become a better educator. Moving forward I keep the words of
one philosopher, namely Albert Einstein, in the fore while I teach:
If you cant explain it simply, you dont understand it well enough

References
Bruner, J. S. (1978). The role of dialogue in language acquisition. In A. Sinclair, R., J. Jarvelle, and W. J.M.
Levelt (eds.) The Child's Concept of Language. New York: Springer-Verlag.
Gould, D., Kelly, D., White, I., Chidgey, J., 2004. Training needs analysis. A literature review and
reappraisal. Int. J. Nurs. Stud. 41, 471486.
Honey, P. and Mumford, A. (1986). Using Your Learning Styles, Maidenhead, Berkshire: Peter Honey.
Kolb, D.A. (1976). Learning Style Inventory: technical manual, Englewood Cliffs, NJ: PrenticeHall
Kolb, D.A. (1984). Experiential Learning: experience as a source of learning and
development, Englewood Cliffs, NJ: PrenticeHall.
Kolb, A.Y. & Kolb, D.A. (2005). Learning Styles and Learning Spaces: Enhancing Experiential Learning in
Higher Education. Source: Academy of Management Learning & Education, 4(2), pp.193212.
Perry, William G. (1999). Forms of Ethical and Intellectual Development in the College Years. San
Francisco: Jossey-Bass Publishers
Piaget, J. (1968). Quantification, conservation, and nativism. Science, 162(3857), 976-979.
Piaget, J (1968). Six Psychological Studies. Anita Tenzer (Trans.), New York: Vintage Books.
Skinner, B. F. (1976). About Behaviorism. New York: Vintage Books.
Vygotsky, L. S. (1978) Mind in society: The development of higher mental processes, ed. and trans. M.
Cole, V. John-Steiner, S. Scribner & E. Souberman. Harvard University Press (original work published
19301935).