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Philosophy
Kristi Carson
Liberty University
EDUC 200
Professor Andrew Sheldrake
February 20, 2023
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Philosophy.
As a teacher, I base my educational philosophy on competency-based education on the
notion that each student is an individual with their own set of talents, strengths, and skills. My
method of education is to find and nurture each student's unique strengths and abilities. All
students can learn and succeed with the proper environment, resources, and assistance. As a
teacher, I aim to establish a welcoming, encouraging, and student-centered learning environment.
To accomplish my objectives, I would use a comprehensive educational approach that
aims to develop students as individuals, not only their academic ability. This entails promoting
both their academic development and their emotional and social well-being. To do this, I would
develop a learning environment where children feel safe, respected, and welcome to express
themselves and ask questions.
Education should be a collaborative process in which students are encouraged to
cooperate, exchange ideas, and benefit from one another. I would employ various learning
techniques, such as problem-based learning, group projects, and conversations. Students gain
social and communication skills necessary for future success by working cooperatively.
(Wahyuni, 2021)
Students should be given a chance to learn in a variety of contexts. This entails utilizing
various instructional techniques, such as lectures, visual aids, practical exercises, and
technology-based tools. I can engage a wider spectrum of learners and help them reach their full
potential by providing a choice of learning techniques.
The learning strategies I will use according to the given scenario include the following.
Active Reading: I employ the active reading strategy to aid pupils in better comprehending the
major themes of the materials they are reading. This approach entails instructing pupils to link
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the ideas in the text and ask questions as they read. To do this, I would give the class a list of
inquiries to consider while they read, such as "What is the key idea of this paragraph?" and "How
does this notion relate to the one before it?" This would enhance comprehension and keep kids'
attention and interest while reading.
Visual Aids: I would utilize diagrams and mind maps as visual aids to assist students in
drawing connections between various ideas in the text. These tools assist students in
understanding the connections between various concepts and how they work together. Students'
comprehension skills would increase due to using these visual aids to help them comprehend the
text's structure.
Group discussions: I recommend using group discussions to assist students in learning
from one another. I will segment the class into smaller groups, each given a different text to read.
After reading the text, students would debate the main points and how they related to one
another. Students would benefit from one another's viewpoints and build upon one another's
ideas by working together. (Thipatdee, 2021)
Writing Tasks: I would give kids writing assignments connected to the materials they are
reading to help them hone their writing abilities. Students would be tasked with summarizing the
literature's important points, drawing links between ideas, and outlining how the material
connects to their personal experiences. Students' ability to comprehend the books' major themes
and their writing and comprehension abilities would increase by having them write about the
texts.
Competency-based learning ensures that students gain the knowledge and skills
considered necessary for success in school; student involvement in class due to CBE will grow.
Students are more interested in the subject matter because they are responsible for their learning
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and have more control over when and how they learn, which gives them power. Opportunity,
excellence, diversity and inclusion, diversified curricula and learning, engagement, and
communication service learning are among the guiding principles of CBC. These guidelines are
meant to encourage students to avoid memorizing answers.
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Reference.
Thipatdee, G. (2021). The Development of an English Competency-Based Curriculum Integrated
with the Local Community for High School Students. Journal of Education and
Learning 10, (1), 39-46.
Wahyuni, D. S. (2021). Developing competency-based assessment at Vocational High School
(VHS) in Bali. Jurnal Pendidikan Vokasi, 11(1), 59-67.
