PHILOSOPHY OF EDUCATION PAPER
mdavis_1
1301educationalphilosophypaperdirectionsandrubric_-5.rtf
Department of Education
Teacher Education Program
3214 Austin Street, Houston, TX 77004
713-718-6303 phone 713-718-6235 fax
EDUC 1301 Introduction to the Teaching Profession EDUCATIONAL PHILOSOPHY STATEMENT
(Common Assessment)
Required Component – This assignment (educational philosophy statement-common assessment) is required for completion of this course. If this assignment is not completed with 70% of possible points, you will not receive a passing grade in this class.
Program Student Learning Outcome #2- Evaluate personal motivations, educational philosophies, and factors related to educational career decision making.
Project Description
EDUC 1301 is designed to provide students who think they may be interested in a teaching career with information related to the culture of schooling, the system of American education, and opportunities to participate in early field observations. One of the benefits of this introductory/foundational course is that it allows students to sort out their feelings about being suited for teaching and their chosen grade levels. As you are gaining more exposure to different ideas, best teaching practices, and philosophical orientations, you should now be able to better determine: your own beliefs about how children or youth learn, the role of the teacher, the role of the learner, the ways you will seek to establish a classroom climate conducive to learning, how you will manage student behaviors, and implement curriculum and instruction.
Before beginning this assignment, be sure to go back and read your notes regarding the history of education and the traditional and modern philosophies. Additionally, read your textbook chapter on the five major philosophies influential in our system of schooling. Also revisit the text’s discussion of the various theories of learning, learning styles and the multiple intelligences. Think deeply about this information and decide what best reflects or supports your personal viewpoints about teaching and learning. Then, write a 5-8 page paper that clearly articulates your philosophical outlook.
REQUIRED: Use the outline questions and the grading rubric (below) to guide you as you develop your essay. In your paper, be sure to include all outline headings and document with APA style in-text citations and a reference list.
Educational Philosophy Paper Outline
Introduction
EDUC 1301 Common Assessment – page 3
Beliefs about Learners and Teachers
What do you believe is the role and responsibility of student learners?
Beliefs about Classroom Management, Curriculum, and Instruction
What do you believe should be the nature of the curriculum? How should it be organized? Implemented?
Core Values and Guiding Educational Philosophy
U.S. is most closely aligned with your beliefs, values, and other ideas? Why do you think so?
- What other support do you have for the approach to teaching you have selected?
Conclusion
Student Name Date
EDUC 1301 Philosophy of Education Statement Rubric
4
3
2
1
Points Earned
1. Expression of Ideas
(core values and beliefs; see outline parts II, III, IV)
The document includes all of the relevant aspects of an educational philosophy and clearly discusses: the author’s core values and beliefs regarding the roles of teachers and students; the teaching/learning processes; classroom management and curriculum
The document includes most of the relevant aspects of an educational philosophy and somewhat discusses the author’s core values and beliefs; missing no more than two of the areas of focus that were provided
The document includes only some of the relevant aspects of an educational philosophy and minimally discusses the author’s core values and/or beliefs; missing three of the areas of focus that were provided
The document includes few of the relevant aspects of an educational philosophy and does not discuss the author’s core values and beliefs; missing four or more of the areas of focus that were provided
2. Expression of Ideas
(specific examples; see outline parts II, III, IV)
The document provides several clear, specific, and concrete examples to explain and illustrate the author’s views; shows clear self-analysis and insight, and evaluation of positions held
The document provides some examples to explain and/or illustrate the author’s views; little improvement needed (clarity, specificity, or concreteness; self- analysis, insight, and/or evaluation)
The document provides few examples to explain and/or illustrate the author’s views; much improvement needed (clarity, specificity, or concreteness; self-analysis, insight, and/or evaluation)
The document does not at all provide clear, specific, or concrete examples to explain or illustrate the author’s views; appears lacking in self-analysis, insight, and the evaluation of positions held
3. Connection to Course Content
(integration of philosophies presented in text; see outline part IV, B, C)
The document clearly presents or integrates into this statement, ideas from one or more of the five philosophies that are presented in the text and tells why/how the ideas support the author’s own values or beliefs
The document presents or integrates into this statement, ideas from one or more of the five philosophies that are presented in the text; needs little elaboration on why/how the ideas support the author’s own values or beliefs
The document only minimally presents or integrates into this statement, ideas from one or more of the five philosophies that are presented in the text; needs some elaboration on why/how the ideas support the author’s own values or beliefs
The document does not at all present or integrate into this statement, ideas from one or more of the five philosophies that are presented in the text; does not at all tell why/how the ideas support the author’s own values or beliefs
4. Structure and Conclusion
(entire document scored on structure; note the emphasis on the introduction and conclusion; see outline parts I, V)
The document is clearly cohesive and organized; the opening is interesting and engaging; each paragraph builds on the other and transitions to the next; there is a conclusion that brings closure to the topic
The document is mostly cohesive and organized; some revision and/or elaboration is needed to make the opening more interesting and/or engaging; a few problems with the building and/or transitions of paragraphs; and/or the conclusion needs little refinement to bring clear closure to the topic
The document is only somewhat cohesive and/or organized; much revision and/or elaboration is needed to make the opening more interesting and/or engaging; several problems with the building and/or transitions of paragraphs; and/or the conclusion needs much refinement to bring clear closure to the topic
The document is not at all cohesive or organized; the opening is not at all interesting or engaging; many problems with the building and/or transitions of paragraphs; and/or the conclusion needs total revision in order to show that it brings closure to the topic
2
1.5
1
.5
Points Earned
5. Mechanics
(entire document scored on mechanics)
The document contains few or no errors (up to 3) in spelling, grammar, or punctuation.
The document contains 4-5 errors in spelling, grammar, or punctuation.
The document contains 6-7 errors in spelling, grammar, or punctuation.
The document contains 8 or more errors in spelling, grammar, or punctuation.
6. Style
(entire document scored on style)
The document contains no errors in the following: headings, citations, reference list, and/or APA formatting.
The document contains 2-3 errors in the following: headings, citations, reference list, and/or APA formatting.
The document contains 4-5 errors in the following: headings, citations, reference list, and/or APA formatting.
The document contains 6 or more errors in the following: headings, citations, reference list, and/or APA formatting.
TOTAL POINTS EA
RNED (
Multiply x 5)
