Teaching

To teach is to learn twice.

Joseph Joubert’s quote summarizes my teaching philosophy. Teaching and learning are interactive, dynamic, and symbiotic. Duffy (1994) argues for developing a ‘habit of mind’ in teachers; that teaching involves the thoughtful application of knowledge, is situational and never mastered. It is this ‘habit of mind’ that I practice in my teaching and strive to foster in my students. I do this through meticulous preparation, by making my instruction explicit, and by responding to student learning needs and circumstances. This is what I intend my students to carry into their practice: that each teaching moment provides opportunity for professional learning. Three main goals guide my teaching practice and are evidenced in my courses: a) fostering mindfulness and reflection; b) promoting collaborative learning; and c) facilitating access to learning that is enabled by technologies.

I use technology to facilitate student access to learning and supports, as well as to enhance and extend teaching and learning. I have developed Moodle sites in all of my courses.

My teaching responsibilities include: (a) undergraduate and graduate teaching, (b) graduate supervision of theses and projects, and (c) educating, mentoring, and supervising undergraduate and graduate research and teaching assistants.

At the University of Victoria my teaching has been primarily at the undergraduate level in the teacher education program and the Professional Specialization Certificate in Special Education program. I teach online and on-campus courses.

My courses for the current term are:

Course Hrs/
Week
Term
ED-D 420 (A03) Learning Support: Context & Key Issue – 1.5 3 Spring
ED-D 591C / 425 Special Topics: Assistive Technology 3 Fall
ED-D 405 (A01) Advanced Educational Exceptionality – 1.5 online Fall
ED-D 405 (A02) Advanced Educational Exceptionality – 1.5 online Fall

Professional Specialization Certificate in Special Education (PSCSE) & Diploma in Special Education (DSE)

Today almost every classroom includes a number of students who are dealing with an exceptionality — either physical, cognitive, sensory, emotional or a combination of these. These professional programs are for educators who wish to enhance their ability to accommodate every young person with a specialized learning need within their classroom — every day.

All courses in these programs, except one, are offered entirely online to meet the needs of working professionals.

For more information:

Professional Specialization Certificate (PSC) in Special Education

Diploma in Special Education

Duffy, D.G. (1994). How teachers think of themselves: A key to creating powerful thinkers. In J. N. Mangieri & C. C. Block (Eds.), Creating powerful thinking in teachers and students, (pp. 3-25). Fort Worth, TX: Harcourt Brace.

 

Advertisements