Teaching Perspectives Inventory: Demonstration, Explanation And Imitation

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I am not currently employed as a teacher; in fact I am in the development phase for learning how to teach. Over the past 28 years, I have had experience as a military instructor; however, in the military we primarily stick to one style of instruction, “Demonstration, Explanation and Imitation” which in my opinion limits the amount of learners that could potential be reached. In this paper I will summarize my philosophy of teaching and expand on how the results I obtained from the Teaching Perspectives Inventory (TPI) reflect in regards to my beliefs, intentions, actions and my knowledge, skills and attitude.
Summary
In this paper I will use Pratt’s teaching perspectives to identify my philosophy of teaching and facilitation, to discuss the
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11). In life I am a little OCD which transfers into my teaching philosophy as I do like to teach systematically as I feel it is important that learners understand the whole process. Pratt (2002) provided a comprehensive list which included, “beginning with the fundamentals, must provide clear objectives and well-organized lectures, adjust the pace of lecturing, make efficient use of class time, clarify misunderstandings, answer questions, correct errors, provide reviews, summarize what has been presented, direct students to appropriate resources, set high standards for achievement, and develop objectives means of assessing learning” (p. 7). In my present philosophy, I do not feel “that the ultimate goal of teaching is to bring about social change, not simply individual learning” (Pratt, 2002, p. 13). Maybe it is because I am not well enough informed about the changes that are required in our society. However, as Pratt (2002, p. 14) stated, to improve, teachers “must reflect on what they do, why they do it, and on what grounds those actions and intentions are …show more content…
Through the use of Teacher-centered instruction (Reigeluth & Carr-Chellman, 2009, p. 37), I will use PowerPoint presentation and lecture to ensure the details of the learning objects are covered. When a demonstration is required to display psychomotor skills in which the learner will be require to later imitating, I would use the concept of “see one – do one” (Lowry & Berry, 2011, p. 216), where there would be a controlled environment with concrete objectives, assessment tools and direct supervisions or use “media that is relevant to the content” (Reigeluth & Carr-Chellman, 2009, p.

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