Blog Post #2 How My Teaching Practice is Evolving
Two personal learning outcomes that I look to achieve as part of my evolving teaching practice include:
- Development of critical thinking through learner experiential and facilitated concepts.
- Reflection through observation to achieve deeper learning.
This evolution in my teaching practice is moving from a deductive delivery of materials (traditional) to ensuring I consider the whole learner while emphasizing the development of the knowledge, skills, and competencies aligned with learning outcomes-based education across various delivery modes.
The Triple Helix Transformative Teaching and Learning Model in Business Education is one core model I have connected with as part of my evolving teaching practices. The Triple Helix Transformative Teaching and Learning Model is a framework for business education based on the idea that the context and learning environment must work together to provide students with hands-on experience and real-world knowledge. This approach to business education aims to create a more dynamic and adaptive learning environment and better prepare students for the challenges of the 21st century. (Longmore et al., 2017)
The conceptual construct is three-dimensional and developed around three key spheres:
- The whole learner,
- Including emotions, reflection, and action.
- The content and knowledge,
- readings, research, industry, and projects.
- Other Learning Actions,
- Business partners, learning facilitators, and other learnings.
The intersection of the three spheres provides a socially constructed experience for the learner. This model considers the dynamic nature of interpersonal (reflection) and intrapersonal (interaction) as part of a learning cycle (Longmore et al., 2017).
This approach is about co-creating new knowledge and understanding, which informs the planning and creation of assessments and lesson plans for a diverse student population (Longmore et al., 2017). Another way to state my view of this evolution in my teaching practices is moving from the deductive delivery of materials (traditional) to the idea of inductive learning (paradigm shift) or flipped classroom.
As I move through this course I hope to continue to evolve and consolidate my thoughts on concepts and practices that might influence my teaching practices. It is not about “boiling the ocean.” Instead, it is about identifying incremental improvements over time as part of continuous improvement in a dynamic educational setting. Indeed, learning is a lifelong journey.
Reference
Longmore, A.-L., Grant, G., & Golnaraghi, G. (2018). Closing the 21st-Century Knowledge Gap: Reconceptualizing
Teaching and Learning to Transform Business Education. Journal of Transformative Education, 16(3), 197–219.
https://doi.org/10.1177/1541344617738514