Teaching & Learning Capstone Projectshttp://hdl.handle.net/1803/1872024-03-29T04:39:57Z2024-03-29T04:39:57ZNavigating Productive Domains of Dialogic Workhttp://hdl.handle.net/1803/181002023-05-02T13:56:39Z2023-05-01T00:00:00ZNavigating Productive Domains of Dialogic Work
Dialogic teaching has been recognized as a positive and productive approach to classroom instruction, but broader uptake of dialogic practices has proven to be a challenging goal. After establishing the grounds for a dialogic approach and the theoretical grounding for the work that follows, this thesis develops a teacher-facing guide intended to aid in self-reflection, information gathering, and next-step actions within five proposed domains on which dialogic work in the classroom rests. Each domain is presented as an area in which productive work and personal inquiry can be done: (1) Teachers and (2) students may examine their own stances, skills, and knowledge. Teachers can also examine the health of the (3) classroom community as a whole, the design of their (4) curricular goals and specific questions for discussion, and (5) the structural support or resistance to dialogic work within their school site. The guide includes numerous frameworks, questionnaires, surveys, and other tools from a variety of established sources in order to help guide teachers’ work.
Teaching and Learning Department thesis paper
2023-05-01T00:00:00ZEnglish Language Learners Capstone PortfolioZhang, Yumenghttp://hdl.handle.net/1803/180732023-04-11T22:16:16Z2023-03-30T00:00:00ZEnglish Language Learners Capstone Portfolio
Zhang, Yumeng
This paper demonstrates how my two years of studying and teaching at Peabody College, Vanderbilt University have affected my perspective of a competent teacher. In this essay, I consider how my teaching philosophy is put into practice as well as my reflections on the thorough application of the theories and the challenges that I face as an ELL teacher in accordance with TESOL standards. My critical analysis is specifically conducted from four domains: the learner, the learning contexts, the curriculum, and the assessment. Steps that I'll take to keep broadening my professional knowledge and room for improvement are also clarified at the end of this paper.
Teaching and Learning Department capstone project
2023-03-30T00:00:00ZCapstone Portfoliohttp://hdl.handle.net/1803/179832023-02-06T13:23:37Z2022-10-01T00:00:00ZCapstone Portfolio
This paper includes my teaching philosophy and the understanding of TESOL domains to analyze artifacts that were completed in the ELL program. In this paper, I first state my background and the three main beliefs that guide me through the path of being an ideally qualified English teacher. Then, a comprehensive analysis of the artifacts which I wrote during the program is provided to demonstrate my understanding of TESOL in the context of learner, learning contexts, curriculum, and assessment considering their connections with my teaching philosophy of communicative language teaching (CLT), motivation, and zone of proximal development (ZPD). Moreover, a meaningful reflection is included at the end of the paper to promote and enhance my understanding of the teaching profession as well as my plan the future challenges and growth as a better English teacher. It has been a privilege to learn these theoretical and practical knowledge of ELL education at Vanderbilt University. They lead to me explore the field of ELL and EFL teaching and strengthen my mind to become a qualified English instructor.
Teaching and Learning Department capstone project
2022-10-01T00:00:00ZA Teacher’s PortfolioLiu, Hsintzuhttp://hdl.handle.net/1803/179522023-01-26T16:29:51Z2022-11-28T00:00:00ZA Teacher’s Portfolio
Liu, Hsintzu
This teacher’s portfolio reflects my professional knowledge developed and the works I have done during my time at Vanderbilt University. The paper begins with my philosophy of teaching, which addresses my vision of quality instruction and educational equity. Then, I critically examine my artifacts with the TESOL domains categorized by the four professional knowledge areas: learners, learning contexts, curriculum, and assessment. Last but not least, I will discuss my implications and future considerations tying back with my philosophy of teaching.
Teaching and Learning Department capstone project
2022-11-28T00:00:00Z