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what are your personal learning philosohy on working in the classroom with children?

Benchmark – Developing a Personal Learning Philosophy

Consider what you have learned through your previous practicum experiences and use the balance of your practicum hours to discuss with your classroom teacher the elements of your personal learning philosophy.Use the “Learning Philosophy Template” as a resource to guide the writing of your personal learning philosophy essay.In a 1,000-1,250-word personal learning philosophy essay, include the following:
The nature versus nurture concept and debate.
What it means to be an early childhood professional.
The role of the early childhood educator as a professional when working with learners, families, and colleagues.
The role of the early childhood educator as advocate on behalf of children.
Your methods for assessing student understanding for Birth to Age 5/Pre-K and K to Age 8/Grade 3 children, including your views on the statement “all children can learn” and key assessment practices.
The role of technology in the education of young children.
The importance of environment to teaching and learning for Birth to Age 5/Pre-K and K to Age 8/Grade 3 children.
Use course readings on particular theories, as well as 3-5 scholarly articles that can be used in support of your personal learning philosophy.Prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the Student Success Center. An abstract is not required.This assignment uses a rubric. Review the rubric prior to beginning the assignment to become familiar with the expectations for successful completion.

ECH-125 Developing a Personal Learning Philosophy
Benchmark Assignment and Rubric
Assignment Instructions:
Consider what you have learned through your previous practicum experiences and use the balance of
your practicum hours to discuss with your classroom teacher the elements of your personal learning
philosophy.
Use the “Learning Philosophy Template” as a resource to guide the writing of your personal learning
philosophy essay.
In a 1,000-1,250-word personal learning philosophy essay, include the following:
1. The nature versus nurture concept and debate.
2. What it means to be an early childhood professional.
3. The role of the early childhood educator as a professional when working with learners,
families, and colleagues.
4. The role of the early childhood educator as advocate on behalf of children.
5. Your methods for assessing student understanding for Birth to Age 5/Pre-K and K to Age
8/Grade 3 children, including your views on the statement “all children can learn” and key
assessment practices.
6. The role of technology in the education of young children.
7. The importance of environment to teaching and learning for Birth to Age 5/Pre-K and K to Age
8/Grade 3 children.
Use course readings on particular theories, as well as 3-5 scholarly articles that can be used in support
of your personal learning philosophy.
Prepare this assignment according to the GCU guidelines found in the GCU Style Guide, located in the
Student Success Center. An abstract is not required.
This assignment uses a rubric. Please review the rubric prior to beginning the assignment to become
familiar with the expectations for successful completion.
You are required to submit this assignment to Turnitin.
Document the hours and locations that you spend in the field on your Clinical Field Experience Verification
Form.
Submit the Clinical Field Experience Verification Form by the end of the course. Directions for submitting can
be found on the College of Education site in the Student Success Center.
© 2015. Grand Canyon University. All Rights Reserved.
Effective Date: May 2015
Page 1 of 5
Standards/Competencies Assessed:
Standards and program competencies assessed in the benchmark assignment:



NAEYC:
4a, 6a, 6c
InTASC:
3a, 9a, 10f
COE Program Competencies:
3.5:
Collaborate with learners, families, and colleagues to build a safe, positive learning
environment of openness, mutual respect, positive relationships, and supportive
interactions as the foundation of their work with children. (NAEYC 4a; InTASC 3a)
4.1:
Engage in ongoing, collaborative professional development from the early childhood
field to inform practice in order to maximize learning outcomes. (NAEYC 6a, 6c;
InTASC 9a, 10f)
Scoring Rubric
Criteria
%
Value
% Scaling
Satisfactory
3:
Satisfactory
4: Good
5: Excellent
65%
75%
80%
100%
Philosophical
view is provided
with clear,
theoretical, and
scholarly support.
Philosophical
view provides a
unique
perspective with
theoretical and
scholarly support.
Philosophical
view is provided
with clear
theoretical and
scholarly support.
Includes engaging
in ongoing,
collaborative
professional
development from
the early
childhood field to
inform practice in
order to maximize
learning outcomes
that is realistic.
Philosophical
view provides a
unique
perspective with
theoretical and
scholarly support.
Includes engaging
in ongoing,
collaborative
professional
development from
the early
childhood field to
inform practice in
order to maximize
learning outcomes
that is realistic
and insightful.
Philosophical
view is provided
with clear
theoretical and
scholarly support.
Includes
collaboration with
learners, families,
Philosophical
view provides a
unique
perspective with
theoretical and
scholarly support.
Includes
collaboration with
1:
2: Less Than
Unsatisfactory
0%
Content – 77%
Nature
versus
Nurture
11%
No submission.
Philosophical
view is provided,
but theoretical or
scholarly support
is not given.
Early
Childhood
Professional
11%
No submission.
Philosophical
view is provided,
but theoretical or
scholarly support
is not given. Does
not include
engaging in
ongoing,
collaborative
professional
development from
the early
childhood field to
inform practice in
order to maximize
learning
outcomes.
11%
No submission.
Philosophical
view is provided,
but theoretical or
scholarly support
is not given. Does
not include
collaboration with
learners, families,
NAEYC: 6a,
6c
InTASC: 9a,
10f
COE:
Role with
Learners,
Families,
and
Colleagues
NAEYC: 4a
InTASC: 3a
© 2015. Grand Canyon University. All Rights Reserved.
Philosophical
view is provided
with references to
theories and
scholarly support,
but the connection
is unclear.
Philosophical
view is provided
with references to
theories and
scholarly support,
but the connection
is unclear.
Includes engaging
in ongoing,
collaborative
professional
development from
the early
childhood field to
inform practice in
order to maximize
learning
outcomes, but is
unrealistic.
Philosophical
view is provided
with clear
theoretical and
scholarly support.
Includes
collaboration with
learners, families,
Effective Date: May 2015
Page 2 of 5
COE: 3.5
and colleagues to
build a safe,
positive learning
environment of
openness, mutual
respect, positive
relationships, and
supportive
interactions as the
foundation of
their work with
children.
and colleagues to
build a safe,
positive learning
environment of
openness, mutual
respect, positive
relationships, and
supportive
interactions as the
foundation of
their work with
children, but is
unrealistic.
and colleagues to
build a safe,
positive learning
environment of
openness, mutual
respect, positive
relationships, and
supportive
interactions as the
foundation of
their work with
children that is
realistic.
Role as
Advocate
11%
No submission.
Philosophical
view is provided,
but theoretical or
scholarly support
is not given. Does
not include how
advocacy can
promote learning
opportunities,
strengthen the
learning
environment, and
advance the early
childhood
profession.
Philosophical
view is provided
with references to
theories and
scholarly support,
but the connection
is unclear. How
advocacy can
promote learning
opportunities,
strengthen the
learning
environment, and
advance the early
childhood
profession is
unrealistic.
Philosophical
view is provided
with clear
theoretical and
scholarly support.
How advocacy
can promote
learning
opportunities,
strengthen the
learning
environment, and
advance the early
childhood
profession is
realistic.
Methods For
Assessing
Student
Understandi
ng
11%
No submission.
Philosophical
view is provided,
but theoretical or
scholarly support
is not given. Does
not include all of
the following:
Both age groups,
opinion on given
statement, and
key assessment
practices.
Philosophical
view is provided
with clear
theoretical and
scholarly support.
Includes all of the
following: Both
age groups,
opinion on given
statement, and
key assessment
practices.
Role of
Technology
11%
No submission.
Philosophical
view is provided,
but theoretical or
scholarly support
is not given. Does
not include a
perspective with
young children.
Philosophical
view is provided
with clear
theoretical and
scholarly support.
Does not include
all of the
following: Both
age groups,
opinion on given
statement, and
key assessment
practices.
Philosophical
view is provided
with clear
theoretical and
scholarly support.
Does not include
a perspective with
young children.
Importance
of
Environment
to Teaching
and
11%
No submission.
Philosophical
view is provided,
but theoretical or
scholarly support
is not given. Does
Philosophical
view is provided
with clear
theoretical and
scholarly support.
Philosophical
view is provided
with clear
theoretical and
scholarly support.
© 2015. Grand Canyon University. All Rights Reserved.
Effective Date: May 2015
Philosophical
view is provided
with clear
theoretical and
scholarly support.
Includes a
perspective with
young children.
learners, families,
and colleagues to
build a safe,
positive learning
environment of
openness, mutual
respect, positive
relationships, and
supportive
interactions as the
foundation of
their work with
children that is
realistic and
insightful.
Philosophical
view provides a
unique
perspective with
theoretical and
scholarly support.
How advocacy
can promote
learning
opportunities,
strengthen the
learning
environment, and
advance the early
childhood
profession is
realistic and
insightful.
Philosophical
view provides a
unique
perspective with
theoretical and
scholarly support.
Includes all of the
following: Both
age groups,
opinion on given
statement, and
key assessment
practices.
Philosophical
view provides a
unique
perspective with
theoretical and
scholarly support.
Includes a
perspective with
young children.
Philosophical
view provides a
unique
perspective with
theoretical and
Page 3 of 5
Learning
not include a
perspective with
both age groups.
Does not include
a perspective with
both age groups.
Includes a
perspective with
both age groups.
scholarly support.
Includes a
perspective with
both age groups.
Organization, Effectiveness, and Format – 23%
Thesis
Development
and Purpose
5%
Paper lacks any
discernible
overall purpose
or organizing
claim.
Thesis and/or
main claim are
insufficiently
developed and/or
vague; purpose is
not clear.
Thesis and/or
main claim are
apparent and
appropriate to
purpose.
Paragraph
Development
and
Transitions
5%
Some paragraphs
and transitions
may lack logical
progression of
ideas, unity,
coherence, and/or
cohesiveness.
Some degree of
organization is
evident.
Paragraphs are
generally
competent, but
ideas may show
some
inconsistency in
organization
and/or in their
relationships to
each other.
Mechanics of
Writing
(includes
spelling,
punctuation,
grammar,
language use)
5%
Paragraphs and
transitions
consistently lack
unity and
coherence. No
apparent
connections
between
paragraphs are
established.
Transitions are
inappropriate to
purpose and
scope.
Organization is
disjointed.
Surface errors are
pervasive enough
that they impede
communication
of meaning.
Inappropriate
word choice
and/or sentence
construction are
used.
Frequent and
repetitive
mechanical errors
distract the reader.
Inconsistencies in
language choice,
sentence
structure, and/or
word choice are
present.
Some mechanical
errors or typos are
present, but are
not overly
distracting to the
reader. Correct
sentence structure
and audienceappropriate
language are used.
Paper
Format
(1- inch
margins;
12-point-font;
doublespaced;
Times New
Roman,
Arial, or
Courier)
Research
Citations
(In-text
citations for
paraphrasing
and direct
4%
GCU template is
not used
appropriately or
documentation
format is rarely
followed
correctly.
GCU template is
used, but some
elements are
missing or
mistaken; lack of
control with
formatting is
apparent.
GCU template is
used, and
formatting is
correct, although
some minor errors
may be present.
4%
No reference
page is included.
No citations are
used.
Reference page is
present. Citations
are inconsistently
used.
Reference page is
included and lists
sources used in
the paper. Sources
are appropriately
documented,
© 2015. Grand Canyon University. All Rights Reserved.
Effective Date: May 2015
Thesis and/or
main claim are
clear and forecast
the development
of the paper. It is
descriptive and
reflective of the
arguments and
appropriate to the
purpose.
A logical
progression of
ideas between
paragraphs is
apparent.
Paragraphs
exhibit a unity,
coherence, and
cohesiveness.
Topic sentences
and concluding
remarks are
appropriate to
purpose.
Thesis and/or
main claim are
comprehensive;
contained within
the thesis is the
essence of the
paper. Thesis
statement makes
the purpose of the
paper clear.
There is a
sophisticated
construction of
paragraphs and
transitions. Ideas
progress and
relate to each
other. Paragraph
and transition
construction guide
the reader.
Paragraph
structure is
seamless.
Writing is largely
free of
mechanical errors,
although a few
may be present. A
variety of
sentence
structures and
effective figures
of speech are
used.
GCU template is
fully used; There
are virtually no
errors in
formatting style.
Writer is clearly
in command of
standard, written,
academic English.
Reference page is
present and fully
inclusive of all
cited sources.
Documentation is
appropriate and
In-text citations
and a reference
page are
complete. The
documentation of
cited sources is
All format
elements are
correct.
Page 4 of 5
quotes, and
reference
page listing
and
formatting, as
appropriate to
assignment)
© 2015. Grand Canyon University. All Rights Reserved.
although some
errors may be
present.
Effective Date: May 2015
GCU style is
usually correct.
free of error.
Page 5 of 5
Learning Philosophy Template
Components of Teaching Philosophy
Class Notes/Ideas/Research
Use this information to develop your
finalized personal teaching philosophy.
Brief Reflection and Rationale
Why is this important?
What are the implications on your practice
and classroom?
The nature/nurture concept and debate
Consider the interrelationship of the five
domains of early childhood development:





Physical/motor
Academic/cognitive
Social
Emotional
Language
Consider the influence of the learning
theories/theorists.
Early childhood professional
Consider:



Importance of teaching to you
Collaboration with colleagues
Professional development that will
inform practice to maximize
learning outcomes
© 2015. Grand Canyon University. All Rights Reserved.
The role of the early childhood educator
as a professional when working with
learners, families, and colleagues
Consider:



Curriculum planning
Specific strategies/methods
Collaboration to build a safe,
positive learning environment of
openness, mutual respect, positive
relationships, and supportive
interactions
The role of the early childhood educator
as advocate on behalf of children.
Consider the following:



Effective inclusion
Abuse and neglect
Family-teacher partnerships
Include:

Advocacy that can promote
learning opportunities, strengthen
the learning environment, and
advance the early childhood
profession
© 2015. Grand Canyon University. All Rights Reserved.
Your methods for assessing student
understanding Birth to Age 5/Pre-K and
K to Age 8/Grade 3 children, including
your views on the statement “all
children can learn” and key assessment
practices.
Consider the following types of
assessments with descriptions:





Informal
Formal
Summative
Formative
Diagnostic
Consider the following questions:



How will you teach new skills?
How you will know when to
monitor/adjust your instruction?
How will you recognize effective
teaching?
The role of technology in the education
of young children.
Consider:




Assistive technology
Student engagement
Parent communication
Digital devices/media
© 2015. Grand Canyon University. All Rights Reserved.
The importance of environment to
teaching and learning for Birth to Age
5/Pre-K and K to Age 8/Grade 3
children.
Consider the following:





Positive learning environment
Differentiated instruction
Culture/Anti-bias/ Conflicting
values
Parental involvement
Physical classroom setup
© 2015. Grand Canyon University. All Rights Reserved.

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