This presentation was created as an assignment for the subject "Educational Philosophy". It is meant to reflect a consensus of our own Educational Philosophy based on our learning during the year. It outlines key aspects in an Educational environment such as administration, role of teachers and students, assessment criteria, inclusive education and more. Let me know in the comments if you want me to upload a video of myself presenting this presentation.

1. Educational Philosophy
Final Project
Submitted by:
S. Ali Roshan
Zainab Bibi
MehwishYounas
Submitted to:
Ma’am Aneela

2. Philosophy Of Education:
What is Philosophy?
Quite literally, the term "philosophy" means, "love of wisdom." In a
broad sense, philosophy is an activity people undertake when they
seek to understand fundamental truths about themselves, the
world in which they live, and their relationships to the world and to
each other.
What is Education?
‘The act or process of imparting or acquiring general knowledge, developing
the powers of reasoning and judgment, and generally of preparing oneself or
others intellectually for mature life”

3. Introduction:
What is our Philosophy of Education?
Our Philosophy of Education or teaching philosophy is a self-reflective statement
of our beliefs about teaching and learning.
It develops these ideas with specific, concrete examples of what the teacher and
learners will do to achieve those goals.
Importantly, our educational or teaching philosophy also explains why to choose
these options.

4. “Our philosophy of education has been designed by merging several positive aspects of
teaching learning process, keeping in mind the different philosophical views presented by
different philosophers which focus on various aspects of day to day life. Our Educational
Philosophy stresses upon the fact that all children, irrespective of religion, race, class, color,
gender, disability, sexual preference, learning styles and language are unique and must have
a stimulating educational environment where they can grow physically, mentally,
emotionally, and socially. It is our desire that such a curriculum should be developed, to
create that type of atmosphere where all students can meet their full potential by thinking
rationally and develop such minds that can think critically (Perennialism). Where all are
provided a safe environment and students are invited to share their ideas and take risks for
their better learning and development process by reflecting. A key factor in our educational
philosophy is inclusion.”
Our Philosophy of Education

5. Our Philosophy of education moreover explains that the aim of education
should not only be the focus on the textbook teaching rather on skills, values, ethics
and abilities of students through which a better output can be achieved in future.
“We believe that a classroom should be a safe, caring community where children are
free to speak their mind and blossom and grow. Educators should use strategies to
ensure that the classroom community will flourish in all aspects not only the
textbook learning but also the moral values, beliefs, ethics or so on. (essentialism)
“Education is a process of learning from your teachers, students, colleagues, parents,
and the community.This is a lifelong process where everyone learns new strategies,
new ideas, and new philosophies.
Aim of Our Philosophy of Education

6. Effective schools have effective leaders. An effective leader demands respect and honesty from themselves
and in turn from their staff, and their students.They transmit a well-defined set of goals to staff, students,
parents, and the community.They are always working to improve the school.
According to Our Philosophy of Education, the Administration of Educational Institutions should have
effective leaders who must have:
- AVision with a plan
-Thinks about the Professionalism of the entire staff because Professional development is vital to
teacher effectiveness.Good staff development will help teachers address the diverse needs of their
students and help to improve their professional skills.
-They must focus on leading as well as managing.
- School leaders must also be highly visible, and more skilled at listening than telling.
- Ethical principals should be involved in the decision-making process.
The Administration

7. The administration must have the courage and determination to overcome difficulties and all
decisions should be made transparently, keeping in mind what is in the best interest of the
students, the staff, and the school.
The Administration of institutions should be lead-learners by continuously participating in and
providing professional development.They must make a serious commitment to life-long learning
for themselves and their staff.They must constantly renew and improve their knowledge and skills.
They must be willing to take risks when necessary for the welfare of their institute.They must also
allow and encourage their staff members to take on challenges for the betterment of their
students.
The Administration

8. We feel very strongly that the relationship an administrator has with his/her
stakeholders is a key component of an effective school. And all the
stakeholders of the education have important role at their part for the
progress and development of each other and they should continue to work
for the prosperity of everyone on whole.
All the stakeholders should dedicate themselves in improving the
educational experiences of staff and students.They must constantly work to
build a successful educated community.Through collaboration, hard work,
and determination, if all stakeholders perform their responsibilities being
honest and dedicated then it is certain that not only educational institutions
but the whole community will be successful.
Role of the Stakeholder

9. Philosophy also teaches about unifying each pupil and the teacher as one body to
ensure harmony. ...Through the philosophy of education, teachers
can understand how to deal with the students and unite them as one. Even the
students will then be able to confidently speak to the teacher to get answers to
their queries.
Teachers as a motivator plays role to provide stimulation and encouragement to
increase students' interest and motivation.And both teachers and students are
responsible for the motivation.One-side motivation cannot work. Students should
see how many things the particular subject enables them to do, what are the
benefits of studying it.Teachers should encourage them how well they can do.
Role ofTeacher as a Motivator

10. Thus Philosophy Education should be such that helps students to
develop both their capacity and their inclination to do critical thinking,
it must also help in fulfilling contributing distinctively, intensively, and
extensively to a student's ability to think critically.

11. Teaching Strategies
Teachers should try to embed traditional moral values
and virtues such as respect for authority, fidelity to
duty, consideration for others, and practicality and
intellectual knowledge that students need to become
model citizens.
Since our educational philosophy is an inclusive one,
teaching strategies must be individualized according to
student’s needs and criteria.
To do this several creative teaching strategies must be
utilized to bring a positive change in the students
regarding acceptance, tolerance and self development.

12. Professional Development of Teachers
National Professional Standards forTeachers (NPSTs) were developed by Policy
and Planning Wing in February 2009.Teachers must know and understand: In
depth knowledge of the subject matter. Basic concepts, theories, history of the
subject.The new emerging concepts, results of researches and latest trends at
national and international levels.The relationship of the subject to other
disciplines and its usability in practical life.
However, the current National Professional Standards do not emphasize on the
importance of inclusion inside the class room.Therefore, we aim to develop
either mainstream teachers to be more inclusive or special education teachers to
be more familiar with the mainstream or even a mix of both. At times, two
teachers can be used to engage a single classroom.

14. Role of Students
Students’ role in the educational system is not to just learn what they are being taught,
but develop the capacity to understand the purpose of the lesson. More importantly,
they must find ways to apply their learning outside the school environment, they
should learn to understand, not memorize, to pass examinations.
They should find passion in their work to exceed expectations. Not necessarily go over-
the-top, but be able to apply their skills, ask questions, and understand the importance
of education.
Students must realize that their progress should towards a desired goal is more
important than the grade the receive at the end of the unit.

15. Audio Visual Aids
▪ Different types of boards e.g. white boards,
smart boards, bulletin boards, creative
boards etc.
▪ Projectors and screens
▪ Models and charts
▪ Technological use for people with
disabilities
Class room size
Class room size should be 800 square feet for
20 students. In larger classes, more students
and teachers can be accommodated with the
same teacher to student ratio.

16. Co-curricular activities
Co-curricular activities facilitate the development of
various domains of mind and personality such as
intellectual development, social moral and aesthetic
development. Creativity and positive thinking are some
of the facets of personality development.
Co-curricularActivities have a wide horizon to cater to the
cultural, social, aesthetic development of the students.
Every student must be involved in different roles in co-
curricular activities and these roles should depend on the
interest of the student.

17. Learning environment
 Learning environment should be
comfortable where every student feel
physically and emotionally safe.
 Students know that they are valued and
respected, regardless of other factors such
as ability, gender, sexuality, race,
ethnicity, or religion.
 There should be a positive rapport
(relationship) between the teacher and
students and among students in the class.

18. Feedback, Student Assessment & Opinion
▪ Summative Assessments (Assessment OF Learning)
– Done at the end of the unit (Backward looking)
– Provides grades/scores of students performance (grounds for student
comparison)
– Shows students overall performance (some students may feel they are not
smart)
– Examples include: Exams, Final Projects etc.
▪ Formative Assessments (Assessment FOR Learning)
– Done while the unit is ongoing (Forward looking)
– Provides active feedback to student’s learning (grounds for student’s self-
comparison)
– Shows areas for improvement and strengths (gives opportunity to students to
improve)
– Examples include: Assignments, Presentations,Oral tests etc

19. Feedback Issues
▪ There is a great focus on summative assessment in the classroom
– grades provide many students with motivation
– motivation by grades can be detrimental to many students
– students face anxiety and added stress from different forms of assessment
▪ “… Student evaluation should be an integral part of good teaching
practice … student evaluation should be planned, tied to the
intended outcomes of the curriculum, and be capable of meeting
individual student needs.” (Saskatchewan Education, 1991, p2).
▪ “…in order to reduce this stress it is essential to move away
from traditional forms of assessment.” (Curtis Bourassa, 2019)

20. Some Possible Solutions
▪ Assessments need to be more engaging for students.
– Students need to be made aware that an important part of assessment is the
information that you gain from this form of feedback
– They should understand the importance of reflecting so that they may achieve
their goals more effectively.
▪ Goal setting is a beneficial way to support formative assessment in
the classroom
– The role of formative assessment is to inform the educator where they need to
take future instruction
– Allows the teacher to know if something needs to be retaught or if the
knowledge is grasped enough to move on to the next concept
– Can be done simply by providing positive or constructive feedback to the
students or simply by just paying more attention to the student’s actions in class
– Latest strategies include creating and maintaining student portfolios and the
use of contracts

21. Student Portfolios and Contracts
Portfolios
• A purposeful collection of
student’s best works
• Exhibits student’s efforts,
progress and achievement
Contract
• A mutual agreement between
the teacher and student
• About what to teach, how to
teach it, how to learn etc.
▪ Teachers guide the students in the
planning, execution and evaluation.
▪ Teacher’s responsibility is to assist in
actually choosing from among a
possible set of choices
▪ Teachers guide students on how to
design and formulate the contract
▪ Teacher's responsibility is to remind
students about the contract
agreement in case the objectives are
not being met

22. Example of a Portfolio

23. Special Education
▪ Special education may be best described as a purposeful intervention
designed to overcome or eliminate the obstacles that keep children
with disabilities from learning. In other words, it is about providing
children with disabilities with individualized plans of instruction to
help them succeed.
▪ There are three, specific types of special education interventions:
– Preventive Interventions: Preventive interventions are designed to prevent
potential or existing problems from becoming a disability.
– Remedial Interventions: Remedial interventions are designed to eliminate the
effects of a disability.
– Compensatory Interventions: Compensatory interventions involve teaching
special skills or using special devices to improve functioning.

24. Inclusive Education
▪ Inclusive education is when all students, regardless of any challenges or disabilities
that they may have, are placed in age-appropriate general education classes that
are in their own neighborhood schools to receive high-quality instruction,
interventions, and supports that enable them to meet success in the core
curriculum according to Bui, Quirk, Almazan, &Valenti, 2010; Alquraini & Gut, 2012.
▪ “…30 years of research proves that inclusive education for kids with disabilities
yields better outcomes academically, socially, in terms of their jobs and in terms of
their access to college” – Dan Habib 2017.

25. Inclusive Education

26. Principals of Inclusive Education
• No discrimination with students
• Equal educational opportunity to all
• School adapt to the need of students
• Equal educational benefits for all students
• The student’s views are listened to and taken seriously
• Individual differences between students are a source of richness and
diversity, and not a problem.
• “Just because a man lacks the use of his eyes doesn’t mean he lacks
vision.” – Stevie Wonder

27. Benefits of Inclusive Education
▪ Benefit 1: Socially inclusive schools become more welcoming to
people of all abilities, and there are higher levels of respect for
diversity.
▪ Benefit 2: Socially inclusive school climates reduce teasing, bullying,
and the exclusion of any group of students.
▪ Benefit 3: Students with intellectual disabilities are routinely included
in, and feel a part of, all social activities and opportunities.
▪ Benefit 4: All students gain patience and the ability to compromise.
▪ Benefit 5: Students without disabilities hold more positive attitudes
toward their peers with disabilities.
▪ And there are several more!!!

28. Special Olympics and the Inclusion Revolution
SpecialOlympics unleashes the human spirit by transforming the lives of
people with intellectual disability through the “Power of Sports”.
Unified Champion Schools
▪ An attempt to integrate mainstream schools.
– Unified Sports
▪ Students with and without disabilities play sports as
part of the same team
– InclusiveYouth Leadership
▪ Organize school/community events inclusively
– Whole School Engagement
▪ Spread the message to the entire school
28

29. Online Learning
▪ Online learning has been a famous way to learn even before the
COVID 19.
▪ Platforms such as Khan Academy, Edx and evenYoutube were
aligned with e-learning in different ways.
▪ Similarly many international universities have provided online
learning using several strategies.

30. ▪ A lot of progress has been made due to the COVID 19 Pandemic since most
educational institutes have had to be shut down.
▪ Educators have had to challenge themselves to continue providing education
effectively using online strategies.
▪ There are several strategies that can be used to enhance the online learning
process. Platforms such as zoom & google classrooms can be utilized.
Online Learning during the Pandemic

32. Planning our Education System
Inclusion
• For all students
• Encouraging adaptive behaviors
Comprehension
• Understanding the value of unit
• Prioritize the student’s needs
Reflection
• Strategies to improve overall
performance
▪ The foundation of our educational
philosophy will be based on the concept
of inclusion.
▪ Teacher’s professional development will
play the key role here. Ensuring that all
teachers are leaders in the classroom
and willing to create more leaders.
▪ Students must analyze each element of
the system and realize what’s best for
them to succeed as person.
▪ Formative Assessment tools and
creative learning to be encouraged.

33. ▪ A specialized planning and policy wing will be created in order to
cater the diverse requirements of the students.
▪ Teacher’s development will focus on making them actual leaders of
their fields. Experienced teachers will be used as mentor teachers,
while younger teachers will be conducting in class sessions.
▪ The student body and parents will receive complete transparency
and will have different forms of representation in the policy making
strategies as well.
▪ Practical education and reflective habits will allow students to
streamline their careers at an earlier age.
Planning and Policy Wing

34. ▪ A philosophy that is a mixture of the best aspects of different
philosophies.
▪ An education system that allows more students to be a part of the
education system. (Inclusion)
▪ Student involvement and active participation must be encouraged.
▪ Student’s own feedback will be valued.
▪ Formative assessment techniques must be employed to witness a
student’s progress and growth over time. (Reflection)
▪ Administration and Staff must be empowered to become leaders.
Great leaders create great leaders!
Conclusion

35. Thank You!!