Tiago_Freire_Teaching_Portfolio

Tiago_Freire_Teaching_Portfolio - Teaching Portfolio Tiago...

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Unformatted text preview: Teaching Portfolio Tiago Alexandre M. de Abreu Freire October 18, 2009 Contents 1 Teaching Philosophy 2 2 Teaching Responsibilities 3 3 Appendices 4 3.1 Selected Student Comments . . . . . . . . . . . . . . . . 4 3.2 Summary of Student’s Evaluation . . . . . . . . . . . . 6 3.3 Sample of Course Syllabus . . . . . . . . . . . . . . . . . 7 3.4 Sample Exams . . . . . . . . . . . . . . . . . . . . . . . . . 15 Brown University; Department of Economics; Providence, RI 02912; tiago [email protected] or (401) 837-3241. 1 Tiago Freire Brown University, Department of Economics Providence, RI, 02912 1 Teaching Philosophy "There can only be two reasons for not understanding something: either it wasn’t well explained or you didn’t studied enough. Both problems are solvable." These words are from my undergraduate Finance Professor. They have been an inspiration for me rst as a learner and now as a teacher. As a student these words gave me con dence that all material could be mastered. As an instructor they remind me of the importance of my job as a facilitator of student development. As an instructor at Brown University I faced two challenges. First was explaining economic models to a diverse audience. For instance, the Inter- mediate Macroeconomics course is taken not only by economics majors, but also by international relations majors, and public policy master students among others. Therefore they come with di erent backgrounds and with di erent expectations into this course, and often from di erent countries, which requires that I nd new ways of explaining the material, something I have learned from my experience in going through not only through several teaching styles, but also di erent education systems, across four countries. In this course I have focused on simplifying the material, including exam- ples everyone can relate to, without compromising contents, in order to make sure all can understand it. As you can see from the Appendices, Selected Student Comments, students respond well to this approach, and are able to grasp the contents much better. The second I try to make sure students take out of the courses skills that they can use outside of the class room. I believe that education should provide more than just knowledge of a given material, but help students develop skills which they will use for the rest of their life. By the end of my course students learn how to identify problems, focus on the critical issues and work through solutions, being able to identify the advantages and 2 Tiago Freire Brown University, Department of Economics Providence, RI, 02912 shortcomings of their solutions, not only through graphs or math but also in words (see Appendices, Sample Exams). I want students to pick up what I consider essential skills: (i) analytical skills; (ii) communication skills; and (iii) critical thinking. The key to achieve this is by asking questions while presenting the material, giving students time to think, and having students asking their own questions, within an environment of trust where students...
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Tiago_Freire_Teaching_Portfolio - Teaching Portfolio Tiago...

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