Teaching Philosophy

I am amazed to witness the similarities in teaching and administrative practices on a global scale. My students in the United Arab Emirates, South Korea, and rural or urban demographics across the United States discuss the same difficulties in switching to online learning. I encourage teachers
and administrators to employ the Hyflex model, which aligns with UDL to provide the same materials and resources to every student in their lesson planning.

Higher education largely adopted the HyFlex Course Design, developed by Brian Beatty of San Francisco State University, to provide an option for students to obtain a multi-modal learning experience by offering the same content online as provided in face-to-face classes. This instructional design framework fits my teaching practices to remedy the recent pivot to online learning during the stay-at-home directives during the global pandemic. The scenario of two sets of students, one face-to-face and one via Zoom, receives the same content and resources. The students in the physical classroom with the teacher listen to the same instruction as the Zoom session-in-progress joined by those students synchronously. The teacher archives all content, including session recordings, on the class website accessed by students who cannot align family schedules and resources with synchronous timeframes. Students and their families have the option of blending their attendance to accomplish all course objectives and outcomes. While all students do not have access to the hardware, software, and reliable WiFi networks, districts in poverty demographics distribute equipment and software to students to facilitate learning. Even when instruction returns to face-to-face environments, I practice and recommend HyFlex instructional design.