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My philosophy of teaching evolved from many years of teaching experience. As I reflect on my beliefs regarding teaching and learning, I find that my mission as a teacher is threefold: to promote positive learning, to spark learner enthusiasm for learning, and to provide a strong foundation for lifelong learning.
To accomplish this, I enjoy applying a wide variety of strategies based on essential educational principles encompassing cognitive functioning, learning theory, diversity issues, instructional planning, and assessment.
Cognitive functioning level(s) of the learner: Considering the cognitive functioning of learners is essential in order to implement and apply strategies that are appropriate for either concrete operational and/or formal operational learners. I routinely plan activities, such as brief writings, that can help me determine the cognitive levels of my students and tailor my instruction accordingly. Without this consideration, I would risk the possibility of my students experiencing ‘hit or miss’ learning.
Cultural diversity, group culture, and learning style: Understanding both the learning style of individual learners and the cultural diversity of the class/group helps me both design and tailor effective instruction by implementing appropriate global and/or concrete strategies. Although a variety of learning styles are likely represented by learners in any large class/group setting, I design my instruction using the research-based learning cycle; this cycle provides the framework for me to encompass a repertoire of effective strategies, which can accommodate individual preferences, engage diverse learners, and help establish respect for differing preferences and perspectives.
Assessment: I strongly believe that one can employ numerous options to accurately assess understanding of course content among diverse groups of learners. To this end, I have developed (and continually use!) a firm foundation in assessment basics, from alternative types of assessment (peer and self–assessment, rubrics, checklists, projects, portfolios, performance/diagnostic checks, presentations, etc.) to traditional exams/test construction.
Following these basic principles helped me grow in my love for teaching and learning. More importantly, I have discovered that, by sharing my ‘passion’ for teaching and learning and using these principles with enthusiasm and empathy connect with learners. As a result, teaching with clarity, passion, empathy, and sincere enthusiasm effectively impacts learners, and ultimately connect them to their ‘passion’ and lifelong learning.
Coordinator of Preparatory school and Foundation Course.
Project-Based Learning
Students' Motivation
Teachers' Professional Development
Teacher Training
Introduction to Education
21st Century Education
Principles and Methods of Instruction
Educational Entrepreneurship
Introduction to Education
Principles and Methods of Instruction
Education and Social Development
Introduction to Education
Principals and Methods of Instruction
Educational Psychology
Education and Social Development
Introduction to Education
Principals and Methods of Instruction
Introduction to Education
Principals and Methods of Instruction
Introduction to Education
Principals and Methods of Instruction
Turkish Translation
Kavlu, A. (2015). The effect of project-based learning on undergraduate EFL students' reading comprehension ability. Journal of Education in Black Sea Region, 1(1), 39-44. 2.
Kavlu, A. (2015). The Place of Reading in EFL Context. International Journal of Social Sciences & Educational Studies, 81. 3.
Kavlu, A. (2015). Project–Based Learning Assessment Methods Comparison in Undergraduate EFL Classes. International Journal of Social Sciences & Educational Studies, 1(4), 47-56. 4.
Kavlu, A. (2017). Implementation of Project-Based Learning (PBL) in EFL (English as a Foreign Language) classrooms in Fezalar Educational Institutions (Iraq). International Journal of Social Sciences & Educational Studies, 4 (2), 67-79 5.
Kavlu, A. (2020). Professional Development Needs of Private and Public High Schools EFL Teachers in Erbil-Kurdistan. International Journal of Social Sciences & Educational Studies, 7(3), 191. 6.
Kavlu, Aziza. "The Effect of Project-Based Learning on First-Year Undergraduate Students in English for Specific Purposes (ESP) Courses." International Journal of English Linguistics 10, no. 4 (2020).
Kavlu, A., & Begum, S. (2022). An Empirical Analysis of Ethical Values and Norms-Variances based on Education and Gender on Justification of Violence. International Journal of Social Sciences & Educational Studies, 8(4), 298-310.
Kavlu, A. (2022). Does PBL–Project-Based Learning Expert Visit Facilitate the PBL Implementation Process in Undergraduate EFL Classes? International Journal of Social Sciences & Educational Studies, 9(2).
Qadir, K. M., & Kavlu, A. (2022). The Causes of Poor Habits of Literature Reading Among EFL Undergraduates in the Iraqi Kurdistan Region. International Journal of Social Sciences & Educational Studies, 9(4).
Begum, S., & Kavlu, A. (2023). Justification of Parental Violence–A Cross-Country Analysis: Evidence from World Values Survey-Variances based on Gender, Age and Education. International Journal of Social Sciences & Educational Studies, 10(3).
Waswa, D. W., Kavlu, A., Al-kassab, M. M., & Kurudirek, A. (2024). Teachers’ Perspectives on Poor Mathematics Achievement in Iraqi Secondary Schools. International Journal of Social Sciences & Educational Studies, 12(1), 58-73
Hussein, S. H., Kavlu, A., Surji, A. L., & Surji, H. K. (2024). University Teachers' Burnout Levels Measured by Maslach Burnout Inventory. International Journal of Social Sciences & Educational Studies, 12(1), 111-127.
Surji, A. L., Surji, H. K., Hussein, S. H., & Kavlu, A. (2024). The Factors Affecting Grade Progress in Language Proficiency of Undergraduate Medical Students. International Journal of Social Sciences & Educational Studies, 11(4), 17-30.
Kavlu, A., & Begum, S. (2024). Exploring Variations in Parental Concerns about Children’s Education in Iraq: The Role of Education Level and Income. International Journal of Social Sciences & Educational Studies, 11(2), 49-61.
Kavlu, A. (2015). Implementation of Project-Based Learning (PBL) in EFL (English as a Foreign Language) classrooms in Fezalar Educational Institutions (Iraq). In 5th International Research Conference on Education, May 1-2, Tbilisi, Georgia.
F Jalal. , Kavlu A. (2019). University Lecturers' Perception and Implementation of Project - Based Learning. Paper presented at the 10th International Visible Conference on Educational Studies & Applied Linguistics, April 26-27, 2019 Erbi, Iraq
Presented and Participated in many multidisciplinary workshops.
Presented and Participated in many multidisciplinary seminars.
Supervising postgraduate students 2019-2021
Arrange academic workshops, seminars, and public presentations
International training course CELTA (Certificate in Teaching English to Speakers of Other Languages
Reading
Doing research to improve humanity, education, honesty, tolerance, integrity, and disposition.
Serve the community