Learning Philosophy

Beliefs about learning in general.

Learning is how individuals acquire new knowledge, skills, understanding, and expertise. It can occur in various settings, such as formal education, informal experiences, or through self-directed study, and it is often a lifelong and continuous work. It enables individuals to adapt, grow, and respond to the challenges and opportunities in their personal, academic, and professional lives. Learning can be both a cognitive and emotional process, including not only the acquisition of facts but also the development of critical thinking, problem-solving skills, and a deeper understanding of the world around us. Learning is an ongoing process that occurs continuously regardless of whether the environment changes (Pear, 2001). One of the most famous quotes of Confucius and Benjamin Franklin that I truly believe shaped my own learning is “Tell me and I forget. Teach me and I remember. Involve me and I learn”. That quote lives within me and guides me on how I want to be taught and how I teach my students.

Beliefs about the relationship between teaching and learning.

The relationship between teaching and learning is mutual and integral to the educational process. Teaching involves the facilitation of learning by providing guidance, resources, and support to empower students in their pursuit of knowledge and skills. Effective teaching inspires, motivates, and adapts to the diverse needs and abilities of students, creating an environment where meaningful learning can take place. Learning, in turn, informs and influences teaching, forming a continuous feedback loop. This back-and-forth relationship is at the core of education, nurturing independent thinking, personal growth, and the gaining of knowledge and expertise essential for students' development.

Beliefs on the difference between a learning philosophy vs a teaching philosophy.

A teaching philosophy and a learning philosophy are two distinct but interrelated concepts in the field of education. A teaching philosophy primarily focuses on the beliefs, values, and strategies that the teachers use to facilitate the learning experience for students. It includes the teacher’s approach to instruction, classroom management, assessment, and the role of the teacher in the learning process.

On the other hand, a learning philosophy is focused on the perspective and beliefs of the learner, the student. It involves how the individual acquires knowledge, skills, and understanding. In addition, it focuses on why the individual wants to learn. It could be that the individual wants to learn because of intrinsic motivation, extrinsic motivation, or because of some other reasons. It often involves a deep reflection on one's preferred learning styles, personal goals, and the environments and resources that best support their learning journey.

Essentially, a teaching philosophy is oriented toward the educator's role and methods, while a learning philosophy is oriented toward the student's mindset and strategies. They are interconnected, as effective teaching should align with and support the diverse learning philosophies of students, creating a more effective and productive educational experience.

Connection to one or more learning theories

I find that my approach to learning is a dynamic fusion of various learning theories, including constructivism, behaviorism, and cognitivism. Each of these theories offers different viewpoints and valuable ideas for different aspects of the learning process. I like constructivism's emphasis on active engagement and the idea that learners construct their knowledge through hands-on experiences (Yilmaz, 2008). I personally learned better when I did it than just listening to lectures. I also like how Behaviorism focuses on reinforcement, feedback, and skill acquisition (Faryadi, 2007). It is essential in practical applications and skill development. Cognitivism, with its emphasis on mental processes, problem-solving, and information processing, helps me understand complex concepts and critical thinking. By drawing from these separate theories, I'm able to adapt my approach to different learning situations, combining the best elements of each theory to suit the specific needs of the moment. Basically, I believe that the combination of these theories allows for a well-rounded and flexible approach to learning, one that recognizes the importance of each theory and applies them where they are most effective.

Impact on Innovation Plan and Role as an Agent of Change

My learning philosophy serves as the foundation for my innovation plan, which focuses on the implementation of E-Portfolios. I firmly believe that E-Portfolios is a powerful tool, one that empowers learners to document their educational journeys, engage in thoughtful self-reflection, and take an active role in building and monitoring their progress in learning. As an agent of change, I aim to increase self-directed learning and encourage students to take ownership of their learning process. I believe that every students can learn and will learn if the learning environment is build tailored to their learning styles and academic level. 

 

Annotated Bibliography:

 

Kozulin, A. (2007). Vygotsky’s educational theory in cultural context. Cambridge University Press.

This book presents innovative ideas in the field of educational psychology, learning, and instruction. These ideas were first formulated by Russian psychologist and educator Lev Vygotsky and are currently enjoying unprecedented popularity in the U.S., Latin America, Europe, and Russia. An international team of scholars who contributed to this volume provide comprehensive coverage of all main concepts of Vygotsky's sociocultural theory, emphasize its importance for the understanding of child development, and propose specific classroom applications.

 

Dweck, C. S. (2016a). Mindset the new psychology of Success. Ballantine Books.

In this edition, Dweck offers new insights into her now famous and broadly embraced concept. She introduces a phenomenon she calls false growth mindset and guides people toward adopting a deeper, truer growth mindset. She also expands the mindset concept beyond the individual, applying it to the cultures of groups and organizations. With the right mindset, you can motivate those you lead, teach, and love—to transform their lives and your own.

Horn, M. B., Staker, H., & Christensen, C. M. (2015). Blended: Using disruptive innovation to improve schools. Jossey-Bass.

Blended Learning is the educational buzz, and "Blended" steps up as the go-to guide. Geared towards educators seeking practical advice, it delves into crafting and executing successful blended learning programs. This book goes beyond theory, offering a hands-on framework, unraveling benefits, and tackling challenges of online learning. With comprehensive answers to common questions, "Blended" paves the way for a more student-centered system across grade levels. It's not just theory; it's a field guide for educators, parents, and students alike, making blended learning a reality in real-world schools. For those aiming to transform education into a student-centric experience, "Blended" is the roadmap.

Kankaras, M. (2023). Jean Piaget’s Theory of Cognitive Development: A Simple Guide. Dr. Milos Kankaras.

This book represents a brief but still comprehensive guide to Jean Piaget's influential theory of cognitive development. It inspires readers to embark on a captivating journey through the stages of human intellectual growth, exploring the profound insights and discoveries of one of the most influential psychologists of the 20th century.

References:

Faryadi, Q. (2007, February 16). Behaviorism and the Construction of Knowledge. Eric Institute of Education Sciences .

Kozulin, A. (2007). Vygotsky’s educational theory in cultural context. Cambridge University Press.

Pear, J. J. (2001). The Science of Learning. Psychology Press.

Yilmaz, kaya. (2008). Constructivism: Its Theoretical Underpinnings, Variations, and Implications for Classroom Instruction. Educational HORIZONS, Spring.