My Learning Philosophy

My

Learning

Philosophy

"You can teach a student a lesson for a day; but if you can teach him to learn by creating curiosity, he will continue the learning process as long as he lives."

-Clay P. Bedford.

My beliefs about learning

Being a part of the educational field requires understanding how students learn. Knowing what we believe about learning is essential since this foundational belief will drive how we create significant learning environments (CSLE) and engage our learners (Harapnuik, n.d.).

The way we perceive and organize information (visual, auditive) is different; we also store it and select it differently; the way we also decide how and when to use this information is not the same (planned or spontaneous); some of us prefer to work collectively instead individual. Although there are many different approaches to learning, there are three main schemas of learning theories: behaviorism, cognitivism, and constructivism.

I believe that...

learning is a unique and specific process for each individual
everyone learns at their own pace and strategies
everyone can learn in an engaging environment
technology is a crucial factor in today's learning

Behaviourism-Cognitivism-and-Constructivism-as-Learning-Theories.png

Behaviorism learning theory was started in the 19th century by B. F. Skinner and John B. Watson; it focuses on the idea that all behaviors are learned through interaction with the environment. Based on positive and negative reinforcements as motivators. There is still a rigid belief that behaviorism is the key for educators because it impacts how students react and behave in the classroom and how teachers can directly influence this behavior. As an educator, I believe that there are different ways to motivate and help students to learn; if we provide a significant learning environment, the students will be engaged and less likely to misbehave in the classroom.

Jean Piaget founded the Cognitive learning theory as a reaction to the prevalent behaviorism. This theory focuses on the internal processes surrounding information and memory. Cognitivists have increased our understanding of how humans process and make sense of new information, how we access, interpret, integrate, process, organize and manage knowledge, and have given us a better understanding of the conditions that affect learners’ mental states. Although this theory is based on the fact that everyone understands the world differently, it reduces learning behavior as a thought process like the way computers work ( input-process-output). As an educator, I believe that emotions are important influents factors in students' learning, but this theory ignores them.

A glance at learning theories as an educator

In Constructivist learning theory, learners build knowledge through reflection and active construction in the mind. The learners make connections from cultural backgrounds, previous knowledge, experiences, and personal views. Constructivism splits into two main camps: cognitive and social. While Piaget represents the cognitive side, Lev Vygotsky focuses on the social aspects of acquiring knowledge. Vygotsky suggests that one learns best through working with others and creating an environment of shared meaning with peers. John Dewey combines Piaget's and Vygoysky's ideas and states that constructivism can build individual and social knowledge (Bates, 2019). Dewey believes that learning should be interactive and that students should be encouraged to explore and discover new information independently. As an educator, I believe that if we want to engage students in their learning, they need to be in control and construct their knowledge by doing and interacting with peers.

Myself as a learner

I have been devoted to the behaviorism learning theory from kindergarten through my undergraduate program. Experience thrived on rewards and punishments; the favorite reward was a 100 on the report card or A's on the transcript. Learning to do whatever was necessary to obtain good grades. That is how I managed to graduate from college with a good GPA. However, these good grades did not give me the confidence and experience needed for the workplace, and the information I memorized to pass the tests was forgotten. An education system built on rewards and punishments gave me impressive grades but did not lead me to the learning I craved.

Joining the workforce and with the evolution of technology and connectivity, I started being a self-directed learner, building my knowledge by doing and exploring. Learning from other people's experiences, and hence other people. I see learning as a continuous and endless process. Exploring learning as a process is attractive; we make sense of our thoughts, feelings, and experiences. The engaging learning experience in the ADL program also confirms that my learning philosophy aligns primarily with constructivism. Making meaningful connections is how I learn.

Teaching vs. learning philosophy

Teaching philosophy and learning philosophy are different. A learning philosophy focuses on the learners and how the learner process information. A teaching philosophy focuses on the teacher and how the information is delivered. In today’s classroom, I believe that teaching and learning must go hand in hand. My learning philosophy is the backbone of my teaching philosophy. Comparing my learning experiences under the behaviorism and constructivism approaches makes me realize that when knowledge is constructed, it is meaningful and sticks with us for longer. Working as a tutor last semester, I had the autonomy to apply some constructivist elements in my workplace. My role was as a facilitator, helping learners how to learn. It was a huge difference in students' engagement. I believe each student is an individual who learns at their own pace and perceives the world in their own way. My job is to reinforce the genuine passion for exploring, discovering, and inquiring. I am responsible for transforming attitudes toward learning by helping the students grow their mindsets.

As an educator, I am responsible for equipping my learners with 21st-century skills to help them become self-directed and long-life learners. I believe that by creating engaging learning environments, every student can learn at their own pace and uniquely. My learning and teaching philosophy is based on Constructivism. It aligns perfectly with my Innovation Plan. The ePortfolios fall within the constructivism theory. Constructivism learning theory is based on the following:

My learning theory

I believe that learning is an active process that requires purpose, engagement, motivation, and a recognition of the validity of Connectivism in today’s digital world. As Siemens, G. (2005) points out, the broad learning theories of behaviorism, cognitivism, and constructivism are often utilized in the creation of instructional environments, however, they were developed in a time when “learning was not impacted through technology” (pg.1). I identify my beliefs with the constructivist John Dewey, who suggests that education should be centered around the learner and their experiences. Looking through a digital lens, Connectivism is able to make sense of constructivism by acknowledging learning as more than an individualistic activity (Siemens, 2005). Additionally, Connectivism recognizes the need for learners to actively construct knowledge in manners that allow for collaboration with others and through a variety of contexts and sources. This also connects to my beliefs in the importance of collaboration for learning. My ideas are based on the critical contributions of Jean Piaget, Lev Vygotsky, John Dewey, George Siemens, and Dwayne Harapnuik.

My learning philosophy and my Innovation Plan

Metacognition & Self-Regulated Learning
Reading to Learn
Problem-Based Learning
Project-Based Learning

Arguing to Learn
Peer Learning
Productive Failure
Web-based Scientific Inquiry

Concept Mapping
Inquiry-Based Learning
Accountable Talk

ePortfolios adopters will have authentic learning opportunities because they will be the center of their learning. They will have choice, ownership, and voice (COVA). A culture of a growth mindset will be promoted. Inquiry, collaboration, communication, digital learning, reflection, and creativity will be encouraged. With all these constructivist elements, learners will construct knowledge by making meaningful connections. They will engage in active learning and where the role of the teacher is a facilitator.

Conclusion

I believe that if we want to change the world and make it a better place, we must transform the education system and prepare our students for life and not just pass their tests. Engaging our scholars with the world instead of teaching them about the world. We live in a constantly changing society, as do learning and teaching philosophies. Learning and teaching are lifelong processes that will forever evolve and adapt to new ways of life, and what is important is that learners are aware of how and why they learn while teachers understand how and why to guide the learner.

REFERENCES

Bates, A. W.(2019). Teaching in a Digital Age: Guidelines for designing teaching and learning. Retrieve from https://opentextbc.ca/teachinginadigitalage/

Harapnuik, D. (n.d.). Learning philosophy. Retrieved from http://www.harapnuik.org/?page_id=95

Siemens, G. (2004, December 12). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology & Distance Learning, volume 2, number 1. Retrieved from: http://www.itdl.org/journal/jan_05/article01.htm

Annotated Bibliography

Bates, A. W.(2019). Teaching in a Digital Age: Guidelines for designing teaching and learning. Retrieve from https://opentextbc.ca/teachinginadigitalage/

The digital book enables teachers to help students develop the knowledge and skills they will need in a digital age: focus on the learning that will bring them success. Chapter 2 and Chapter 3 contributed in clarifying my position on the learning theories.

Donovan, Bransford & Peregrino (1999). How People Learn: Bridging Research and Practice. Retrieve from http://www.nap.edu/catalog/9457.html

How People Learn is a report that synthesizes research on human learning. It provides an opportunity to offer research-based messages that are clear and directly relevant to classroom practice. The study focuses on the critical implications for how our society educates and emphasizes the design of curricula, instruction, assessments, and learning environments.

Dweck, C. S. (2006). Mindset: The new psychology of success. New York: Random House.

This book is a practical guide on developing the mindset (which she calls a growth mindset). Through clever research studies and engaging writing, Dweck shows how our beliefs about our abilities and capabilities exert tremendous influence on how we learn and which paths we take in life. It describes challenges and setbacks as opportunities to grow. The growth mindset has implications for teaching and learning. It influenced my beliefs about behavior and engagement.

Education Bureau & The University of Hong Kong (2018 ). What Teachers Should Know About Learning Theories - Great starting point to get a general overview of the four major learning theories. Retrieve from https://kb.edu.hku.hk/learning_theory_history/

This site provides beneficial resources due to its simplicity in explaining each learning theory and also provides a table where these theories are simplified for quick reference.

Harapnuik, D. (n.d.). Learning philosophy. Retrieved from http://www.harapnuik.org/?page_id=95

Dr. Harapnuik shares his insights on how our learning philosophies can influence how we create and provide learning environments. He argues that we cannot really teach anyone, but we can set an environment that inspires learners to make meaningful connections for deeper engagement. Educators are encouraged to create significant learning environments (CSLE) based on the COVA (choice, ownership, and voice through authentic learning environments) framework to maximize student learning. He influenced my learning philosophy and adopted COVA principles as part of my beliefs.

Robinson, S. K. (2017). Out of our Minds: The Power of being creative. N.J: Capstone.

Ken Robinson writes about the different ways in which creativity is undervalued and ignored in Western culture and especially in our educational systems. Discusses the challenges and changes required in the current educational system to promote creativity. It also explains why being creative in today’s world is a vital necessity.

Siemens give us an overlook of how rapidly changing times will require us to rethink how we view learning theories. He suggests that because technology presents limitless information, how we learn will quickly need revising or perhaps a new system altogether. Connectivism essentially helps learners learn how to learn in a rapidly changing, digitally enhanced world.

Thomas, D., & Brown, J. S. (2011). A new culture of learning: Cultivating the imagination for a world of constant change. Lexington, KY: CreateSpace.

Thomas and Brown pursue an understanding of how the forces of change, and emerging waves of interest associated with these forces, inspire and invite us to imagine a future of learning that is as powerful as it is optimistic. By exploring play, innovation, and the cultivation of the imagination, the author creates a vision of learning for the future that is achievable, scalable, and one that grows along with technology that fosters it and the people who engage with it.

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