My Learning Philosophy
My Beliefs About Learning
When schools were created the foundation of the educational system relied upon teaching all students in the same manner, without consideration given to the individual needs of each student (Horn & Staker, 2014). Students sitting at their desk while teachers stand at the front of the classroom stating information fail to create authentic learning opportunities for students, as this approach does not reflect meaningful opportunities that enhance student learning and evoke further exploration.
My learning philosophy is quite simple, I believe all students have the ability to learn. However, my philosophy of all students having the ability to learn becomes more rigorous when the philosophy is expanded to include that all students can learn when the learning environment is student-centered. Meaningful instructional approaches to teaching all learning populations must encompass factors that encourage engagement, reflection, and individuality (Townsend & Townsend, 1992).
In student-centered environments boundaries are created that encourage passion and promote imagination that guide student learning. Practices such as differentiated instruction allow learning to occur for all students, regardless of their ability levels or learning style and must be provided for students to excel. Student-centered classrooms offer students the opportunity to learn in a natural and genuine manner.
The video Creative Thinking – How to get out of the box and generate ideas detail the importance of thinking outside the box, developing an environment where it is okay to make mistakes, and not focusing on a single solution (Corazza, 2014). Acceptance of mistakes and not knowing all the right answers requires learners to have a growth mind set. When faced with a challenge learners must understand the word “yet” represents they have not failed, but instead are working towards achieving a desired goal (Dweck, 2014). Authentic learning requires students to have an appropriate level of self-awareness to develop a growth mindset (Jeffery, 2017).
Learning Philosophy
As I continue my infinite journey of learning, my learning philosophy will continue to evolve. This philosophy will always be embedded in the belief all students can learn. Currently, I include all students can learn when a growth mindset is cultivated and opportunities for learning experiences are provide in a significant learning environment which is student centered and furthers passion, stimulates imagination, while setting boundaries resulting in authentic learning.
Teaching and Learning
To be an effective teacher you have to be an effective learner. I believe it is not possible for a teacher to experience success if they are not open and willing to learn. It is also my position that teaching has not occurred if learners have not learned. Thus, there is a positive correlation between teaching and learning.
Effective teaching requires teachers to take the time to learn about the needs, learning students, interest, and readiness levels of their students. Building relationships with students creates the foundation for learning, as teachers become better equipped to facilitate meaningful learning experiences once teacher-student relationships are established.
Upon the establishment of relationships, teachers are then able to prepare learning environments that offer students choice, require student ownership, boost student voice, and create authentic learning opportunities. Such an environment depicts students actively engaged in activities as the teacher facilitates the learning process, an authentic environment where teaching of teachers and students and learning of teachers and students occur simultaneously.
Myself as a Learner
Although I was not familiar with the phrase “growth mindset” prior to enrolling in the ADL program, I already embraced multiple aspects of a growth mindset which has guided my learning. I have and continue to embrace failures as an opportunity for growth, I seek and learn from feedback, I find joy in seeing others succeed, I know mistakes help me grow, and most importantly I know my intelligence can be developed.
I am always seeking opportunities to learn in various ways. The ADL Program at Lamar is the first time I can recall in higher education where COVA strategies at the root of the program and all activities in courses. This has been uncomfortable yet invigorating. It has forced me to think in another way, see things from the lenses of my students, and cause me to have more questions than answers at various times during course. I am always excited to continue to develop as a learner, as I understand the more I learn the better I can support and help others.
Constructivist
John Piaget developed the fundamental principles associated with the constructivist theory. Piaget believed that students are actively motivated learners, seeking out things in the world that they do not understand (Bodner, 1986). Thus, Piaget believed that children construct their own learning based on prior knowledge through assimilation and accommodation. Interaction with the world is viewed as an essential component of cognitive growth for constructivists, with the need for equilibrium for complete thoughts. Piaget believed that acquiring knowledge was a life ling process in which individuals organize, structure, and restructure experiences based on schemes that are adjusted over time (Bodner, 1986).
John Dewey expanded upon Piaget’s constructivism principles by offering learning as being a social activity (Xyst, 2016). Dewey placed emphasis on real-life experiences to solve problems and cultivate learning experiences. Experiencing a problem, opposed to only a passive interaction, allows students to understand meaningful consequences that are also emotional and offer reflection (Xyst, 2016).
The most basic premise of constructivism is that meaningful learning occurs when students are engaged in authentic learning. Students constructing their own learning actively fosters a student-centered environment. I view myself as a constructivist because I believe in students having the chance to take charge of their own learning in an active manner while making connections to new learning based on prior knowledge. I am a huge prominent of authentic learning for true higher learning to occur. Constructivism is a student-centered approach that requires a significant learning environment for students to become active learners. Furthermore, constructivism allows students to seek meaningful learning activities surrounding an area of passion. The elements of constructivism align directly with my learning philosophy: All students can learn when a growth mindset is cultivated and opportunities for learning experiences are provide in a significant learning environment which is student centered and furthers passion, stimulates imagination, while setting boundaries resulting in authentic learning.
Influence on Innovation Plan and Change Agent
My learning philosophy has directly influenced my innovation plan. The beginning portion of my innovation outline provides participants with opportunities to evaluate and develop their growth mindset. Most if not all activities are designed in a manner to offer participants choice, ownership, voice, and authentic opportunities. There are also intentional embedded elements, such as peer to peer learning, to foster a significant learning environment.
As a change agent I enjoy leading by examples. Facilitating learning for adult learners will better equip them to facilitate learning for other adults and students they support. Moreover, collecting data and reporting results allows for ongoing modifications and adjustments to the program as needed to enhance learning opportunities. Understanding there is always room for growth and development is one essential element in embracing a growth mindset. As a change agent I will also share and model a growth mindset.
Annotated Bibliography
Bodner, George. (1986). Constructivism: A Theory of Knowledge. Journal of Chemical Education. 63. 10.1021/ed063p873.
Bodner shared a history of John Piaget’s Constructivism Theory. The author outlines the development of the theory, the basic principles associated with the theory, other beliefs of Piaget that shaped his thinking, as well as the impact John Piaget has had on teaching and learning. Piaget stressed the importance of active learning for the student through experiences. This learning is enhanced by the learner making mistakes and further developing knowledge based on prior knowledge the learner has obtained. Bodner offers an informative article for the reader interested in developing a basic understanding of constructivism and its impact on learning.
​
Dweck, C.S. (2006). Mindset: The new psychology of success. Random House Digital, Inc.
Dweck shares the idea of growth mindset stems from the fact that your qualities are things you can cultivate through efforts, strategies, and help from others. The ability to succeed or fail is based on a cognitive process that one can control. Further concepts and traits of a growth mindset are outlined. Steps to having or improving our growth mindset are outlined which requires the individual to learn to hear a fixed mindset, recognize one has a choice, talk to the negative with your growth mindset voice, and act and establish a plan for a growth mindset.
​
Ertmer, P. A., & Newby, T. J. (1993). Behaviorism, cognitivism, constructivism: Comparing critical features from an instructional design perspective. Performance improvement quarterly, 6(4), 50-72.
When considering a learning theory to align with, or learning theories to merge, it is important to have a general understanding of influential learning theories. Ertmer and Newby provide readers with an overview of behaviorism, cognitivism, and constructivism learning theories. Information is offered that shares basic facts and fundamental information about each learning theory, providing the information with a starting point to explore in further detail the learning theory or theories of interest.
Harapnuik, D. (n.d.). Learning philosophy. Retrieved from http://www.harapnuik.org/?page_id=95
​
Harapnuik shares his learning philosophy, while providing a clear example on the development of a learning philosophy. The learning philosophy begins with Harapnuik establishing the foundation of his learning philosophy by incorporating personal experiences and elements. As the philosophy evolves technical aspects are included that clearly align his beliefs with the philosophy
Horn, M. B., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools. John Wiley & Sons.
​
Horn and Staker introduce the reader to the phrase disruptive innovation. The book reflects upon the old way of education, and the impractically of teaching students in the 21st century in the same manner we taught students over a century ago. The need for student-centered educational institutions is clear through the readings. Concepts such as competency-based learning and personalized learning are explored to make sure learning is meaningful for students. The idea and benefits of student ownership are also explored. Horn and Staker outline how education was, the changes needed for meaningful learning, and the impact on students when they are in a student-centered environment.
​
Thomas, D., & Brown J. S. (2011). A New Culture of Learning: Cultivating the imagination for a world of constant change. (Vol 219) Lexington, KY: CreateSpace
Thomas and Brown highlight throughout the book the importance of adopting a revolutionized way of teaching so learning occurs. The role of teachers and ideas surrounding the concept of play (with explanation of passion, imagination, and boundaries provided) for students to engage in authentic learning are presented in the book. The author emphasizes the importance of the environment and necessary elements for learning. Thomas and Brown articulate to readers the benefits of embracing the unknown and continuing to ask questions as they seek answers.
References
Bodner, George. (1986). Constructivism: A Theory of Knowledge. Journal of Chemical Education. 63. 10.1021/ed063p873.
Corazza, G. (2014, March 11). Creative Thinking - How to get out of the box and generate ideas. YouTube. https://youtu.be/bEusrD8g-dM
Dweck, C. (2014, October 9). Developing a Growth Mindset. YouTube. https://youtu.be/hiiEeMN7vbQ
Horn, M. B., & Staker, H. (2014). Blended: Using disruptive innovation to improve schools.
John Wiley &Sons.
Jeffrey, S. (2017). How to Change Your Fixed Mindset. https://scottjeffrey.com/change-your-fixed-mindset/
​
Townsend, F. C., & Townsend, C. M. (1992). Meeting learning needs through multimedia: A look at the way modern technology can help classroom teachers meet the varied instructional needs of students.
Xyst, K. (2016). Constructivism, Dewey, and academic advising. NACADA Journal, 36(2), 11-19. https://files.eric.ed.gov/fulltext/EJ1135327.pdf