My Learning Philosophy
Everyone learns. We all learn at different paces and have different interests, but we are all capable of learning. Young children constantly question, “Why?” I can remember my children asking me why until I forgot the original question. Humans are born inquisitive. As adults, we are guilty of extinguishing childhood curiosity. We do not know the answer and end up saying something like, “Because I said so!”
My K-12 experiences were mainly ‘because I said so’ experiences or behavioristic in nature. Behaviorism is based on the reward or punishment system. If the answer is correct, you are rewarded; however, if the answer is wrong, you are punished (Bates, 2019). I memorized and regurgitated information. As I entered into college, some of my classes continued with the behavioristic method while other classes used the constructivist approach where “students ‘construct’ their own meaning by building on their previous knowledge and experience” (Education Theory Constructivism and Social Constructivism). I found myself drawn towards the classes that allowed me to practice and use the information learned in real-life applications. I began working in groups and enjoying collaboration with people who had the same interests.
As I began teaching, colleagues gave me advice. They had more experience and I felt they could guide me, however, they were teaching in the same behavioristic method that I had been raised. Behaviorism tends to dominate educational practices in the USA (Bates, 2019). I found myself unhappy in my career choice and began a search for happiness.
Fortunately, I did not change careers, but points of view about learning. I have a constructivist point of view. The Constructivist Theory “refers to the idea that learners construct knowledge for themselves” (“Constructivist Learning Theory”, 2016). The main theorists of this theory include John Dewey, Jerome Bruner, and Jean Piaget (Education Theory Constructivism and Social Constructivism). Dewey rejected the method of rote memorization and proposed a method where students engage with real-world situations with opportunities to think and work through situations, Piaget inspired ideas such as discovery learning and acceptance of individual differences and Bruner encouraged self-reflection, building on pervious knowledge and active, social learning (Education Theory Constructivism and Social Constructivism).
My learning philosophy drives my teaching philosophy. How students learn should determine how they are taught. Learners are more likely to comprehend and retain information if they are engaged in firsthand experiences with the content (Tate p. 77). It is up to teachers to help build those experience and connections. If students can connect new information with information they already know, they are able to learn more readily (Ambrose, 2010, p. 18).
My innovation proposal for a flipped classroom with station rotation would provide students an opportunity in class for discussion, hands on activities, technology applications, and collaboration. Lesson plans will create a curriculum with teacher guidance with problem solving allowing time for critical thinking and to working with other students comparing different learning backgrounds and cultures to obtain different outlooks (Education Theory Constructivism and Social Constructivism).
We are at this wonderful technological age where answers are a few key strokes away, we can have discussions with people on the other side of the world, and the only answers we cannot find are the ones that have not been discovered yet. We need to be creating learners who continue to question and look for answers. “We must rethink the very foundations of schooling if we are to base our practice on our understandings of learners’ needs” (Brooks & Brooks). What do we truly believe?
Resources
Ambrose, S. A. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
This book discusses research-based principles for teaching and how to implement them in the classroom.
Bates, T. (2019, March 17). Retrieved June 15, 2019, from https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/
This article briefly discusses types of learning theories.
Brooks, M., & Brooks, J. G. (n.d.). The Courage to Be Constructivist. Retrieved from http://www.ascd.org/publications/educational-leadership/nov99/vol57/num03/The-Courage-to-Be-Constructivist.aspx
This article discusses what needs to be in place to have a true constructivist classroom. The fact that high stakes testing does not correctly identify what students have learned.
Constructivist Learning Theory. (2016, October 07). Retrieved June 14, 2019, from https://www.exploratorium.edu/education/ifi/constructivist-learning
This article discusses constructivism and learning principles.
Education Theory Constructivism and Social Constructivism. (n.d.). Retrieved June 15, 2019, from http://www.teach-nology.com/currenttrends/constructivism/classroom_applications/
This online article discusses constructivism and social constructivism. It also identifies the main theorists and their contributions.
Tate, M. L. (2016). Formative assessment in a brain-compatible classroom: How do we really know they’re learning? West Palm Beach, FL: Learning Sciences International.
Marcia Tate studies brain function and shares her knowledge in ways that the brain learns. She gives examples and ideas for educators to use in the classroom.
Everyone learns. We all learn at different paces and have different interests, but we are all capable of learning. Young children constantly question, “Why?” I can remember my children asking me why until I forgot the original question. Humans are born inquisitive. As adults, we are guilty of extinguishing childhood curiosity. We do not know the answer and end up saying something like, “Because I said so!”
My K-12 experiences were mainly ‘because I said so’ experiences or behavioristic in nature. Behaviorism is based on the reward or punishment system. If the answer is correct, you are rewarded; however, if the answer is wrong, you are punished (Bates, 2019). I memorized and regurgitated information. As I entered into college, some of my classes continued with the behavioristic method while other classes used the constructivist approach where “students ‘construct’ their own meaning by building on their previous knowledge and experience” (Education Theory Constructivism and Social Constructivism). I found myself drawn towards the classes that allowed me to practice and use the information learned in real-life applications. I began working in groups and enjoying collaboration with people who had the same interests.
As I began teaching, colleagues gave me advice. They had more experience and I felt they could guide me, however, they were teaching in the same behavioristic method that I had been raised. Behaviorism tends to dominate educational practices in the USA (Bates, 2019). I found myself unhappy in my career choice and began a search for happiness.
Fortunately, I did not change careers, but points of view about learning. I have a constructivist point of view. The Constructivist Theory “refers to the idea that learners construct knowledge for themselves” (“Constructivist Learning Theory”, 2016). The main theorists of this theory include John Dewey, Jerome Bruner, and Jean Piaget (Education Theory Constructivism and Social Constructivism). Dewey rejected the method of rote memorization and proposed a method where students engage with real-world situations with opportunities to think and work through situations, Piaget inspired ideas such as discovery learning and acceptance of individual differences and Bruner encouraged self-reflection, building on pervious knowledge and active, social learning (Education Theory Constructivism and Social Constructivism).
My learning philosophy drives my teaching philosophy. How students learn should determine how they are taught. Learners are more likely to comprehend and retain information if they are engaged in firsthand experiences with the content (Tate p. 77). It is up to teachers to help build those experience and connections. If students can connect new information with information they already know, they are able to learn more readily (Ambrose, 2010, p. 18).
My innovation proposal for a flipped classroom with station rotation would provide students an opportunity in class for discussion, hands on activities, technology applications, and collaboration. Lesson plans will create a curriculum with teacher guidance with problem solving allowing time for critical thinking and to working with other students comparing different learning backgrounds and cultures to obtain different outlooks (Education Theory Constructivism and Social Constructivism).
We are at this wonderful technological age where answers are a few key strokes away, we can have discussions with people on the other side of the world, and the only answers we cannot find are the ones that have not been discovered yet. We need to be creating learners who continue to question and look for answers. “We must rethink the very foundations of schooling if we are to base our practice on our understandings of learners’ needs” (Brooks & Brooks). What do we truly believe?
Resources
Ambrose, S. A. (2010). How learning works: Seven research-based principles for smart teaching. San Francisco, CA: Jossey-Bass.
This book discusses research-based principles for teaching and how to implement them in the classroom.
Bates, T. (2019, March 17). Retrieved June 15, 2019, from https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/
This article briefly discusses types of learning theories.
Brooks, M., & Brooks, J. G. (n.d.). The Courage to Be Constructivist. Retrieved from http://www.ascd.org/publications/educational-leadership/nov99/vol57/num03/The-Courage-to-Be-Constructivist.aspx
This article discusses what needs to be in place to have a true constructivist classroom. The fact that high stakes testing does not correctly identify what students have learned.
Constructivist Learning Theory. (2016, October 07). Retrieved June 14, 2019, from https://www.exploratorium.edu/education/ifi/constructivist-learning
This article discusses constructivism and learning principles.
Education Theory Constructivism and Social Constructivism. (n.d.). Retrieved June 15, 2019, from http://www.teach-nology.com/currenttrends/constructivism/classroom_applications/
This online article discusses constructivism and social constructivism. It also identifies the main theorists and their contributions.
Tate, M. L. (2016). Formative assessment in a brain-compatible classroom: How do we really know they’re learning? West Palm Beach, FL: Learning Sciences International.
Marcia Tate studies brain function and shares her knowledge in ways that the brain learns. She gives examples and ideas for educators to use in the classroom.