My Learning Philosophy

Learning is MESSY! It is something that looks and feels different depending on the person involved in the process. Not to mention it really isn’t something that is best done in a structured process, but instead it should be able to be achieved by doing and experiencing. 

 

On the other hand, teaching is often a structured discipline where one person is the holder of most of the knowledge that is later passed on to those needing to receive it. This is of course the view from a traditional standpoint, however in today’s world teachers are more like facilitators and coaches who are a part of a guiding practice towards acquiring knowledge. In today’s classroom, I believe that teaching and learning have to go hand and hand. To be a quality teacher, one has to also be willing and receptive to learn from their surroundings. This includes learning from the students and allowing students to learn from each other. In the past I looked at myself as having a specific “learning style,” one that is more visual and action based rather than something that is stagnant, however as I begin to understand the concepts of learning theories, I have become more attuned to the fact that there aren’t learning styles but instead there is the process of learning which looks different for each person (Bates, 2019). It looks different because what is attained/retained is going to be different for each of us.

 

This realization is what leads me to my philosophy of learning, which has begun to intertwine with that of my philosophy towards teaching. A learning philosophy places much of the emphasis on learning and knowledge which derives from many different places and sources, whereas a teaching philosophy outlines the tools and beliefs that one has and utilizes when serving as a facilitator for learning to take place. However, one should essentially overlap the other. 

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My beliefs about learning align with a more cognitive constructivist approach, and while I do not view myself as a behaviorist currently, I can say that in the past I have utilized the concept of rewards and punishments as a driving force within my classroom. Over the years however, I have seen myself move away from that approach to learning. I believe that learning is not only an active process, but one that requires purpose, engagement, motivation, and a recognition of the validity of connectivism in today’s digital world. As George Siemens (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). As learning evolves, so should the principles and processes. In that regard,  I find my beliefs to be based on the key contributors  Jean Piaget, John Dewey, Jerome Bruner and Albert Bandura, as well as Spiro, Feltovitch & Coulson, key contributors of the Cognitive Flexibility Theory.

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Tan and Hung (2003) state that, “Learning is an active process of constructing rather than acquiring knowledge” (p. 49). What I take from this constructivist approach, is that the process of learning is fluid rather than static and is less about information, but rather immersing into the learning and making sense of knowledge on one’s own terms, and by recalling prior knowledge. My belief is that the acquisition of knowledge and deciphering meaning is a crucial part of the learning, which aligns with cognitivism.  Cognitive constructivism sums this up to declare that it is the responsibility of the learner to construct knowledge for themselves by using metacognition to connect to and internalize their prior knowledge.

 

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 sharply connects to my beliefs of the importance of collaboration for learning, as well as the ability to elevate from novice to expert by pooling resources. Tan and Hung (2003) point out that, “Fostering a collaborative learning environment is premised on the notion of social constructivism, which emphasizes learning through collaborative construction of socially shared knowledge” (p. 51). To sum, I believe that learning is an active process in which the learner must construct knowledge, individual and shared, by being motivated and engaged in authentic learning environments. By acknowledging that this is how students learn I can align my teaching philosophy with my learning philosophy. If I choose not to teach the way that I believe students learn, then I am only going through the motions rather than creating environments where learning can occur. However, it is important to understand that a teaching philosophy is different from a learning philosophy, with the latter focusing on the learners and the process in which they acquire and process information. On the contrary, a teaching philosophy focuses on the teacher and the mode of delivery of the information being taught. Effective instruction in a significant learning environment requires the teaching complement the learning. Essentially, my learning philosophy is the foundation of my teaching philosophy.

 

Moving out of the classroom and into a support role, requires a look at not only how children learn, but also how adults typically learn. In today’s digital age, learning and the tools used to foster and promote it, are continuously changing and evolving. As a result, it is my responsibility to ensure that my teaching and learning philosophies align to meet the needs of students and teachers to help facilitate their learning. For me, this means that I provide tools and resources needed to help lead towards the construction of their knowledge as opposed to simply providing the knowledge. One way the I exemplify my learning and teaching philosophies is through my ePortfolio innovation plan, which gives the students a platform for learning and reflection, while also requiring them to take ownership of it. Additionally, teachers are also able to utilize these tools to create ownership over the content and other meaningful learning experiences they are creating for themselves through the facilitation of ownership for their students. This framework is a crucial part of creating significant learning environments as I recognize the students’ passions and imaginations through giving them the opportunity to construct knowledge. Ken Robinson (2010) says that teachers need to “create the conditions under which [students] begin to flourish.” Students, as well as teachers, need the tools and the opportunity to flourish.

 

As society and education changes, so do learning and teaching philosophies. Learning and thus teaching is a lifelong process that will forever be evolving and adapting 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 teach to the learner. Ultimately, learning is a messy but somehow a beautiful process that is fostered in environments that are collaborative and significant.

 

References

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Bates, T. (2019, March 17). Learning theories and online learning: Tony Bates. Tony Bates. Retrieved November 3, 2021, from https://www.tonybates.ca/2014/07/29/learning-theories-and-online-learning/. 

• Bates breaks down the different learning theories and makes their importance relative and understanding to showcase the need for alternative theoretical approaches, to better make choices about how to approach teaching.

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Robinson, S. K. [TED]. (2010, May 24). Bring on the learning revolution! [Video file]. Retrieved from https://www.youtube.com/watch?v=r9LelXa3U_I

• Sir Ken Robinson recognizes the need for a learning revolution as he explains the disconnects between teaching and learning in today’s world.

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Siemens, G. (2005). Connectivism: A learning theory for the digital age. International Journal of Instructional Technology and Distance Learning, 2(1),3-10. Retrieved from    http://www.itdl.org/journal/jan_05/Jan_05.pdf

• George Siemens looks at connectivism theory, which is related to constructivism, and its impact in the digital age and on 21st century learners.

 

Tan, S. C., & Hung, D. (2003). Beyond information pumping: Creating a constructivist e-learning environment. Educational Technology, 42(5), 48-54.

• Tan and Hung discuss the constructivist theory, as it relates to online learning. They emphasize the importance of student-centered learning environments and highlight the importance of constructivism in the modern classroom.