Creating my learning philosophy

Image created by Rose Rayner using Copilot 2024

Honestly, I had never really contemplated my learning philosophy before. Reflecting on it, I realize I've always been the inquisitive one, the person who constantly asks questions and challenges the answers provided. A particular memory stands out: sitting at the kitchen table past midnight, debating with my dad as he attempted to assist me with my high school math homework. He would explain how to do something, but I needed to understand why. I'm not the type of learner who can just accept," just do this", as an explanation. Understanding the rationale is crucial for me; it's the key to truly grasping a concept. Once I comprehend the reason, I can remember the steps indefinitely. Otherwise, learning step by step feels meaningless. Perhaps this explains my affinity for science, a subject I've always excelled in and loved. Throughout my various career roles, I've realized that simply being told how to do something isn't enough for me. I can observe and take notes, but I must perform the task myself to truly
memorize the process.

After much consideration of different learning theories, I align myself with what Jean Piaget and William G. Perry describe as cognitive constructivism. Constructivists integrate their existing knowledge with new information to actively forge their own understanding. As I mentioned, I must engage in the process myself to learn effectively. Cognitive constructivism posits that personal involvement in a task leads to knowledge construction, which resonates with me. I approach tasks methodically, building my knowledge as I complete each step of a project. I'm adept at self-reflection and possess a natural drive to succeed and
expand my knowledge in all my endeavors.


From my perspective, a learning philosophy differs from a teaching philosophy in that the latter centers on my identity as an instructor or teacher, focusing on my & "why"; Why I choose my profession, why I teach, and what passion drives me. It encompasses what I teach, including all my lesson plans and the curriculum. In contrast, a learning philosophy mirrors my approach to pedagogy and the learning process itself. It's something learners can craft and evolve over time. As a teacher, I observe how each student learns and acquires knowledge, enabling me to create an environment that leverages their prior knowledge and fosters an effective learning experience. Getting to know my students throughout the year allows me to incorporate various cultures and experiences to motivate them, placing a greater emphasis on their learning journey.


Teaching and learning are intrinsically linked. Without content to teach, there would be no learning, and conversely, without learners, there would be no teaching. Understanding this interplay is crucial to becoming an effective teacher, and being a proficient learner is the first step towards this goal. Teaching involves conveying information or ideas, formally or informally, in any setting. Learning encompasses the acquisition of new information or behaviors, which can be positive or negative. It also involves enhancing existing knowledge with new insights. Effective teachers begin with the end in mind, setting clear objectives for what their students should learn and planning backwards from that goal. They design each step to progressively guide students towards the desired outcome. High expectations are set from the outset, fostering an environment where students are actively engaged, promptly receive feedback, and are
encouraged to learn actively.

In light of everything discussed, my learning philosophy is that learning emerges from creating meaning out of the experiences we accumulate over our lifetimes. As a teacher, my role is to guide my students in exploring the world, setting boundaries, and providin motivation. I assist them in linking their existing knowledge and experiences with the new material I present, while also molding their inquiry process, which is vital for lifelong learning. I am a committed lifelong learner, continually seeking additional information to methodically tackle tasks and deepen my understanding of the learning process. I intend to leverage technology to discover the most effective ways to structure and organize activities that encourage students to pose questions and investigate the world. I will persist in adopting a growth mindset and concentrate on being more of a mentor or facilitator as I lead my Innovation Plan. My goal is to concentrate on my students; learning processes and how I can aid in facilitating that learning in my classroom, thereby creating a more impactful learning environment. I aim to immerse my students in a setting where they can independently interpret information by drawing on their previous knowledge. The acquisition and interpretation of knowledge are fundamental to learning, and it is the learner's duty to construct their own understanding, employing metacognition to connect with what they already know.

References

Cobb, J. (2009, May 21). A Definition of Learning. Mission to Learn - Lifelong Learning Blog. https://www.missiontolearn.com/definition-of-learning/

This blog outlines the concept of lifelong learning, presenting the authors perspective on the ways learners acquire and pursue knowledge, alongside a discussion on the nature of learning itself.


Cognitive Constructivism. (n.d.). FutureLearn. https://www.futurelearn.com/info/courses/learning-network-
age/0/steps/24639

This article explores the Cognitive Constructivist theory, emphasizing how learners actively construct new understanding by applying their existing knowledge and experiences in a dynamic process of hands-on
involvement.


Cox, J. (2019). 4 Teaching Philosophy Statement Examples. ThoughtCo. https://www.thoughtco.com/teaching-philosophy-examples-2081517
The article proved useful as it provided examples of teaching philosophy statements from various perspectives. It detailed the essential components to include, offered guidance for each section, and explained how to structure them. Additionally, it highlighted the elements to avoid when
crafting our teaching philosophies.


Harapnuik, D. (2024). Learning Philosophy https://www.harapnuik.org/?page_id=95

The article outlines the principles of learning, focusing on constructivist fundamentals. It suggests that by integrating these fundamentals with a student-centered approach, we can develop significant learning
environments for our students. It features a mandala that emphasizes the elements educators should consider nurturing such an environment.


Harapnuik, D. (2024), Educational Development Philosophy https://www.harapnuik.org/?page_id=4639

In this post, Harapnuik explores how his educational development philosophy extends his learning philosophy. He elaborates on leadership and how his diverse experiences enable him to exemplify learning by establishing significant learning environments. He outlines his instructional design process in steps, which resonate with my practices. For those unfamiliar with these steps, he provides a detailed explanation of each to elucidate the reasoning behind them.


Mambrol, N. (2020, November 9). Cognitive, Constructivist Learning. Literary Theory and Criticism. ‌https://literariness.org/2020/11/09/cognitive- constructivist-learning/

The article examines Constructivist Theories, delineating cognitive science, cognitive psychology, and constructivism. It delves into Jean Piaget's cognitive constructivist theory and juxtaposes it with Vygotsky's approach, noting that while both were constructivists, Piaget focused on cognitive aspects and Vygotsky on social facets. The article provides insightful details on the distinctions between their theories.


Mcleod, S. (2024, February 1). Constructivism as a Theory for Teaching and Learning. Simply Psychology.

https://www.simplypsychology.org/constructivism.html

The article outlines the Constructivism learning theory, emphasizing the necessity for learners to actively engage in their education by utilizing their previous experiences to deepen their understanding. Rather than depending on the traditional method of being spoon-fed information, it highlights the Constructivist philosophy that learning is a dynamic, active process. This approach necessitates that learners actively construct and engage with the material, thereby forging significant links between their existing knowledge and the new concepts they are acquiring.


PhD, N. H. (2015, October 23). Developing Students’ Learning Philosophies. Faculty Focus | Higher Ed Teaching & Learning. https://www.facultyfocus.com/articles/teaching-and- learning/developing-students-learning-philosophies/

The article explores the distinctions between learning and teaching philosophies, as well as various learning styles, within the context of an ePortfolio pilot program. It provides a set of questions to consider following
any learning experience, aiding in the understanding of our learning processes and methodologies.


Writing a Teaching Philosophy. (n.d.). Office for Faculty Excellence. Retrieved April 12, 2024,

https://ofe.ecu.edu/office-for-faculty-excellence/faculty-resources/teachi ng-resources/writing-a-teaching-philosophy/

The article provides guidance on crafting a teaching philosophy statement and explains the concept of a teaching philosophy. It describes a teaching philosophy as a reflection of your beliefs and values, essentially your & "why", In education. It embodies your identity both personally and professionally. The article offers a comprehensive checklist for what to include in your philosophy, along with various questions to consider during the writing process. It also includes examples indicating the appropriate length of a
philosophy statement and offers advice on formatting.